{"id":13353,"date":"2019-02-04T10:32:06","date_gmt":"2019-02-04T18:32:06","guid":{"rendered":"https:\/\/educatorinnovator.org\/?p=13353"},"modified":"2019-04-03T05:36:37","modified_gmt":"2019-04-03T12:36:37","slug":"learn-with-marginal-syllabus-february-when-school-is-not-enough-understanding-the-lives-and-literacies-of-black-youth","status":"publish","type":"post","link":"https:\/\/educatorinnovator.org\/learn-with-marginal-syllabus-february-when-school-is-not-enough-understanding-the-lives-and-literacies-of-black-youth\/","title":{"rendered":"LEARN with Marginal Syllabus (February): When School Is Not Enough: Understanding the Lives and Literacies of Black Youth"},"content":{"rendered":"

Our February reading for Literacy, Equity + Remarkable Notes = LEARN critiques narratives of failure associated with literacy and literacy education that schools weave about Black male students. In an article published in Research in the Teaching of English, authors Valerie Kinloch, Tanja Burkhard, and Carlotta Penn detail the out-of-school literacy practices of two Black young men Khaleeq and Rendell. The authors discuss the importance of producing counter-narratives to negative messages that Khaleeq and Rendell receive in school about their intelligence and their community-based trajectories when \u201cschool is not enough.\u201d<\/em><\/p>\n

This is the fourth month of LEARN, a Marginal Syllabus co-developed with the National Writing Project (NWP) and the National Council of Teachers of English (NCTE). Each month during the 2018-19 academic year, we\u2019ll collaboratively read and discuss an article, published by NCTE, that investigates the intersection of literacy and equity. Refer to the syllabus<\/a> for information on all the annotatable readings, which will go \u201clive\u201d on the first Monday of each month, along with related events hosted by CLTV and others.<\/p>\n

February Topic:<\/h3>\n

When School Is Not Enough: Understanding the Lives and Literacies of Black Youth<\/a><\/strong>,
\nby Valerie Kinloch, Tanja Burkhard, and Carlotta Penn<\/p>\n

\u201cI\u2019m breathin\u2019, feelin\u2019 like I\u2019m smart. That\u2019s how I always wanna feel. I be in school and get tired being labeled the Black boy who don\u2019t know somethin\u2019, who ain\u2019t smart enough. Out here, I don\u2019t worry \u2019bout that.\u201d \u2014Khaleeq.<\/p><\/blockquote>\n

In February, we learn from the perspectives of Khaleeq and Rendell, two young men, age 18, engaged in community-based social justice initiatives to counter the deficit narratives encountered in school – narratives that tell them they are not enough. Researchers Valerie Kinloch, Tanja Burkhard, and Carlotta Penn challenge traditional notions of what counts as literacy, texts, and knowledge with this article. The research vignettes they share provide critical and inspiring insight about Khaleeq and Rendell\u2019s frustrations and the shortcomings of schools that fail to recognize these young men\u2019s assets. Because schooling has not developed a sense of agency for either Khaleeq or Rendell, the text shifts the focus from Black youth\u2019s perceived underachievement in school to marking their achievements outside of school.<\/p>\n

At the same time, the article brings readers inside intimate conversations with Khaleeq and Rendell as we listen to their voices and learn from their leadership experiences. Kinloch, Burkhard, and Penn\u2019s analysis also offers implications for the design of more dynamic learning spaces to engage the support of families, service agencies, and community organizations. The young men\u2019s counter-narratives provide both a point of reflection for educators, school leaders, and community partners, as well as key considerations for the work we do going forward to better support the literacy development of young Black men.<\/p>\n

We invite you to engage in a conversation about professional learning and social justice in the teaching of English by annotating in the margins of this powerful work.<\/p>\n

Join the Annotated Conversation<\/h2>\n

We invite you to read \u201cWhen School Is Not Enough: Understanding the Lives and Literacies of Black Youth<\/a>,\u201d and annotate the text with your own thoughts and reactions. Annotations may be added using the web annotation tool Hypothesis<\/a>. To add your own annotations, as well as to respond to others, sign up for your free account<\/a>.<\/p>\n

Share your annotations as you read or any time throughout the month. We also encourage you to use these readings and the opportunity to annotate however it best works for you\u2014organize a study group, bring a class you are teaching, engage as an individual, or connect it to a meeting.<\/p>\n

Author Discussion at CLTV<\/h2>\n

Join us for a discussion with the authors of \u201cWhen School Is Not Enough: Understanding the Lives and Literacies of Black Youth,\u201d our February reading for Marginal Syllabus. In the article, Valerie Kinloch, Tanja Burkhard, and Carlotta Penn detail the out-of-school literacy practices of two Black young men Khaleeq and Rendell, and discuss the importance of producing counter-narratives to negative messages that Khaleeq and Rendell receive in school about their intelligence and their community-based trajectories when \u201cschool is not enough.\u201d<\/p>\n