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"title": "How the #DisruptTexts Movement Can Help English Teachers Be More Inclusive",
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"content": "\u003cp>Most English teachers love to read and share the literature that has touched them over the years. They want their students to value and love reading, too. But sometimes the books adults love aren’t the stories that resonate with young people, for all kinds of reasons. As U.S. classrooms become more racially and culturally diverse, many students don’t see themselves reflected in the literature their teachers hold up as worthy of study.\u003c/p>\n\u003cp>But that’s slowly changing. The recent \u003ca href=\"http://www2.ncte.org/\">National Council of Teachers of English\u003c/a> (NCTE) conference offered numerous sessions featuring authors with traditionally marginalized identities, as well as teachers who are working hard to change how and what they teach. Almost every session with this focus emphasized that educators interested in doing this work need to first\u003ca href=\"https://triciaebarvia.org/2018/07/27/we-teach-who-we-are-unpacking-our-identities/\"> examine their own beliefs\u003c/a> and biases before jumping into the work.\u003c/p>\n\u003cp>Some of the leaders of \u003ca href=\"https://disrupttexts.org/how-to-participate/\">this conversation\u003c/a> are four educators of color– \u003ca href=\"https://twitter.com/triciaebarvia?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">Tricia Ebarvia\u003c/a>, \u003ca href=\"https://twitter.com/nenagerman?s=20\">Lorena Germán\u003c/a>, \u003ca href=\"https://twitter.com/TchKimPossible?s=20\">Kim Parker\u003c/a> and \u003ca href=\"https://twitter.com/juliaerin80?lang=en\">Julia Torres\u003c/a>. They’re the founders of the #DisruptTexts Twitter chats and \u003ca href=\"https://disrupttexts.org/\">website\u003c/a>, and authors of a forthcoming book. Every Monday, they post reflection questions about texts commonly taught in high school under the hashtag \u003ca href=\"https://twitter.com/search?q=%23DisruptTexts&src=hashtag_click\">#DisruptTexts\u003c/a>. Over the course of the week, teachers respond to the questions, and engage with one another, in a “slow chat” that doesn’t require everyone to be online at the same time. When the chat is over, the organizers archive the chat and summarize some of the reflections and ideas that emerged.\u003c/p>\n\u003cp>“It’s about creating an equitable and inclusive curriculum, notice that I did not say diverse,” said high school English teacher Tricia Ebarvia, as she kicked off a session about the core values of the #DisruptTexts movement in a packed ballroom at NCTE.\u003c/p>\n\u003cp>This movement is not about exchanging a more contemporary title for a traditional one, even if the new author is a woman. Ebarvia cautioned educators against making a false equivalency between sexism and racism. Instead, she urged educators to think carefully about the message their current curriculum sends to students about whose voices and stories are worthy of academic study.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Ebarvia and the other founders have seen enough interest in \u003ca href=\"https://disrupttexts.org/lets-get-to-work/\">this conversation\u003c/a> that they’ve distilled it into four key values that also speak to some of the common misconceptions among colleagues.\u003c/p>\n\u003cp>\u003cstrong>Pillar #1: Continuously interrogate our own biases to understand how they inform our teaching.\u003c/strong>\u003c/p>\n\u003cp>“Folks tend to skip over the necessary stage of interrogating themselves before jumping into diverse texts,” said Julia Torres, a #DisruptTexts founder and teacher-librarian in Colorado.\u003c/p>\n\u003cp>[aside label=’Reading List’ link1=’https://www.amazon.com/Teaching-Transgress-Education-Practice-Translation/dp/0415908086,Teaching To Transgress by bell hooks’ link2=’https://www.bloomsbury.com/us/white-rage-9781632864123/,White Rage by Carol Anderson’ link3=’https://www.quartoknows.com/books/9780711245211/This-Book-Is-Anti-Racist.html,This Book Is Anti Racist by Tiffany Jewell and Aurelia Durand’ link4=’https://www.amazon.com/Borderlands-Frontera-Mestiza-Gloria-Anzald%C3%BAa/dp/1879960850, Borderlands/La Frontera by Gloria Anzaldua’ link5=’https://www.amazon.com/Free-Within-Ourselves-Development-Literature/dp/0325071357, Free Within Ourselves by Rudine S Bishop’ link6=’https://www.sealpress.com/titles/ijeoma-oluo/so-you-want-to-talk-about-race/9781580056779/, So You Want To Talk About Race by Ijeoma Oluo’ link7=’https://www.amazon.com/How-Be-Antiracist-Ibram-Kendi/dp/0525509283,How To Be an Antiracist by Ibram X. Kendi’ link8=’https://www.amazon.com/Stamped-Antiracism-National-Award-winning-Beginning/dp/0316453692, Stamped by Ibram X Kendi and Jason Reynolds’]\u003c/p>\n\u003cp>Bias often shows up in knee-jerk reactions to discussions about changing the texts students read. And if teachers haven’t considered the factors that influence their thinking, or how their experiences and upbringing might inform what they do in the classroom, then adding new texts to the curriculum won’t be as transformative for students as it could be. After all, teachers set the tone; they’re the models and wield power over students’ lives.\u003c/p>\n\u003cp>Torres explained that a core part of this work is recognizing that every text has a particular perspective and was written at a particular time. That’s not necessarily good or bad, but teachers must recognize that context, and help students to interrogate what it could mean for the text. She points out that literature cannot be divorced from the social, political and cultural context in which it was made. So when teachers have nostalgia for certain texts, it comes with more weight than they may at first realize.\u003c/p>\n\u003cp>“Literature written by white authors tends to exclude or misrepresent the experiences of BIPOC (Black, Indigenous, People of Color),” Torres said. “We want own-voices texts. And there are lots of authors who will back up that desire.”\u003c/p>\n\u003cp>She also urged teachers to think carefully about how much space they create in their classrooms for students to voice discomfort with specific texts or their opinions about alternatives. “We have to really consider how are we rewarding conformity and punishing resistance,” Torres said.\u003c/p>\n\u003cp>As teachers dig into self-exploration work at the foundation of the #DisruptTexts movement, Torres boils it down to five points:\u003c/p>\n\u003col>\n\u003cli>Figure out where you are. Be honest about where you are. Recognize people won’t all be in the same place.\u003c/li>\n\u003cli>Look for tools that will help you expand your world with your students. Listen to students.\u003c/li>\n\u003cli>Be honest with yourself about whether you’re creating ways for students to push back safely.\u003c/li>\n\u003cli>Consider ways to empower students by involving them in the practice of decolonizing thinking.\u003c/li>\n\u003cli>Recognize the ways we are all complicit in perpetuating systemic oppression and consequently responsible for dismantling it.\u003c/li>\n\u003c/ol>\n\u003cp>“This is not work that someone else needs to do,” Torres said. “This is work we all need to do.”\u003c/p>\n\u003cp>\u003cstrong>Pillar #2: Center black, Indigenous, and voices of color in literature\u003c/strong>\u003c/p>\n\u003cp>A quick search of the most commonly read high school texts turns up a lot of white male authors: Fitzgerald, Shakespeare, Golding, Hawthorne. No one is saying some of these texts aren’t worthy of study. The concern is that there isn’t balance.\u003c/p>\n\u003cp>“So much of our literary canon is centered on the white gaze and written by white male authors,” said Lorena Germán.\u003c/p>\n\u003cp>“The issue is when the curriculum is all of that, and when the canon is mostly that.” Sometimes that white gaze has even been internalized by authors of color, which is why it’s important to remember the vast diversity of experience within communities of color. Just as one white man doesn’t speak for all white people, one black author does not speak to the experiences of all black people.\u003c/p>\n\u003cp>The dominance of white-authored texts in the curriculum is a problem for Germán and the other #DisruptTexts founders. They don’t see those stories connecting with their students, and worse, some of those stories actively exclude their students.\u003c/p>\n\u003cp>“It is for white people, by white people, and about white people,” Germán said. “That is the message that is received. That is the message I received in school.”\u003c/p>\n\u003cp>Germán urged teachers to find books that explore “the intersections and the margins,” to look for complex identities that resist stereotypes. She’d like to see teachers fill what \u003ca href=\"https://www.gse.upenn.edu/academics/faculty-directory/thomas\">Ebony Elizabeth Thomas\u003c/a> calls the “racial imagination gap,” the implicit message, even in fantastical works, that people of color are the villains and monsters.\u003c/p>\n\u003cp>To center BIPOC voices and narratives Germán suggests:\u003c/p>\n\u003cul>\n\u003cli>Strategic pairing. Put texts in conversation with one another. Ask: How does one text fill the gaps of another?\u003c/li>\n\u003cli>Intentionally replace some texts. “There are some books that in and of themselves are problematic,” Germán said. “They feature characters that are straight-up racist or sexist. That is true. We can replace those texts.”\u003c/li>\n\u003cli>Strategically create counternarratives. Push against tendencies to put people in boxes. Instead, think of ways to add complexity and change perceptions.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003cbr>\nPillar #3: Apply a critical literacy lens to our teaching practices\u003c/strong>\u003c/p>\n\u003cp>“It’s not just about having a checklist of diverse books,” said Tricia Ebarvia. She referenced \u003ca href=\"http://www.imaginelit.com/news/2017/11/21/there-is-no-diverse-book\">Chad Everett’s work\u003c/a> when she said, “There is no such thing as a diverse book. When you say diverse book, diverse for whom?”\u003c/p>\n\u003cp>Ebarvia explained that at its core, critical literacy is understanding that the world is a socially constructed text that can be read and analyzed like other texts. “There is no neutral,” Ebarvia said, which means school is not about acquiring knowledge, but rather thinking deeply about the meaning we ascribe to that knowledge.\u003c/p>\n\u003cp>\u003ca href=\"https://triciaebarvia.org/2018/07/11/disrupting-texts-as-a-restorative-practice/\">Critical literacy\u003c/a> is not a unit of study, but rather a way of reading the world. When teachers help students to read the world critically it can open up powerful conversations. It may even give students permission to share their lived experiences, or ways they do and don’t see themselves in school texts, in unexpected ways. And, it highlights the systems in which we work, live and read.\u003c/p>\n\u003cp>Ebarvia described some ways she teaches critical literacy with her high school students. She assigns the introductory essay in Kareem Abdul-Jabbar’s book \u003ca href=\"https://shop.kareemabduljabbar.com/collections/shopbooks/products/writings-on-the-wall\">“Writing on the Wall”\u003c/a> to students. In it he describes how most people look at him and see only a basketball player. They don’t know that he’s also an \u003ca href=\"https://kareemabduljabbar.com/books/\">author\u003c/a>, a historian and a social justice ambassador. Through this essay, Ebarvia introduces students to the idea of what’s “above the line and below the line.” In this example, basketball is “above the line,” it’s what people know about Abdul-Jabbar. The other aspects of his identity are “below the line.”\u003c/p>\n\u003cp>This simple formulation works for all kinds of analysis. Ebarvia asks students to think about their school. What’s the above the line information? And because they are insiders there, what’s below the line, that maybe Ebarvia, as a teacher, doesn’t know?\u003c/p>\n\u003cp>Ebarvia likes this exercise because it gets students thinking about the dominant narrative and the less explicit ones. It allows her to teach books like \u003cem>\u003ca href=\"https://disrupttexts.org/2018/05/13/disrupting-the-great-gatsby/\">The Great Gatsby\u003c/a>\u003c/em> with integrity. If the dominant narrative in \u003cem>The Great Gatsby\u003c/em> is about “the American Dream,” what is the non-dominant narrative? Whose dream? What characters are centered? Who is at the margin and why? What points of view can she bring in from outside the text?\u003c/p>\n\u003cp>Ebarvia tries to build text sets that are diverse and inclusive. She recommends asking for students’ help building those text sets. Think expansively about what constitutes “text.” Maybe a rap song speaks to the gaps of experience and perception in a white-authored text, for example.\u003c/p>\n\u003cp>Another exercise \u003ca href=\"https://triciaebarvia.org/2017/03/11/slice-of-life-11-self-reflection-and-identity-as-a-path-to-critical-inquiry/\">Ebarvia does with students is a writing reflection\u003c/a> that asks students to reflect on who they are and how that identity and lived experience affects how they read the text. But she also pushes them to think beyond their own frame.\u003c/p>\n\u003cp>As a __________ (identity), I see __________ (issue) with/as __________ (opinion/perspective) because in my experience,__________ (support).\u003c/p>\n\u003cp>However, I recognize that that my view may be limited because__________.\u003c/p>\n\u003cp>In order to deepen my understanding of this issue, here are some of the questions I need to explore: __________.\u003c/p>\n\u003cp>\u003cstrong>Pillar #4: Work in community with others, especially BIPOC\u003c/strong>\u003c/p>\n\u003cp>“Community is built on accountability,” said Dr. Kim Parker. She urged educators to work at de-centering whiteness in schools and in the curriculum. She called on white educator allies to lift up the voices of BIPOC colleagues, especially those who don’t already get a lot of attention.\u003c/p>\n\u003cp>“We’re not trying to save anyone,” Parker said. “We’re trying to be in service with.”\u003c/p>\n\u003cp>That means honoring the knowledge and power in the community, the connectors and the ways of getting things done. Be humble. Listen.\u003c/p>\n\u003cp>She called on white educators who believe in this work to stand up for it to administrators, parents and other teachers. “For the white people in the room, your voices carry so much more weight than ours do, honestly,” Parker said.\u003c/p>\n\u003cp>And she referenced Elena Aguilar’s theory about \u003ca href=\"https://www.onwardthebook.com/understanding-your-influence/\">“spheres of control.”\u003c/a> What can you control? The internal work is something each person can control. What can you influence? Teachers influence students and colleagues all around them, and some push beyond that to Twitter, conferences and the broader education community. Everything else is outside your control.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Parker ended her portion of the presentation with a Toni Morrison quote: “I get angry about things, then go on and work.”\u003c/p>\n\n",
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"excerpt": "The dominance of white-authored texts in school curriculum makes it hard for students of color and those in underrepresented groups to connect with the stories. The #DisruptTexts movement seeks to guide educators to develop a more inclusive and relevant canon. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Most English teachers love to read and share the literature that has touched them over the years. They want their students to value and love reading, too. But sometimes the books adults love aren’t the stories that resonate with young people, for all kinds of reasons. As U.S. classrooms become more racially and culturally diverse, many students don’t see themselves reflected in the literature their teachers hold up as worthy of study.\u003c/p>\n\u003cp>But that’s slowly changing. The recent \u003ca href=\"http://www2.ncte.org/\">National Council of Teachers of English\u003c/a> (NCTE) conference offered numerous sessions featuring authors with traditionally marginalized identities, as well as teachers who are working hard to change how and what they teach. Almost every session with this focus emphasized that educators interested in doing this work need to first\u003ca href=\"https://triciaebarvia.org/2018/07/27/we-teach-who-we-are-unpacking-our-identities/\"> examine their own beliefs\u003c/a> and biases before jumping into the work.\u003c/p>\n\u003cp>Some of the leaders of \u003ca href=\"https://disrupttexts.org/how-to-participate/\">this conversation\u003c/a> are four educators of color– \u003ca href=\"https://twitter.com/triciaebarvia?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\">Tricia Ebarvia\u003c/a>, \u003ca href=\"https://twitter.com/nenagerman?s=20\">Lorena Germán\u003c/a>, \u003ca href=\"https://twitter.com/TchKimPossible?s=20\">Kim Parker\u003c/a> and \u003ca href=\"https://twitter.com/juliaerin80?lang=en\">Julia Torres\u003c/a>. They’re the founders of the #DisruptTexts Twitter chats and \u003ca href=\"https://disrupttexts.org/\">website\u003c/a>, and authors of a forthcoming book. Every Monday, they post reflection questions about texts commonly taught in high school under the hashtag \u003ca href=\"https://twitter.com/search?q=%23DisruptTexts&src=hashtag_click\">#DisruptTexts\u003c/a>. Over the course of the week, teachers respond to the questions, and engage with one another, in a “slow chat” that doesn’t require everyone to be online at the same time. When the chat is over, the organizers archive the chat and summarize some of the reflections and ideas that emerged.\u003c/p>\n\u003cp>“It’s about creating an equitable and inclusive curriculum, notice that I did not say diverse,” said high school English teacher Tricia Ebarvia, as she kicked off a session about the core values of the #DisruptTexts movement in a packed ballroom at NCTE.\u003c/p>\n\u003cp>This movement is not about exchanging a more contemporary title for a traditional one, even if the new author is a woman. Ebarvia cautioned educators against making a false equivalency between sexism and racism. Instead, she urged educators to think carefully about the message their current curriculum sends to students about whose voices and stories are worthy of academic study.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Ebarvia and the other founders have seen enough interest in \u003ca href=\"https://disrupttexts.org/lets-get-to-work/\">this conversation\u003c/a> that they’ve distilled it into four key values that also speak to some of the common misconceptions among colleagues.\u003c/p>\n\u003cp>\u003cstrong>Pillar #1: Continuously interrogate our own biases to understand how they inform our teaching.\u003c/strong>\u003c/p>\n\u003cp>“Folks tend to skip over the necessary stage of interrogating themselves before jumping into diverse texts,” said Julia Torres, a #DisruptTexts founder and teacher-librarian in Colorado.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Bias often shows up in knee-jerk reactions to discussions about changing the texts students read. And if teachers haven’t considered the factors that influence their thinking, or how their experiences and upbringing might inform what they do in the classroom, then adding new texts to the curriculum won’t be as transformative for students as it could be. After all, teachers set the tone; they’re the models and wield power over students’ lives.\u003c/p>\n\u003cp>Torres explained that a core part of this work is recognizing that every text has a particular perspective and was written at a particular time. That’s not necessarily good or bad, but teachers must recognize that context, and help students to interrogate what it could mean for the text. She points out that literature cannot be divorced from the social, political and cultural context in which it was made. So when teachers have nostalgia for certain texts, it comes with more weight than they may at first realize.\u003c/p>\n\u003cp>“Literature written by white authors tends to exclude or misrepresent the experiences of BIPOC (Black, Indigenous, People of Color),” Torres said. “We want own-voices texts. And there are lots of authors who will back up that desire.”\u003c/p>\n\u003cp>She also urged teachers to think carefully about how much space they create in their classrooms for students to voice discomfort with specific texts or their opinions about alternatives. “We have to really consider how are we rewarding conformity and punishing resistance,” Torres said.\u003c/p>\n\u003cp>As teachers dig into self-exploration work at the foundation of the #DisruptTexts movement, Torres boils it down to five points:\u003c/p>\n\u003col>\n\u003cli>Figure out where you are. Be honest about where you are. Recognize people won’t all be in the same place.\u003c/li>\n\u003cli>Look for tools that will help you expand your world with your students. Listen to students.\u003c/li>\n\u003cli>Be honest with yourself about whether you’re creating ways for students to push back safely.\u003c/li>\n\u003cli>Consider ways to empower students by involving them in the practice of decolonizing thinking.\u003c/li>\n\u003cli>Recognize the ways we are all complicit in perpetuating systemic oppression and consequently responsible for dismantling it.\u003c/li>\n\u003c/ol>\n\u003cp>“This is not work that someone else needs to do,” Torres said. “This is work we all need to do.”\u003c/p>\n\u003cp>\u003cstrong>Pillar #2: Center black, Indigenous, and voices of color in literature\u003c/strong>\u003c/p>\n\u003cp>A quick search of the most commonly read high school texts turns up a lot of white male authors: Fitzgerald, Shakespeare, Golding, Hawthorne. No one is saying some of these texts aren’t worthy of study. The concern is that there isn’t balance.\u003c/p>\n\u003cp>“So much of our literary canon is centered on the white gaze and written by white male authors,” said Lorena Germán.\u003c/p>\n\u003cp>“The issue is when the curriculum is all of that, and when the canon is mostly that.” Sometimes that white gaze has even been internalized by authors of color, which is why it’s important to remember the vast diversity of experience within communities of color. Just as one white man doesn’t speak for all white people, one black author does not speak to the experiences of all black people.\u003c/p>\n\u003cp>The dominance of white-authored texts in the curriculum is a problem for Germán and the other #DisruptTexts founders. They don’t see those stories connecting with their students, and worse, some of those stories actively exclude their students.\u003c/p>\n\u003cp>“It is for white people, by white people, and about white people,” Germán said. “That is the message that is received. That is the message I received in school.”\u003c/p>\n\u003cp>Germán urged teachers to find books that explore “the intersections and the margins,” to look for complex identities that resist stereotypes. She’d like to see teachers fill what \u003ca href=\"https://www.gse.upenn.edu/academics/faculty-directory/thomas\">Ebony Elizabeth Thomas\u003c/a> calls the “racial imagination gap,” the implicit message, even in fantastical works, that people of color are the villains and monsters.\u003c/p>\n\u003cp>To center BIPOC voices and narratives Germán suggests:\u003c/p>\n\u003cul>\n\u003cli>Strategic pairing. Put texts in conversation with one another. Ask: How does one text fill the gaps of another?\u003c/li>\n\u003cli>Intentionally replace some texts. “There are some books that in and of themselves are problematic,” Germán said. “They feature characters that are straight-up racist or sexist. That is true. We can replace those texts.”\u003c/li>\n\u003cli>Strategically create counternarratives. Push against tendencies to put people in boxes. Instead, think of ways to add complexity and change perceptions.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>\u003cbr>\nPillar #3: Apply a critical literacy lens to our teaching practices\u003c/strong>\u003c/p>\n\u003cp>“It’s not just about having a checklist of diverse books,” said Tricia Ebarvia. She referenced \u003ca href=\"http://www.imaginelit.com/news/2017/11/21/there-is-no-diverse-book\">Chad Everett’s work\u003c/a> when she said, “There is no such thing as a diverse book. When you say diverse book, diverse for whom?”\u003c/p>\n\u003cp>Ebarvia explained that at its core, critical literacy is understanding that the world is a socially constructed text that can be read and analyzed like other texts. “There is no neutral,” Ebarvia said, which means school is not about acquiring knowledge, but rather thinking deeply about the meaning we ascribe to that knowledge.\u003c/p>\n\u003cp>\u003ca href=\"https://triciaebarvia.org/2018/07/11/disrupting-texts-as-a-restorative-practice/\">Critical literacy\u003c/a> is not a unit of study, but rather a way of reading the world. When teachers help students to read the world critically it can open up powerful conversations. It may even give students permission to share their lived experiences, or ways they do and don’t see themselves in school texts, in unexpected ways. And, it highlights the systems in which we work, live and read.\u003c/p>\n\u003cp>Ebarvia described some ways she teaches critical literacy with her high school students. She assigns the introductory essay in Kareem Abdul-Jabbar’s book \u003ca href=\"https://shop.kareemabduljabbar.com/collections/shopbooks/products/writings-on-the-wall\">“Writing on the Wall”\u003c/a> to students. In it he describes how most people look at him and see only a basketball player. They don’t know that he’s also an \u003ca href=\"https://kareemabduljabbar.com/books/\">author\u003c/a>, a historian and a social justice ambassador. Through this essay, Ebarvia introduces students to the idea of what’s “above the line and below the line.” In this example, basketball is “above the line,” it’s what people know about Abdul-Jabbar. The other aspects of his identity are “below the line.”\u003c/p>\n\u003cp>This simple formulation works for all kinds of analysis. Ebarvia asks students to think about their school. What’s the above the line information? And because they are insiders there, what’s below the line, that maybe Ebarvia, as a teacher, doesn’t know?\u003c/p>\n\u003cp>Ebarvia likes this exercise because it gets students thinking about the dominant narrative and the less explicit ones. It allows her to teach books like \u003cem>\u003ca href=\"https://disrupttexts.org/2018/05/13/disrupting-the-great-gatsby/\">The Great Gatsby\u003c/a>\u003c/em> with integrity. If the dominant narrative in \u003cem>The Great Gatsby\u003c/em> is about “the American Dream,” what is the non-dominant narrative? Whose dream? What characters are centered? Who is at the margin and why? What points of view can she bring in from outside the text?\u003c/p>\n\u003cp>Ebarvia tries to build text sets that are diverse and inclusive. She recommends asking for students’ help building those text sets. Think expansively about what constitutes “text.” Maybe a rap song speaks to the gaps of experience and perception in a white-authored text, for example.\u003c/p>\n\u003cp>Another exercise \u003ca href=\"https://triciaebarvia.org/2017/03/11/slice-of-life-11-self-reflection-and-identity-as-a-path-to-critical-inquiry/\">Ebarvia does with students is a writing reflection\u003c/a> that asks students to reflect on who they are and how that identity and lived experience affects how they read the text. But she also pushes them to think beyond their own frame.\u003c/p>\n\u003cp>As a __________ (identity), I see __________ (issue) with/as __________ (opinion/perspective) because in my experience,__________ (support).\u003c/p>\n\u003cp>However, I recognize that that my view may be limited because__________.\u003c/p>\n\u003cp>In order to deepen my understanding of this issue, here are some of the questions I need to explore: __________.\u003c/p>\n\u003cp>\u003cstrong>Pillar #4: Work in community with others, especially BIPOC\u003c/strong>\u003c/p>\n\u003cp>“Community is built on accountability,” said Dr. Kim Parker. She urged educators to work at de-centering whiteness in schools and in the curriculum. She called on white educator allies to lift up the voices of BIPOC colleagues, especially those who don’t already get a lot of attention.\u003c/p>\n\u003cp>“We’re not trying to save anyone,” Parker said. “We’re trying to be in service with.”\u003c/p>\n\u003cp>That means honoring the knowledge and power in the community, the connectors and the ways of getting things done. Be humble. Listen.\u003c/p>\n\u003cp>She called on white educators who believe in this work to stand up for it to administrators, parents and other teachers. “For the white people in the room, your voices carry so much more weight than ours do, honestly,” Parker said.\u003c/p>\n\u003cp>And she referenced Elena Aguilar’s theory about \u003ca href=\"https://www.onwardthebook.com/understanding-your-influence/\">“spheres of control.”\u003c/a> What can you control? The internal work is something each person can control. What can you influence? Teachers influence students and colleagues all around them, and some push beyond that to Twitter, conferences and the broader education community. Everything else is outside your control.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"info": "1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.",
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"officialWebsiteLink": "https://the1a.org/",
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"info": "Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.",
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"title": "American Suburb: The Podcast",
"tagline": "The flip side of gentrification, told through one town",
"info": "Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?",
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"order": 19
},
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"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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"order": 4
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"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
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"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
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"code-switch-life-kit": {
"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"source": "Commonwealth Club of California"
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"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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},
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"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
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"officialWebsiteLink": "http://freakonomics.com/",
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"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/4s8b",
"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
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"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"officialWebsiteLink": "https://www.npr.org/programs/fresh-air/",
"meta": {
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"title": "Here & Now",
"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"link": "/radio/program/how-i-built-this",
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},
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"id": "inside-europe",
"title": "Inside Europe",
"info": "Inside Europe, a one-hour weekly news magazine hosted by Helen Seeney and Keith Walker, explores the topical issues shaping the continent. No other part of the globe has experienced such dynamic political and social change in recent years.",
"airtime": "SAT 3am-4am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Inside-Europe-Podcast-Tile-300x300-1.jpg",
"meta": {
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"source": "Deutsche Welle"
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"link": "/radio/program/inside-europe",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/inside-europe/id80106806?mt=2",
"tuneIn": "https://tunein.com/radio/Inside-Europe-p731/",
"rss": "https://partner.dw.com/xml/podcast_inside-europe"
}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
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},
"live-from-here-highlights": {
"id": "live-from-here-highlights",
"title": "Live from Here Highlights",
"info": "Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. Download Chris’s Song of the Week plus other highlights from the broadcast. Produced by American Public Media.",
"airtime": "SAT 6pm-8pm, SUN 11am-1pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Live-From-Here-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.livefromhere.org/",
"meta": {
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"source": "american public media"
},
"link": "/radio/program/live-from-here-highlights",
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"tuneIn": "https://tunein.com/radio/Live-from-Here-Highlights-p921744/",
"rss": "https://feeds.publicradio.org/public_feeds/a-prairie-home-companion-highlights/rss/rss"
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},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
"subscribe": {
"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory",
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},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 13
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/onourwatch",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
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},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
"site": "news",
"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
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"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"our-body-politic": {
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