Brown Girls Dreaming: Adolescent Black Girls’ Futuremaking—LEARN Marginal Syllabus
Our March reading for LEARN: Marginal Syllabus describes the career dreams and future goals of...
Welcome to LEARN: Marginal Syllabus for Spring 2021. Together via LEARN—Literacy, Equity, and Remarkable Notes—we gather as educators to socially read, annotate articles about literacy and equity, and work toward justice-directed literacy education.
This spring, during our third annual LEARN syllabus, we will read four articles published in the NCTE journal Research in the Teaching of English. The four articles will amplify conversation aligned with the Black Lives Matter at School Year of Purpose that calls on “educators to reflect on their own work in relationship to antiracist pedagogy and abolitionist practice, persistently challenging themselves to center Black lives in their classrooms.”
We will share one article a month, March through June, along with a set of curated annotations and a recorded conversation with Marginal Syllabus partner authors about the article.
We invite you to consider these ways of engaging:
LEARN is a collaborative project of the National Writing Project (NWP), the National Council of Teachers of English (NCTE), and the Marginal Syllabus team, with the support of Hypothesis. Since 2016, any article included in the Marginal Syllabus has shared a counter-narrative to educational injustice and, through social reading, has invited educators to critically discuss texts about power, equity, and more just learning futures. This 2021 syllabus was organized with our partners and all partner authors featured in this syllabus have agreed to have their scholarship publicly annotated. Marginal Syllabus uses the social annotation technology Hypothesis to support social reading and annotation, adding multiple voices to critical conversations about equity, literacy, and learning.
As the articles below are activated monthly, click on the links to read a blog post with more information about each month’s text, access the annotatable version of each text, and watch the NWP CoLab discussion with partner authors.
|Dates||Author/s||Read, Watch, Access|
|March||Jennifer D. Turner, University of Maryland
Autumn A. Griffin, University of Pennsylvania
|April||Latrise P. Johnson, The University of Alabama
Hannah Sullivan, The University of Alabama
|May||Ebony Elizabeth Thomas, University of Pennsylvania||Related assets:
|June||Christopher R. Rogers, University of Pennsylvania||
Reflecting on her experiences with the Marginal Syllabus, Michelle King of the Western Pennsylvania Writing Project, has written that “to annotate is to observe, remark, and/or note down. [It is] an act of love because of one’s commitment to stay in relationship with the creator and other readers and observers.” This infographic she created is available as a PDF download to support others in thinking through the question of why annotate together.
Social annotation is a form of digital dialogue. Through social annotation texts become discursive contexts. Digital resources, like Marginal Syllabus articles, are marked up to share information, enable collaboration, and produce new knowledge. The Marginal Syllabus leverages social annotation for justice-directed dialogue in literacy education. By facilitating group reading and social annotation, the Marginal Syllabus provides public and beneficial opportunities for educators’ literacy learning as “annotation can function as both a literary device and means of social inquiry for educators writing to advance their equity-oriented professional learning” (see Remi Kalir’s recent article in English Journal).
Each month this spring, from March through June, we will share a blog post with background information about each featured article, a link to access and read the annotatable version of each text, and an embedded video to watch our webinar discussion with partner authors.
Follow #marginalsyllabus and @writingproject via Twitter for additional information, links to resources, and ongoing announcements.
In addition to information about the 2021 syllabus, we encourage literacy educators to visit the following Marginal Syllabus resources to learn more about our project.
The Marginal Syllabus sparks and sustains public conversation about educational equity through collaborative technologies and partnerships.
Through collaboration and community, shared stories and shared experiences, NCTE supports teachers and their students in classrooms, on college campuses, and in online learning environments.
The National Writing Project (NWP), the founder of the Educator Innovator Initiative, is a network of educators and dedicated practitioners working together to improve practice with an eye toward young people as producers. The NWP envisions a future where every person is an accomplished writer and maker, not just a passive consumer.