Tag Archives: Jamila Lyiscott

PLC Series: Decentering Our Perceptions of Language

Welcome back to the Heinemann Professional Development Professional Learning Community (PLC) series. We are excited to present a new format for the 2017-2018 year! 

Each month, we'll share 2 posts designed to provoke thinking and discussion, through a simple framework, incorporating mini-collections of linked content into your professional development time. 

This month, our posts will challenge us to examine literacy practices so we can be more inclusive of students who speak varieties of English as well those learning English.

PLC OCT #1

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When we pause to consider our use of English in different contexts— words, phrases, hashtags, colloquialisms—some of us might be surprised to discover the choices we make and why.

Make a list of places you have lived, learned, and worked, as well as spaces you frequent (both physical and online), and groups of people with whom you interact. Jot some examples of things you might say in the context of each of your list items.

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PLC Series: Advocacy, Not Neutrality

Welcome back to the Heinemann Professional Development Professional Learning Community (PLC) series. We are excited to present a new format for the 2017-2018 year! 

Each month, we'll share 2 posts designed to provoke thinking and discussion, through a simple framework, incorporating mini-collections of linked content into your professional development time. 

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This month, our posts will support critical thinking, self-examination, and crucial discussion about our responsibility as educators to strive for social justice. 
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PLC Series 9.18.17 Friere

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Exploring the meaning of the words “duty” and “neutrality” in the context of your role in education will call upon you to examine and articulate your belief systems. Make a list of what comes to mind when you consider your definition of duty in education. Make a list of instances where you find yourself seeking a “safe zone” of neutrality.

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PLC Series: Our Responsibility to Strive for Social Justice

Welcome back to the Heinemann Professional Development Professional Learning Community (PLC) series. We are excited to present a new format for the 2017-2018 year! 

Each month, we'll share 2 posts designed to provoke thinking and discussion, through a simple framework, incorporating mini-collections of linked content into your professional development time.

♦♦♦♦

This month, our posts will support critical thinking, self-examination, and crucial discussion about our responsibility as educators to strive for social justice. 
♦♦♦♦

september 9, 2019 - 2-00 pm - findlay residence

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Spend a few minutes writing or thinking about the above quote. Give yourself a chance to read closely and think deeply about this quote, specifically the impact of sympathy and skepticism.

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5 Ways to Use Liberation Literacies in Your Classroom: Practical Strategies

el_colors2-copyThis week on the Heinemann blog, we’re sharing a series on Language in the Classroom. The series was inspired by an article published by NPR on Sunday, Oct. 23, 2016, on the ways we teach English Learners in our country. While the NPR article was specific to English Learners, our hope is to use that as a jumping off point to broader topics of language instruction in the classroom. Each day this week we will feature articles, excerpts and insights directly from Heinemann authors and affiliates that further the conversation surrounding language diversity in the classroom, the challenges it presents, and what we know works.


In the first part of this two-part blog, Jamilia Lyiscott introduced liberation literacies pedagogy. You can find it here.


5 Ways to Use Liberation Literacies in Your Classroom: Practical Strategies

By Jamila Lyiscott


Begin the year with a Literate Identity Assessment of each student 

One of the goals of Liberation Literacies as a pedagogical framework is for students and teachers to find and employ agency within the stifling constraints of most classrooms, such as the pressures of teaching to the test. Within Liberation Literacies pedagogy teachers challenge the goals of assessments in their classrooms so that alongside the mandate of rigid exams are a series of assessments beginning on the first day of school to better understand the background knowledge, interests, and learning needs of each student as necessary for shaping curriculum. A Literate Identity Assessment at the beginning of the year can include the following prompt along with one or two others:

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Liberation Literacies: Teaching for Social Justice

el_colors2-copy

This week on the Heinemann blog, we’re sharing a series on Language in the Classroom. The series was inspired by an article published by NPR on Sunday, Oct. 23, 2016, on the ways we teach English Learners in our country. While the NPR article was specific to English Learners, our hope is to use that as a jumping off point to broader topics of language instruction in the classroom. Each day this week we will feature articles, excerpts and insights directly from Heinemann authors and affiliates that further the conversation surrounding language diversity in the classroom, the challenges it presents, and what we know works.


Liberation Literacies: Teaching for Social Justice 

By Jamila Lyiscott


Students: “Miss, we can’t be speakin’ in class like we speak in the hood. We leave that stuff at the door”

Me: “Why?”

Students: “‘Cause it’s not proper”

Me: “Why?”

Students: “‘Cause….”  

“I refuse to accept a world where my language is deemed worthless in the classroom while it clearly has the power to garner billions for a private corporation.” —Me

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