Knock knock ! Turning Pain into Power Through Writing

1. Knock knock! Turning Pain into Power Through Writing Yolanda Padilla Lebrón MAEE Candidate University of Puerto Rico, Mayaguez

2. Teacher’s Profile

3. Teacher’s Profile

4. Philosophy of teaching • “I am not a social scientist interested in more participatory research, but an educator and activist exploring alternative paradigm research as a tool in the multifaceted struggles for a more just, loving world” • (Pat Maguire, as cited by Reason & Bradbury, 2001)

5. Philosophy • “Higher education… has become a mechanism for reinforcing social class, rather than a vehicle for fostering social mobility” (Haycock 2006, as cited by Brusi, Dika & Gonzalez 2008). • According to Freire (1970) “In problem- posing education, people develop their power to perceive the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation” (p. 83). • Reading the word and the world

6. (Christensen, 2009) Teaching Philosophy Rethinking Schools “If we intend to create citizens of the world, as most school districts claim in their mission statements, then we need to teach students how to use their knowledge to create change… I mean we must construct academic ways for students to use the curriculum, to authentically tie student learning to the world” (p. 8)

7. Encouraging Students to Read the “word and the world” • How can we do it? • According to Christensen (2009):“By structuring a curriculum that allows room for their lives and by listening to their stories, I can locate the right book, the right poem that turns pain into power- while I teach reading and writing”.

8. “Knock Knock”: Turning Pain into Power Activity • What is it?- • Students listen to a video where Daniel Beaty performs his poem Knock Knock”. • After analyzing the poem, the students write their own letter poem where they not only narrate an important event in their lives, but they also give themselves an advice, and a motivational message

9. “Knock Knock”: Turning Pain into Power Activity Why do it?- • Teachers and students get to know themselves on a deeper level • Students can share their experiences with their peers and thus, become empowered and hopefully, motivated to adopt a positive attitude towards an issue that could rather be perceived as a limitation. • To reinforce student’s writing skills through literature they can feel identified with.

10. “Knock Knock”: Turning Pain into Power Activity • What do I need?- • Handout with Daniel Beaty’s poem “Knock Knock” and his video (optional) *but recommended* • Paper and pencil • Handout with the format of a Letter Poem

11. “Knock Knock”: Turning Pain into Power Activity • What do I do? • I ask students to watch the video of the poem twice. Then to jot down any comments or thoughts they would like to discuss • Then they read the copy of the poem. I ask them to tell me what they notice about it, how they think they can connect with the poem and what poetic devices does Beaty use.

12. “Knock Knock”: Turning Pain into Power Activity • What do I do? (cont.) –Then we focus on the format of the poem: (“knock Knock” is constructed in 3 parts) • Father’s imprisonment • Claim to his father “Come home because I miss you” • Letter that the poet wrote to “father himself” like Christensen (2009)wrote(p. 33).

13. “Knock Knock”: Turning Pain into Power Activity • What do I do? (cont.) • Finally, I give students the letter poem handout where they will write their own poem. • This handout has the writing prompt developed by Christensen (2009) • specific guidelines to develop their poems.

14. Video

15. Writing our Letter Poem

16. Author’s Chair

17. Questions and Comments

18. Professional References • Books for further reading: • Christensen, Linda. 2000. Reading, Writing, and Rising Up: Teaching About Social Justice and the Power of the Written Word. Milwaukee, WI: Rethinking Schools. • Christensen, Linda M. 2009. Teaching for Joy and Justice: Re-imagining the Language Arts Classroom. Milwaukee, WI: Rethinking Schools. • Freire, P. (1970). Pedagogy of the Oppressed. The Continuum International Publishing Group Inc.; New York & London. • Freire, P. Macedo, D. (1987). Literacy: Reading the word and the world. New York, NY: Bergin & Garvey • Singer, J. (2006) . Stirring Up Justice: Writing and Reading to Change the World. Portsmouth, NH: Heinemann.