Author: Wendy L. Silva

Co-Creating In the Classroom

On By Wendy L. SilvaIn empowering students, equity, student centered teaching1 Comment

By Wendy Silva, Dr. Audrey Holod, and Dr. Bryan Keene

Many of us probably did not know we wanted to be college professors when we began our varying college journeys, and we would venture to say that some of us didn’t even know we wanted to teach, in any capacity. Unlike K-12 teachers that often need credentials, student-teaching experience, and a plethora of other requirements in order to teach, our jobs require something else: specific degrees and expertise in the coinciding fields or disciplines. Few of us actually studied how to teach adult learners, or andragogy, in-depth before becoming college professors. So, we use our own experiences as frameworks for how to teach, just as our own students use their own educational experiences to learn whatever it is we ask them to learn in our classrooms. The challenge is that many have adopted methods of teaching in the ways we were taught, ways that have been proven ineffective by many educational scholars (i.e. Freire, hooks, Bovill, Bondi, etc.). For example, a banking model of teach-memorize-repeat does not (necessarily) require the critical thinking skills that a problem-based model does.


It can be difficult and humbling to look inward and be willing to recognize that some of the practices we’ve been utilizing for years might not be the most effective or might, even, be harmful to certain groups of students. But that is part of the beauty and challenge of our jobs; we get the opportunity to continue learning, to make changes, to assess, and to experiment semester to semester, week to week, day to day. Our colleagues in the two previous community of practice events have presented us with a lot to reflect on in terms of how inequities show up in our teaching, in our policies, in what we decide to grade, and how we decide to grade. Many of us have been working diligently to consider and implement what we have learned in order to best serve our students. However, this process is not one we need to do alone; our students can be active participants in helping us create the changes needed to improve the outcomes of the courses, overall student learning, and the quality of our teaching, especially as adult learners.


Adult learning is at the center of what we do. Before discussing the benefits of co-creation in adult learning contexts, we feel it is important to briefly revisit what we already know about adult learners, and why practicing through the lens of an andragogical framework (rather than a pedagogical one) is vital to adult learning success. Adult Education experts Merriam & Bierema (2014) clarify specific ways that adult learners differ from children.


A pedagogical framework assumes that child learners are still developing physically and cognitively, relying on others for their general care, well-being, and guidance in transitioning to adulthood. Being a student is the main activity in their lives. In contrast, adult learners are often in a completely different position in their life cycle. Years of prior life experiences constitute and construct adult learners’ reality, which guides how they navigate their learning context, let alone the world around them. Adult learners already have several roles and responsibilities within their social context, such as worker, caretaker, and parent. The “student” role may be one aspect of their identity.


Therefore, adult learning needs are significantly different from children, as motivation in the classroom is often connected to improving adults’ life situation, whether in relation to work, personal, or social life. This leads to the fundamental assumptions of andragogy, that adults have a desire and readiness to learn, are problem-centered, and desire direct application of knowledge to their lives (Merriam & Bierema, 2014). These needs are all adequately addressed through co-creation strategies and activities.
Co-creation is defined as “occupying the space between student engagement and partnership, to suggest a meaningful collaboration between students and staff, with students becoming more active participants in the learning process, constructing understanding and resources with academic staff” (Bovill 2019). The act of co-creating in the classroom can come to fruition in many different ways and at different stages of the learning processes. For example, students can co-create assignments or assessments, can co-evaluate courses or activities, or even co-create curricula.

But co-creation can only happen when we, as instructors, fully trust our students and see them as equals in the classroom, fully capable of engaging in this teaching and learning process with us. It means we have to loosen our reins on what we think is best and be open and willing to try new approaches to teaching and to really listen to what students are saying, not as a performative gesture, but as a genuine attempt at giving them the opportunity to contribute to their learning in meaningful ways.

One concrete way Stephanie Bondi argues students can co-create is by engaging in “cogenerative dialogue” (cogen). Cogen takes place through “dialoguing with participants about what is happening in the class” and then coming “to consensus about changes to be made for subsequent classes” (Bondi, 2013). She emphasizes how cogen allows students to share their personal needs and through this, students can consider “how to incorporate the needs of the individual as part of the needs of the collective” (Bondi, 2013). Cogen is built upon the idea that “learning is a social process” and “hing[es] on social interactions” (Bondi, 2013). Instead of individualism or competition being the core value in the learning process, true collaboration and co-creation can take place.

Cogen often begins with this question: “What did you notice in class?” This question is intentionally open-ended. It allows for students to comment on what they felt was effective that day, what they felt was not effective, what parts of the lessons were unclear or confusing, who dominated conversations, how our body language or instructions affected them, etc. They can basically share their response to any part of the class. From there, the discussion transitions into how their responses can shape how the future classes unfold. For example, during my last cogen meeting with one group of students (my Puente class is split into Familias, and each week, I do cogen with one familia), they shared that even though they found peer review helpful, they noticed that many of their peers were still focusing too much on grammar and punctuation errors, not larger scale feedback. They express how this was not helpful for their revision process. One student suggested that we do more practice peer reviews. Another student suggested we practice peer review two essays the next time: one that has lots of grammar errors, but was a high quality essay, and one that had no grammar errors and was a low quality essay. He said this would be a way to show students that even though a paper has some grammar errors, the organization, cohesion, and quality of ideas can still be really strong, while a paper that has no grammar errors might still have larger problems that need to be addressed. So, by one student sharing their own needs, another student was able to step in and provide a suggestion that would address the larger, collective need.

Many of us are likely already using the strategies of co-creation and cogen. Opportunities for collaboration among students, such as discussions or group projects, can become co-creation experiences when educators clearly define the value placed on cogen and provide a timescape for how the process will develop collectively (Wallin, 2019). Redesigning a syllabus or module might be one example of a single task completed over varying class sessions, while sustained research requires a different set of scaffolding. As with any methodology, there are some challenges and possible instances of resistance, both from students and from or among educators. Foremost from an equity perspective may be establishing inclusive and accessible approaches. This reality is most apparent in a shared-work setting, in which students and faculty contribute varying degrees of content and time to a research project, for example. Clarifying the roles that students take is key: co-researcher, consultants, co-designers, or representatives are a few possible categories for distinguishing the responsibilities and expectations of students and faculty (Bovill et al., 2015). In these instances, consistent role definitions and providing proper credit is key.

Institutional culture from macro to micro levels can pose other challenges. Lecture-based models of teaching and high-value placed on assessments as a sign of learning or student success can feel at odds with the co-creation methodology (Bovill et al., 2015). Starting with establishing trust within a single class (versus an entire division or institution) through partnerships between students themselves and together with educators can help ease the perceived challenge (Bovill et al., 2015). Staff report in Bovill’s 2019 study that co-creation can feel risky, unpredictable, and challenging in getting the pace right, whereas students feel surprised to be invited to co-create and ultimately felt valued in the process. Class size matters, with smaller convenings or settings being ideal but that should not rule out gamification and cohort models in larger contexts, which in turn can mirror larger institutional structures and offer insights into how macro change is possible (Bovill, 2019). An important reminder cited in several studies about the benefits of cogen is Taylor and Robinson’s 2009 statement that, “student voice itself is a project of ethical responsibility.” The high-level aims of an institution – to be an equitable environment in which all feel included and can access the content and services needed to succeed – can be achieved through co-creation precisely because students know how students learn best (Bovill et al., 2015).

Questions to Consider:
1) In your own educational experience, were you ever given the opportunity to co-create in the classroom? What did that look like?
2) What does it look like for an instructor to fully trust their students? What might an instructor need to unlearn in order to establish that trust?
3) What challenges do you anticipate facing when trying to co-create with students?

References

Bondi, S. (2013). Using Cogenerative Dialogue to Improve Teaching and Learning. About Campus, 2-8, doi: 10.1002/abc.21117.
Bovill, C., Cook-Sather, A., Felten, P., Millard, L., Moore-Cherry, N. (2015). “Addressing Potential Challenges in Co-Creating Learning and Teaching: Overcoming Resistance, Navigating Institutional Norms, and Ensuring Inclusivity in Student-Staff Partnerships.” Science + Business Media, 195-208.
Bovill, C. (2019). Co-Creation in Learning and Teaching: The Case for a Whole-Class Approach in Higher Education.” Higher Education, (79), 1023-1037, https://doi.org/10.1007/s10734-019-00453-w.
Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. San Francisco, CA: Jossey-Bass.

Choosing Inclusive and Empowering Texts — Part II

On By Wendy L. SilvaIn antiracist pedagogy, connecting to students, culturally responsive teaching, empowering students, equity3 Comments

This is Part 2 of a post on choosing inclusive and empowering texts. See the first post here.

In “How to Tame a Wild Tongue,” Lesbian Chicanx writer, Gloria Anzaldua, shares her personal experience with reading LGBTQ+ Chicanx writers for the first time: “In the 1960s, I read my first Chicano novel. It was City of Night by John Rechy, a gay Texan, son of a Scottish father and a Mexican mother. For days I walked around in stunned amazement that a Chicano could write and could get published. When I read I Am Joaquin, I was surprised to see a bilingual book by a Chicano in print. When I saw poetry written in Tex-Mex for the first time, a feeling of pure joy flashed through me. I felt like we really existed as a people” (82).

In our September Community of Practice Blog, our colleague Miguel Reid shared his experience: “Although I failed almost every class throughout high school, I do remember reading two books: The Color Purple and The Autobiography of Malcolm X – nothing else. Despite being a young man who didn’t care about school, I somehow found interest in those two texts that highlighted the African-American experience.”

When I first read Anzaldua’s work, I felt how Miguel felt reading the work of Alice Walker and Malcolm X. Here was an actual published book, being taught in a college class, validating not only my people’s history and struggles, but my own identity in a space outside my home, that captured mine and my family’s experiences, our traditions, our values, our language. I had never even considered the idea that I was allowed to speak both English and Spanish together anywhere outside my home and my family. But here was a well-known scholar, telling me exactly that: I was allowed to exist in the world as I was. And I have to wonder, how many of my students have had the privilege of feeling this experience of validation? Which have not? And of course, what can I do to make sure that they all do?

From all the wonderful Community of Practice workshops we’ve had in the last year, we know that culturally responsive pedagogy means fully engaging with our students by finding creative ways to integrate student interests, identities, experiences, and knowledge into the classroom. Part of this work in our discipline requires strategic and intentional (as Kathleen mentioned last spring) incorporation of texts that also reflect who our students are, their experiences, and the types of knowledge they value.

As we know, the new language for the first SLO in the ENG 1A COR emphasizes that students learn to “analyze rhetorical strategies, content, and contexts in a variety of non-fiction texts written by authors representing and reflective of students in the classroom, including those written Black, Indigenous, Latinx, and People of Color and the LGBTQ+ community,” which really requires us to not only include a wide variety of voices in our text choices, but also revise and switch texts out as needed to reflect who are students are.

In Equity Talk to Equity Walk, McNair, Benisimon and Malcolm-Piqueux give an example of how to go about (and not go about), experimenting with new texts in a classroom, when discussing obstacle #2 (Not being able or willing to recognize racialized consequences) in blocking the path toward racial equity (24).

This is a huge task, but a necessary one. Dr. Jeannine L. Williams discusses in her article “Representations of the Racialized Experiences of African Americans in Developmental Reading Textbooks,” how historically, “ ‘reading material was used to inculcate dominant ideologies as common sense’ and how ‘books written for African American students were designed to reproduce dominant ideologies as natural, commonsensical, and universal’” (Williams 41). These dominant ideologies, that so commonly contained racist (and surely also sexist, classist, and homophobic) foundations, didn’t give students of color many choices beyond acceptance or rejection of the texts that perpetuated those ideologies. And many of these students of color rejected them (Williams 41). This rejection further emphasizes the obstacles our institutions have put in place impeding their success, which is why Williams suggests that “instructors should assign readings that speak to the students’ experiences” (Williams 40). Though William’s study focuses primary of African American students and African American representation, I see her argument informing the experiences of other students of color as well.

Al Weyant-Forbes mentioned in an equity-related workshop during fall FLEX, that often times equity feels like a loss to those in power. It feels like something has to be given up, and they are right, but that doesn’t mean what is being gained is not as valuable or more so, than what is being “lost.” RCC is a Hispanic Serving Institution, for example, which means that if we are really reflecting our students in our text choices, then a good amount of texts we teach should be written for and by Latinx voices, right? How many can you name? How many contemporary Black writers can you name? African? Native American? Middle Eastern? White? Chances are, many of us can probably name more white writers than any other race. Maybe it is time we examine this, and substitute what we’ve been taught to value as traditional literary texts (predominantly white texts seeped in racism, capitalism, and white supremacy, as Williams mentions) with new texts that the majority of our students can see themselves in and gives us insights into perspectives we didn’t even realize we hadn’t considered. Williams argues that often “college faculty ignore the role of race and its systematic complexities … further disadvantage[ing] students of color. Emphasizing the importance of reading curriculum and pedagogy that reflects the racialized identities and experiences of African American students,” along with other students of color, is a great tool for getting students engaged in our classes, in their own college experiences, and in their overall success (Williams 43).

As Rob mentioned in his post, this anti-racist work goes hand in hand with anti-capitalist work because racism and capitalism are when Dr. Ibram X. Kendi calls the “conjoined twins” in his book How to be an Anti-Racist (163). Dr. Kendi argues that “the actual foundation of racism is not ignorance and hate, but self-interest, particularly economic and political and cultural…it is impossible to know racism without understanding its intersection with capitalism” (56). He then adds that “to love capitalism is to end up loving racism. To love racism is to end up loving capitalism. The conjoined twins are two sides of the same destructive body” (Kendi 163). To me, this speaks to the importance of acknowledging our students lives experiences in the texts we choose, not only because most of our students are student of color, but because they are predominantly working class, our “essential workers,” the ones who are most vulnerable to what Angela Davis calls “super-exploitation.” If we hope to contribute to the process of liberation and dismantling oppressive structures concretely, we have to give students the tools to engage with critical thinking and critical imagining, as Rob encourages. Our text choices can help them not only better understand the systems that shape their daily lives, but how to begin imagining a world where these systems are no longer in place.

I’ve begun this work by gauging students’ reactions and thoughts on the texts we read each semester (though projects, critical reflections, discussion posts, and in-class conversations.) When checking in with my students this semester, I asked them about the importance of exposing students to texts that reflected who they were, their identities, values, experiences, and knowledge. Here is what just a few of them said:

1) “I think it is important for students to see themselves in the stories because this allows them to relate to the situations that are happening in the stories. It also builds confidence in the reader because if student sees the character in the story doing something exciting, important, and adventurous, then the student will understand that they could do it too!”

2) “I think it is very important for students to read texts that reflect who we are and our identities because if we’re just being thrown random text that we have no connection to, we start to become less interested. Therefore, less attention will be given to the subject by us and we leave the class without learning a thing. However, I think it is important to read articles to read articles such as the one we do for this class because it brings a lot of relevancy to our lives that keeps informed.” 

3) “I think it’s crucial for students to read texts in an English class that reflect who they are because visibility makes students feel like they’re not alone. Reading shared experiences makes students feel included and like they belong in certain spaces. It’s especially important now because academic spaces have historically been predominantly White, cisgendered, heterosexual males and the texts that higher academia tend to study are usually eurocentric. Having that representation makes the learning environment feel a lot safer and more inclusive of experiences that are not centered on the White cis, het male perspective.”

4) “I believe that it is valuable for students to read texts that reflect who they are, identities, experiences, etc. because the student can most likely relate with the text. Making it easier for them to make strong arguments in their writing. For a long time schools have had students reading books that are heavily based on white characters. Not showing any cultural representation when it comes to minorities and POC’s. By having representation students will be able to relate to what they are reading.”

5) “I truly believe that it is important for students to read texts in an English class that reflect who they are, their identities, their experiences, and their knowledge. I think this because doing so makes meaningful connections between what students learn in school and their cultures, languages, and life experiences. These connections help students develop higher academic skills and see the relevance between what they learn at school and their lives.”

As we can see, our students themselves KNOW that higher ed. has been a white-centered space for a long time. They get it. They are counting on us to disrupt this tradition.

Here are a few anecdotes pulled from critical reflections in both my English 1B class and English 1A class that further exemplify this point. Student are asked, as the final question, what they learned this unit and why they find this lesson valuable:

“I learned a lot in this unit, I learned to appreciate poetry a lot more. Before I was not a huge fan on poetry because I could not understand it. That is because I always over thought it when I had to read poetry. In high school we had a unit based on poetry and the main poet we had to focus on was Sylvia Plath. She had many good poems, but I could never understand them and frustrated me to not like reading poetry. After this unit I got to read some really good poems that I enjoyed and understood. I also learned to appreciate for who am and love my culture even more. Life is hard and many of us complain, not understanding the struggle others face and we tend to take that for granted. I plan to embrace my culture even more in the future and to not feel shame for who I am.” (referring to Eduardo Corral’s “Border Triptych” and Ada Limon’s “The Contract Says: We’d Like the Conversation to be Bilingual”)

“I have always understood the importance of literature and its impact on the world. That being said I have never really felt that impact or actually been involved in it too much. When writing this essay I felt like I was a part of it and the impact it has on the whole world. My topics are something that is looming in today’s world and only seems to get worse or avoided. I feel like a voice even though I know not many people will get to read this and it is not as good as some top writers out there. But I see as it’s not a topic that should be read by important people alone but everyone. We can all add things to literature and make an impact which I feel I did or could do.” (referring to Natalie Diaz’s “Why I Hate Raisins” and Jericho Brown’s “Bullet Points”)

“During this unit i learned a lot, the two pieces that impacted me the most were “White Privilege and “ The New Jim Crow” because as a black person it important that someone is speaking up for us as a whole, there are a lot of bad things going on right now with racial injustice and as a black person when people speak out no matter their race or background, to help our cause we notice it and we appreciate it. I’m glad i read two pieces that i can relate to because in high school the only type of black people we would read about were Martin Luther King Jr and Rosa parks. I’m glad that [we] read current pieces that everybody can relate to in their own way.”

Are we listening? Are we really listening?

Choosing texts, as I mentioned above, is difficult, and it does require a lot of time and effort. Most of us probably began teaching using texts we were familiar with, texts we read in college, or for fun on our own time. But, if we are still teaching only the same texts we did when we started teaching, chances are we need to make some changes, and with change, comes push back. Part of our anti-racist work as equitable instructors, however, is to change and adapt to the needs of our students, and as the research above indicates, our students need us to do just that. To be anti-racist, anti-capitalist, and an ally to marginalized communities, we need to acknowledge their lived experiences. If we don’t know what those lived experiences are, we need to educate ourselves. We need to take initiative to read texts outside of our own comfort zones by voices different from our own. As Professor. Taylor said in the last blog post, we need change now, and this is just one way we can do something concrete, here and now, to further our anti-racist and equity work.

Not sure where to start? Last year, our wonderful colleagues Star Taylor, Miguel Reid, Jon Anguiano, Tucker Amidon, and James Ducat took time to compile a list of culturally responsive text ideas for our English classes. They have been gracious enough to share this list and allow all of us to continue building upon this collaborative work for the years to come.

Here is a link to the editable Google Sheets. This is a living document that we can all contribute to collaboratively and revise as needed. I have begun organizing the original text list on this document, but still have a long way to go. If you are interested in helping transfer what we have on other various other lists, into this one master list, please feel free to reach out to me. I can use all the help I can get.

In our workshop, Rob and I will spend some time sharing techniques we use to choose empowering, inclusive texts for our classes that are not only culturally responsive, but also allow for critical thinking and critical imagining. We look forward to having you all there!

Sources:

Anzaldua, Gloria. “How to Tame a Wild Tongue.” Borderlands/La Frontera, Aunt Lute Books, 2007, pp. 75-86.

Kendi, Ibrim X. How to Be an Antiracist, One World, 2019.

Williams, Jeanine L. “Representations of the Racialized Experiences of African Americans in Developmental Reading Textbooks.” Journal of College Reading and Learning, vol. 43, no. 2, 7 July 2014, pp. 39-69, DOI: 10.1080/10790195.2013.10850366, Accessed 7 Oct. 2020.

Questions:

  1. What is one text you read in college that was of particular interest to you and why? What impact did that text have on you and why?
  2. How often to you reflect and challenge yourself to change texts you’ve been using for a long time, to better meet student needs and interests?
  3. How do you decide what texts you will include in your course? What criteria do you use? Where do you go to search for them?
  4. If you have not already, how might you set up a system in class to gauge how the students feel about your text selections, to allow your students to have a voice in text selection?
  5. Does your text selection tie to your anti-racist work? Why? How?