Cathy Oresnik-
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"Where I'm From" by Olivia FisherI’m from blue skies and sandy beaches, From humid air and hot weather. I’m from rushing home from school To climb in the mangroves and swim in the pool. I am from home videos and talent shows, From play kitchens and scooters. I am from long plane rides to Winnipeg And summer vacations at the family cabin. I’m from boarded up windows and Rubbermaid bins; Packing everything we could. I’m from wondering what would happen next, From waves and wind crashing against the window next to me. I’m from a long journey in hope of finding our family, From too many “are you ok’s” and too many hugs. I’m from wishing I could see my parents while my grandma tried to comfort me. I’m from hardship, but experiences that have made me a strong person. A poem by Olivia Fisher, one of Cathy's students, created during the pedagogy project
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Context
Cathy recognized that a class composed of individual students also meant divergent interests and that, through recognizing and encouraging these interests, she could cultivate a deeper engagement with the texts and with the underling literacy practices. The text set that she assembled varied broadly in social justice topics as well as in reading levels so as not to exclude students from participating. The diversity of topics incorporated the passions and issues of importance of students into the academic space of the classroom. The “outside” world of their interests and concerns was brought together with the “inside” world of a learning space.
The result was the capability for students to acquire literacy practices and articulate themselves on what mattered most to them, whether it be gender equality, racism, cultural heritage, or any other topic. |
A multi-genre project submitted by one of Cathy's students
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ProcessRather than being told exactly what to read and write about, Cathy provided a large, diverse body of texts which offered more avenues for students to enter into the process willingly and enthusiastically. Topics of the books included, but were not limited to, immigration, residential schools, gay rights, gender issues, and the Holocaust. Students were encouraged to choose their own books and read as much as possible, though within their means, while constantly exercising an awareness and a reflective attitude towards their texts. This was done via regular journal sessions, projects, and writing assignments which interacted directly with what they cared about.
Cathy then organized weekly book club meetings where students came together for a discussion around the central class themes as they related to the book they were reading. Embedded in this process was the “social etiquette” and organizational skills required for group collaboration and dialogue. The ultimate goal of these meetings was the communal building of holistic understanding and meaning-making as each student added their own unique perspectives around a larger theme. Because students were rarely reading the same book at the same time, each could have something novel, additive, and distinctive to a conversation. The project was not limited solely to reading however. The class also engaged in projects, research, journal entries, and writers’ workshops that required student reflection and expression of their own identities. And, rather than writing strictly in response to the texts they read, students wrote within the bigger theme of their own identity, which could be carried forward beyond the English classroom. The topics of such pieces varied from personal and familial histories and memoirs to those focused on personally important places, editorials, and finally a “multi-genre project” that showcased students' semester-long work. This multi-genre project asked students to tie their body of work together around a central theme, express their views, and reflect on themselves as writers and as people who stand for a cause. Though she provided adequate structure and scaffolding to help in the process, it was the students that drew out and shared the concepts and valuable lessons of their reading for others. |
Further ReadingAda, A. F., & F. I. Campoy. (2004). Authors in the classroom: Transformative education process. Boston: Pearson.
Brownlie, F. (2005). Grand conversations; A unique approach to literature circles. Winnipeg, MB: Portage and Main Press.
Cummins, J. (2013, November 6-8). Multilingual education for social justice: Part 3— Pedagogy for Empowerment. (4th International Conference on Language and Education). Retrieved from https://www.youtube.com/watch?v=GJajycotf5M
Gallagher, K. (2011). Write like this: Teaching real-world writing through modeling and mentor texts. Portland, MN: Stenhouse
Kittle, P. (2008). Write beside them: Risk, voice and clarity in high school writing. Portsmouth, NH: Heinemann
Kittle, P. (2013). Book love: Developing depth, stamina and passion in adolescent readers. Portsmouth, NH: Heinemann
Perl, S. & Schwartz, M. (2014). Workshopping a draft (85-105). Writing true: The art and craft of creative nonfiction. Boston: Wadsworth.
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Books Cathy used in her project
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