Photos by Christina S. Murrey
On a Thursday afternoon last fall, approximately 20 pre-service teachers arrived for class at Guerrero-Thompson Elementary in Austin. They were students in the College of Education enrolled in Literacy Methods, a course on reading methods in elementary school.
Their initial assignment: critically analyze non-fiction texts.
The goal was for the pre-service teachers to experience the same kinds of assignments they might give their future students. As they balanced in chairs meant for learners half their size, they read articles in small groups and discussed and debated their peers.
They were guided by doctoral student Natalie Svrcek, while Curriculum and Instruction Associate Professor Melissa Wetzel provided assistance.
After they finished, they fetched their fourth-grade reading buddies and positioned themselves on a large colorful rug at the front of the classroom. That’s where the read-alouds—and the fun—began.
One youngster shared with her pre-service teacher a new pun she’d learned. She’d been learning and sharing a new pun each week. Svrcek reminded the younger students about the books she’d read and they’d discussed in the last weeks. Each book was related to UT’s tagline, What Starts Here Changes the World.
The students talked about what that meant to them: “What starts in your heart as something small can become a passion that creates positive change for others,” says one.
“Which stories do you like to hear the most?” Svrcek asked the group. “Ones with characters similar to you or ones where the character is different from you?”
One young girl says, “I like to read stories about people who are similar to me because I like to relate to what they did to fix their problem. I can do what the person did and follow in their footsteps.”
Another says, “I like to read about people different from me because I get to learn about different cultures.”
“Reading a book with characters similar to you is like looking in a mirror,” Svrcek says, “while reading one with characters who are different is like looking out a window.”
Previously, she’d read to the group, Dolores Huerta: A Hero to Migrant Workers, which recounts a story of children whose parents are migrant farmworkers and are not paid fairly. In the book, Dolores works to gain fair treatment for the families.
This day they were going to hear, The Book Itch: Freedom, Truth and Harlem’s Greatest Book Store.
Curriculum for Our Times
Although the format is similar to courses that have been taught in the College of Education for years, the intentional addition of themes of racial equity and social justice is new, says Wetzel. “After Charlottesville, the election, and anti-immigration reforms, I really thought a lot about what it means to be a teacher in these times and how to prepare our students to respond.
“Elementary teachers are often motivated by their love for students. They often want to help. But what does it mean to help?” Wetzel says.
“Many of our students will teach children who come from diverse backgrounds, who face challenges, who are refugees impacted by war or other trauma. We are challenged to take those passionate feelings of people who want to be teachers and help them understand what it means to care for these children. We want to help them shore up their abilities to be a teacher in the complex classrooms they will find in Texas,” Wetzel says.
An Opportunity for Collaboration
As Wetzel and other colleagues across the department were modifying the methods course to address these time-sensitive issues, their colleague, Associate Professor Keffrelyn Brown, had been named a UT Austin Provost’s Teaching Fellow.
The prestigious teaching fellows program empowers faculty to advance education through individual initiatives that improve teaching and learning at UT, and through participation in campus-wide events that promote the quality of education and its status in the campus culture.
Brown’s research for the two-year fellowship focuses in part on the sociocultural knowledge of race in teaching and curriculum. She wants to use her fellowship as an opportunity to facilitate working groups for faculty who are interested in infusing anti-racist teaching and practices in their coursework.
The timing was ripe for college faculty collaboration on the topic. Says Brown, the faculty working groups “meet monthly in an intentional learning community. Faculty share their work sample or challenge. We listen closely to each other. We use inquiry within the learning community. Then we add the theoretical work and revise the curriculum around race,” she says.
“We also discuss strategies to better facilitate conversations around race as well as ideas such as what it looks like to take an asset-based stance with our students,” a view that each student comes from a community with assets rather than deficits, she says.
This spring, Brown is extending her reach beyond the College of Education across the university campus.
“I personally want to develop a stronger theoretical understanding of race, better understanding and use of important theoretical constructs, and means of having better conversations about race,” Brown says.
Passion Leads to Change
Brown sought an opportunity to work with Wetzel on the methods course and Wetzel participated in these faculty learning communities last fall.
She and Svrcek added concepts to the literacy methods curriculum—racial and social equity, and intersectionality.
“Students’ experiences are complex,” Wetzel says. “We all live complex lives, experience complex factors, and have complex classrooms. Our pre-service teachers need to be able to address that.
“The Literacy Methods course’s read-alouds create a space, or tutorial, to model these ideas. Each text has an intersectionality topic—race and gender, for example—along with the theme that “’I can be anything.’ We want to disrupt racial stereotypes,” Wetzel says.
She adds, “The theme highlights that small change makes big change. We can feel disempowered and all feel oppressed by systems we are involved in, but the things we are passionate about can make big change.”
Pre-service teachers and their co-operating teachers have found the methods and conversations with students to be surprising and meaningful to their work. “I didn’t know the kids could go that deep,” one cooperating teacher says.
Pre-service teacher Collette Nguyen, a senior who plans to teach 3rd grade, says, “I didn’t really know what to expect from the students, but they have been very insightful. I read The Memory Coat; Paper Son: Lee’s Journey to America; The Lotus Seed, and My Name is Sangoel. We explored the big questions—‘Why did people have to leave their home country to go to America? What struggles did they face and how did they feel?’ This allowed the students to develop empathy for others who had to flee because they were in danger. It opened a window for them to look into other cultures, and the severity of the situations they were put in that was out of their control.”
Nguyen adds, “By having them learn about these situations, my hope is that they will be tolerant people from the get-go and continue being people who embrace and respect differences in others. With that, they can learn to use their voice.”
Says Wetzel about her work with Brown and the incorporation of racial equity into the Literacy Methods curriculum, “As a department, anti-racist work is part of what we do. Teaching about diversity and sociocultural knowledge will be different in different times, shaped by a particular historical moment, in a particular context and place. It will never be just one syllabus.
“As knowledge in the field is changing and the social context is ever–changing, the teaching will always be change-based,” Wetzel says.