Entry #4 Selecting Text from a Critical Lens

Nelson Mandela once said, "Education is the most powerful weapon we can use to change the world." This is a quote that I have reflected upon for many years and I believe it has so much meaning behind it. While reading Gholdy Muhammad's text Cultivating Genius, I have been able to continue to explore the meaning behind Mandela's quote. As a future educator through my undergraduate and graduate course work, I have had the privilege to acquire new knowledge that has supported my own growth as a culturally and historically responsive teacher. As a culturally and historically responsive educator I have gained new understanding and perspective on the importance of finding text that represent diverse identities. 

However, there is a problem that exists in our educational systems today. Diverse texts are still a challenging component to children's literature and school curriculum. Muhammad (2020) explains that "We need more diversity in texts in and out of classrooms and also access to other literature when the school sanctioned literature isn't enough" (p.139). As educators we have to be consciously aware of the text, we are using in order to teach our students. A learning community that does not recognize or represent our students' identities and/or others can play a negative role in their development. When students do not see themselves in the text they are engaging with, then they may become disconnected from literacy. 

Muhammad (2020) emphasizes that when selecting texts for our lessons, they "should drive cognitive goals (skills and intellect) as well as critical analysis (criticality) and sociocultural goals (identity)" (p. 145). These four literacy pursuits can guide and support effective learning experiences for all of our students. The text that we select should encompass students' "cultures, identities, interests, experiences, desires, and future selves" (p. 146). However, they should also challenge them to think critically about what they are learning through the text they are engaging with. Using Muhammad’s HRL Framework we can begin to support our students in having powerful literacy events.

As I reflect upon the new knowledge that I have acquired from engaging with Muhammad’s text I now recognize the true significance of the educational system. As an educator, I see the powerful influence we have on the future generations of our society. I will admit that I do get nervous at times about making mistakes once I have my own classroom and have to be the decision maker of the text that I use. However, I also understand that as an individual who is constantly in the process of ‘becoming literate’ I know that every moment of my life is a learning experience to grow from. We will make mistakes along the way, and this is ‘okay’. What is most important is that we continue to strive to become educators who create a classroom learning environment where identity, skill, intellect, and criticality play a major role in ALL students' literacy experiences.

Reference

Muhammad, G. (2020). Cultivating Genius: An equity framework for culturally and

                historically responsive literacy. New York, NY: Scholastic.