Summer Reading the Word and the World: Preserving a spirit of hope and inquiry


My mind and soul feel like they are on fire right now.  This summer has been an interesting and fresh balancing act of attempting to disconnect and focus on quality time spent with my family and friends, while simultaneously struggling to stay focused and motivated to confront all of the realities of tragedy and despair that have become (or maybe more accurately have always been) “las noticias de hoy.”  It has been surreal and at times I have felt the despair set in.  Every time I feel this happening, I have to grab hold of something, a book, podcast, television show or documentary, album, ANYTHING that can jar my mind back into accepting the reality that the world is a beautifully harsh place, that can indeed be transformed through collective effort, into a more just and peaceful planet.  In trying to continue to be a student of life and all of its instructive stories, I have found it difficult to force reflection on some of these more difficult realities.  Yet I know that this is absolutely necessary for true understanding of what the hell is actually happening.  And so this is my attempt at a reflective synthesis.

In preparing for the upcoming fall semester at CSUMB, I have been reading Antonia Darder’s The Student’s Guide to Freire’s Pedagogy of the Oppressed.  In redesigning my class for novice teachers to be able to rise to the occasion that, now perhaps more than ever, demands we teach for “liberation” and not merely for content mastery, I chose to use this text to help unpack Freire’s original influential text.  It is here that I have been prompted to think more deeply about what a liberatory and critical pedagogy actually mean.  Reminding myself of the necessity for time set aside for direct and intentional theorizing and abstraction, but never sacrificing action.  It is serendipitous that the new History and Social Science framework is intentionally focused on “civic action.”  Never mind that many history and social studies teachers are not yet fully aware of what this actually means for their classroom instruction, the architecture is now there to spark an authentic dialogue (which is another fundamental aspect of Freire’s text) amongst teachers who are in the position to have tremendous impact on the patterns of thought and eventual action of many young people.  On this note, I have been simultaneously excited and nervous to begin my new job as a curriculum specialist, which will help experienced and veteran (some expert) teachers collectively consider the implications for a type of instructive pedagogy that has civic action at its foundation, in particular at this moment in history. This text also reviews the history of many schools of philosophical thought and more importantly the historical context of authoritarianism, which is as stark a reminder of our current national and global epoch.

Aside from professional reading and pondering, I have been personally immersed in stories of the day that force the full act of humanity, that is to say I have been  intentionally reading, watching, and listening to things that recognize and acknowledge the human suffering of our brothers and sisters all the world over. It is not always easy to stare into the eyes of human suffering, but I know it to be necessary if I truly want to be part of movements designed to lessen and eventually end such oppression.  Enrique’s Journeyhas been an emotional slog for me. In the context of the mass separation of migrant children from the parents, this powerful narrative ha also harkened me back to the stories of so many of my students, undocumented minors both in Los Angeles and here in Salinas, who’s own journey’s were comprised of similar trials of tragedy. It also reminded me of many parents I have had the honor to work with, attempting to repair the often strained relationships between themselves and their children.

The Intercepted podcasthas been a summer staple, providing much needed journalistic context for the litany of crazy that is our current events. Two episodes that have had a lasting impression on me this summer have been these two. The show is unapologetic in its “speaking truth to power” style but what I appreciate even more is their journalistic commitment to contextualizing the stories of today through factual history, with a depth necessary for authentic understanding. Also appreciated is the hopeful chord always struck by interviews with activists and resisters. It has been on of my “go to” podcasts since the election.

Despite my steady summer media diet, which has also deviated into the realm of indulging pure entertainment in my attempt to not go insane, it was last night’s episode of Treme that really “struck a chord” in my soul. I have waited until this summer to watch this series from the beginning, knowing full well that I missed the metaphorical train on this. Truth is, I have not been ready until now. I remember the summer Katrina hit. I stood in disbelief as the events unfolded, the human callous out doing Mother Nature’s stormy onslaught. I remember feeling petrified, afraid of how I was reduced to a mere spectator from afar, gazing daily at the suffering of mainly black residents of New Orleans and the blatant disregard of our government. This feeling could not stand, so I along with my friend Daye and my future wife, signed up for a “disaster relief” course from the Red Cross. We were prepared to go to New Orleans and help in any way we could. In retrospect, relying on an institution to grant us “permission” and “training” to go help our brothers and sisters was unnecessary and ultimately futile, for it was not to be. The Red Cross said that there was a diminishing need for relief workers, as so many folks around the country had already been actively engaged and sent down to New Orleans. Historical hindsight being what it is, I never felt quite ready to see the deliberate destruction and designed despair that was to be the “re-building” of New Orleans. The neighborhoods left to rot while others were rebuilt. The closing and “charterization” of the entire public school system. I guess I was only ready to see this story dramatized on screen after the sobering reality of yet another disaster, Hurricane Maria, instructed me as student of history… this is the way of our world right now.

That is of course, unless we are called to action. And this is I guess the main struggle of my summer. The continuing questioning of action. What can I be doing? Am I doing enough? There is no one answer. On any given day, at any given moment the answer, for me at least, can change from the negative to the affirmative. These are often questions of focus. As someone who often lacks focus, who wants to pretend to concentrate on everything, I have had to remind myself of a previously stated intentionality of focus at this time in my life: family. My wife is my daily reminder of the importance of parenting to any movement related to social, political, or economic justice. How we raise our children will indeed have impact on our future circumstances. No matter how many times I have marched, or contacted my representatives, or voted… there is nothing as powerful as cultivating the imagination of a child towards empathy and reflection. Reading my daughter’s book is just another reminder that my focus has to be on my children right now. And all of the other things we know we must do to stay vigilant in these times.

Reading “through” the news…

Around this time of year, usually I would be preparing to teach a Critical Media Literacy class with Jeff Share at UCLA. The class aims to get teachers to think through helping students (and increasingly adults) critically think about our media consumption/production. As I most likely will not be teaching the course this year, my appetite for all things critical media literacy has been grumbling. Despite that feeling of confused hopelessness that many of us feel these days in the “post truth” era, I am very excited to continue helping others around me think deeply about the corporatized media landscape and its impact on our daily lives, in particular as learners in classroom settings.

Having found some colleagues in Salinas who share this interest and passion, I am in the beginning stages of thinking through professional development for teachers. Recently inspired by our district’s tech showcase conference out on by teachers for teachers, the ideas began to flow. This recent NPR story further serves to drive the point, what many of us have been actively trying to impact for years as classroom instructors.

Our district’s educational technology unit, which has helped lead the district’s certification for Digital Citizenship from Common Sense Media, also holds monthly trainings on topics of interest to teachers. In thinking through a possible upcoming training, we began discussing the simple skill of online search querying, or in other words “Googling.” Interestingly here were last year’s top overall searches. And of course, once we began talking Google, we couldn’t help but bring up Safiya Noble and her upcoming book release (which I am personally so excited for) Algorithms of Oppression.

I am excited to continue dialogue that seeks to deepen our understanding of some of society’s most salient features today; search engines, online media, schooling, and the ability to discern fact from fiction. Educators, how do you use media in the classroom and how do you get students to think critically about it and evaluate its authenticity and reliability? Parents, how do you help your children think through what they are consuming and producing for the web? (note the strategic invite to leave a comment below and interact with this blog 😉