EDF4604 Critical and Creative Reflection 2.docx - Jennifer...

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Jennifer Torna EDF4604 Critical and Creative Reflection #2 After doing the reading in “Who Speaks for Justice Raising Our Voices in the Noise of Hegemony” by Joan Wynne and Carlos Gonzales pages 39-69, it spoke about the lack of creativity in schools, the lack of personal relationships, stereotyping, and even the greed created by a broken school system. However, the reading also promoted how teachers and students are coming together to help fix the broken system by implementing programs and reaching out to students such as stated in the quote from the reading, “Teachers are demonized as “failures” in the classroom. Fortunately for all of us, more and more are banding together as agents for justice by believing in the inherent capacity of all students, and seeking strategies and instructional pathways to improve student performance through professional development and collaborative learning” (Cooper, 2015). One such teacher that I loved reading about was Laurel Nakanishi. She has taught poetry to children in Hawaii, Montana, Nicaragua, and Miami. Each place and the children were different and had diverse situations going on giving way for many opportunities to be creative. The children from Miami would talk about the poor areas they lived in and the violence they dealt with every day. However, they had positive aspects that they wrote about such as getting ice cream with their mom and their relationship with their siblings. She noticed the African American children and the children from Hawaii were very uncertain of themselves and their writing ideas. It took them time to give in to their creativity and to be proud of what they presented. Nakanishi thought this might have been related to the way children are constantly
being tested in the classrooms. She is stated as saying, “In a test there is only ever one correct answer. Students must learn how to block out all the other ideas and connections in their mind so

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