#DisruptTexts is a grassroots effort by teachers for teachers to challenge the traditional canon in order to create a more inclusive, representative, and equitable language arts curriculum. DisruptTexts believes that books can be transformative, especially when they are part of a more equitable curriculum and antiracist education.
Literature study in U.S. classrooms has largely focused on the experiences of White (and male) dominated society, as perpetuated through a traditional, Euro-centric canon. All students deserve an education that is inclusive of the rich diversity of the human experience. They deserve one that introduces them to and affirms the voices both inside and outside their individual lives.
In this session—for educators by educators—we will discuss what voices—authors or characters—are marginalized or missing in our classrooms? How do our biases affect the way we teach and engage with students? How does a text support or challenge issues of representation, fairness, or justice? How a text perpetuates or subverts dominant power dynamics and ideologies? How can we ask students to wrestle with these tensions? How can we collaborate to identify, revise, or create instructional resources that can center and do justice to the experiences of historically marginalized communities?
Led by Lorena Germán, Chair of the National Council of English Teacher’s Committee Against Racism and Bias in the Teaching of English and she’s a co-founder of #DisruptTexts. She’s also Director of Pedagogy at EduColor.
Moderated by Latinx KidLit Festival co-founder and author, Ismée Williams.
#DisruptTexts Principles:
Continuously interrogate our own biases and how they inform our thinking.
Center Black, Indigenous, and voices of color in literature.
Apply a critical literacy lens to our teaching practices.
Work in community with other antiracist educators, especially Black, Indigenous, and other educators