Documente Academic
Documente Profesional
Documente Cultură
Culturally
Johnson and Eubanks Johnson and Elizabeth
Relevant Eubanksand Community
Writing Instruction
page
31
Anthem or Nah? Culturally Relevant
Writing Instruction and Community
A
ccording to NCTEs Belief State- oppression and exploitation (p. 37). The anthem
ments about Teaching Writing essay focuses on generating ideas through per-
sonal and collective experiences; invites students
(NCTE, 2004), writing is a pro-
to examine known anthems (The Star Spangled
cess and is very closely related to dialogue Banner and Lift Evry Voice and Sing,); and
and discussion in which conversation analyzes contemporary songs while interrogating
often provides an impetus or occasion for issues like race, religion, tradition, and identity.
Students engage these processes all before even
writing. To that end, the anthem essay
sitting down to write.
(writing about anthemssongs of praise/ The idea of transformative, culturally rel-
gladness/identity) focuses on collective evant teaching parallels NCTEs Beliefs about
conversation as a way to build tools for Teaching Writing in that literacy practices are
and to generate ideas about writing. embedded in complicated social relationships
and that as educators we should invite the ideas
The anthem essay assignment was used in a sum- of our students to the center of our literacy cur-
mer bridge program with eighth graders in a riculum (NCTE, 2004). This is done by inviting
predominantly African American school along dialogue and literacy practices to the center of
with preservice teachers taking a teaching writ- the curriculum in order to cultivate adolescents
ing course. The anthem essay, heavily focused own literacy repertoires in ways that permit
on discussion and analysis, was used by preser- them to emerge as critical writers and thinkers.
vice teachers in the course to practice teaching A dual focus on cultural relevance and centering
writing with middle level students. As a part of student voice is particularly important in a time
the process, preservice teachers experienced, dis- when teachers must serve students whose literacy
cussed, and critiqued the lesson before redeliver- and language backgrounds may be at odds with
ing it to students. literacy practices valued in schools and on stan-
The anthem essay lesson was created in or- dardized tests (Schmidt & Lazar, 2011). To these
der to diverge from traditional writing assign- ends, the anthem essay attempts to interrupt tra-
ments and illuminate student voice by using a ditional writing assignments, illuminate student
culturally relevant approach to teaching writ- choice and voice, and celebrate the cultural and
ing (Winn & Johnson, 2011). In addition, Gay linguistic diversity within the classroom.
(2000) argues that culturally relevant teaching is
a transformative process that focuses on inter- Culturally Relevant Writing and
rupting the hegemonic model of traditional edu- the CommunityTheoretical
cation while simultaneously developing social Considerations
consciousness, intellectual critique, and political The literature on effective writing instruction
and personal efficacy in students so that they can suggests a gap between teachers writing peda-
combat prejudices, racism, and other forms of gogical knowledge and knowing what is best for
Copyright 2015 by the National Council of Teachers of English. All rights reserved.
Voices from the Middle, Volume 23 Number 2, December 2015
In I Hear My School Singing, students use Walt Whitmans list poem I Hear America Singing as the inspiration to
critically reflect on key figures, memories, and events from their own educational community. They review their school
Website and use a graphic organizer to analyze various aspects of their school environment. Using I Hear America Sing-
ing as a model, they then create list poems that reflect a representation of that community. Finally, they reflect upon
those individuals or groups who might have been omitted from their poems.
http://bit.ly/1KfD4pz
Lisa Storm Fink
www.ReadWriteThink.org
thinking and writing about their own experi- meanings, and language. They were encouraged 33
ences while exposing how their membership to to think about their own personal connections to
particular communities affect their construction each anthem while thinking about their mem-
of knowledge, literacy participation, and prac- bership in different communities and how that
tice. In order for teachers to create spaces where membership informed their understanding of
middle level students write community, writing each anthem. During the discussion of the songs,
instruction is reimagined and the narrative of issues of identity, race, and patriotism were pres-
each writers life is exposed, validated, and/or ent in students responses. For example, one
challenged through a constant interrogation of student expressed the need for a Black national
purpose and relevance. anthem. She explained,Black people need an-
other anthem that describes their experiences as
Notes on Methodology Black people. The Star-Spangled Banner was
The researchers used case-study methodology not really about us. Here, this student explained
in order to examine how one relevant and struc- her understanding of both anthems in order to
tured lesson can begin to prepare students to be- interrogate her own cultural experiences within
come more critical and competent writers. For two similar texts. She challenged her existence in
this study, seven preservice teachers enrolled in one anthem, confirmed it in the other, and added
a teaching writing course participated as writers her individual voice to the collective construction
in one relevant and structured lessonthe an- of the definition of anthem.
them essayand redelivered the same lesson to By reading and analyzing the songs as a com-
30 eighth graders at Eastern High School. East- munity, the students were able to construct and
ern is a neighborhood public school that serves refine the meaning of anthem while establish-
a predominantly African American population ing characteristics of anthems. Students created a
(approximately 99%). The researchers took list of criteria (see Figure 1) that included: pow-
field notes, conducted classroom observations, erful music, story of struggle or facing adversity,
and collected artifacts from the lesson, includ- victory, a collective group, uplifting lyrics or mu-
ing handouts and student writing examples. This sic, and personal meaning. These criteria were
research examined how future teachers of writ- generated using individual and collective associa-
ing used culturally relevant writing instruction tions, dialogue, and discussion from the writing
to prepare middle level students to use dialogue, community. The lists were student generated,
collaboration, shared knowledge, and collective included their ideas, and were posted on the wall
experience in order to become critical and com- throughout the lesson since the criteria would
petent writers.
peers in order to generate meaningful ideas that which is largely focused on how the students see 35
are individual and communal. Composing the an- themselves in relation to each other, the world,
them essay required that students work individu- and to different types of texts.
ally; however, it encouraged them to consider the
ideas of others in the communitywhich forced Conclusion
them to think about how their ideas fit into larger The process used to teach the anthem essay (see
contexts. Because the process invited students to Figure 3) interrupts the idea that writing is mere-
construct meaning together, they were equipped ly about composing by including opportunities
with the ideas and knowledge of the community. for talk. Long before middle level students sat
The process prepared students to write not only down to compose their essays, they interrogated
for themselves, but to connect their own ideas their own ideas, ideas from the community, and
and experiences to those beyond them. analyzed several texts. Such opportunities pro-
vided students with the tools needed in order to
Centering Student Voice and construct relevant ideas for their own writing.
Considering Community As writers and teachers of writing, we are met
By illuminating student voice and choice, the with the challenge to locate experiences within
anthem essay lesson allows for collaboration and
dialogue about issues of identity, race, tradition,
gender, and other social issues that impact stu-
dents lives. Together and individually, students
interrogate issues that they encounter. For exam-
ple, one student in this group questioned the so-
cial construction of what it means to be a young
female in the world through her ideas related to
Bruno Marss song Just the Way You Are. She
wrote:
[This song] makes me feel confident about who I am
and brave to be who I want to be. The challenge in
this song is to change how you feel about yourself so
that you love yourself.
Latrise P. Johnson, NCTE member since 2007, is an assistant professor of Secondary English
Language Arts and Literacy at University of Alabama. Elizabeth Eubanks is a graduate student
pursuing a MA in Secondary English Language Arts Education.