Student Activism and Story Telling
Culturally responsive teaching creates opportunities for students to confront and protest inequalities. When we allow students to explore their own identities in response to moments of inequality, we can foster activism in the classroom. This story of self activity creates a safe space for students to reflect on who they are, and what causes truly matter to them.
Instructional Objectives
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Students will use public narrative model to identify a cause close to heart
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Students will consider the importance storytelling has in conjunction with activism (as seen in Change The Subject documentary)
Story of Self
Public Narrative utilizes the “head” and the “heart” to engage others in a cause based on shared values. One’s story of self explains what in your life has called you to act and reveals key moments in your life.
1. Watch the clip (7:26-8:44)
2. A person's "story of self" tells why they have been called to serve. In the clip above we hear Oscar explain the circumstances he faced, and how this crucial part of his identity and his experiences called upon him to lead. Every one of us has a story to tell -- the moments in our lives that we face uncertainty and take risks. The moments when we align with our values and speak out against injustice. What is your story of self? You need not reveal your deepest secrets, but instead find the power in your values. Reveal a key moment in time when you felt you needed to be heard.
"We all have stories of pain, or we wouldn’t think the world needs changing. We all have stories of hope, or we wouldn’t think we cold change it.”
3. Dig Deeper by answering the following questions:
Challenge: Why did you feel it was a challenge? What was so challenging about it? Why was it your challenge?
Choice: Why did you make the choice you did? Where did you get the courage (or not)? Where did you get the hope (or not)? Did your parents or grandparents’ life stories teach you in any way how to act in that moment? How did it feel?
Outcome: How did the outcome feel? Why did it feel that way? What did it teach you? What do you want to teach us? How do you want us to feel?
A word about challenge. "Sometimes people see the word challenge and think that they need to describe the misfortunes of their lives. Keep in mind that a struggle might be one of your own choosing – a high mountain you decided to climb as much as a valley you managed to climb out of. Any number of things may have been a challenge to you and be the source of a good story to inspire others."
Practice telling your Story of Self and get good, constructive feedback
Learn to coach others’ stories so they become better storytellers
1. Review the agenda. Choose a timekeeper. 5 min.
2. Take some time as individuals to silently develop your Story Use the worksheet that follows. 5 min.
3. Go around the group and tell your story one by one. Each person has 2 minutes to tell his/her story and 3 minutes for coaching from the group.
NOTE: You have 2 minutes to tell your story. Stick to this limit. Make sure the timekeeper cuts you off. It encourages focus and ensures everyone has a chance.
Reflections
When listening to the stories of others, listen and pay attention to how the story resonates within you. During the feedback portion, comment on the following:
What connects with me?
What would I like to know more about? Be specific: choices, feelings/values, images focusing in: what details and moments do you want to hear more about?
Bridging parts of the story: what gaps in the story did you want to know about?
Safe Spaces
A note on creating safe spaces in the classroom when discussing sensitive topics
There is evidence that safe classrooms promote learning. Mayo (2010) examined difficult dialogues about multicultural issues. Her work suggests that a sense of safety is required to overcome the tension-filled moments involved in thinking, discussing, and listening to others during conflict-laden topics. Safe spaces affect what students learn and how much student learn (Holly & Steiner, 2005), and assignments may be crafted that help students explore their own progress (Montero, 1995) and “feel safe taking risks, which fosters a hunger for analysis and reflection” (Ortiz, 2000, p. 78).