Theories of Literacy Speaker

Katie D.

April 30, 2011 - 8:48 PM

Last Monday I was invited to speak about Inside-Out in Suzanne Clark's "Theories of Literacy" class. This course is offered through the English Department, and engages theories of education and cultural transfer between generations and within the social environment. The class is both a theoretical and a direct course, with a highly academic classroom piece, as well as a required internship engaging in literacy and education in the community at large.

I was asked to come and present about Inside-Out from a pedagogical (teaching) level. The course is reading about theories of pedagogy to challenge conventional hierarchies and engage the learner in a dialogue with the material and the other participants in the class. One of the theorists they were reading, Paulo Freire, was a major part of my Honors thesis, and is a foundational figure for the Inside-Out Program and its philosophy. As such, I was present to share ways in which these theories were expressed in a classroom setting, particularly focusing on the use of dialogue and the non-conventional approaches to engaging with the class.

I shared a little bit of background about Inside-Out, and then we watched the documentary ( ). After that point, we were enable to exchange ideas and questions. The class asked me about the success of the course, and about my personal motivations and experiences in Inside-Out. They wanted to know why the dialogue, Freirian, model of teaching works well in this context, and how exactly it was employed in the classroom. Because they had already been prepared to think critically about methods of teaching and learning, they had some really interesting ways of addressing the concept of Inside-Out, and the questions and problems that would arise.

I also took the opportunity to hear from a group about how they would imagine Inside-Out. I asked them to imagine if they were starting an Inside-Out class, and to try to think of how they would feel on the first day as they went to the prison. They brought up some really good ideas and emotions. They very astutely wondered about the ability of the group to communicate well, and the possible problems with stereotypes or divisions. They worried about safety in the classroom, partly from a physical standpoint, but mostly wondering about the ability of everyone to engage honestly and candidly with one another. Then they participated in brainstorming with me about the teaching methods that could be employed to create a safe space and to minimize the divisions between students. They brought up some ideas that were spot-on, and some topics that Inside-Out as an organization is still working on.

I have to say honestly that speaking to this class was one of the best things that has happened to me this term. I felt so confident and so engaged as the class was happening. I felt both challenged and affirmed by their questions and ideas. I was energized and inspired and exhausted. I got the sense (although who knows how accurate) that I brought something new and important into their classroom. I felt, honestly, like I did a good job.

I hope that somehow my life is moving toward a position in teaching and in social justice. I hope to engage groups in this kind of dialogue, and to work together to think through some of the gritty issues of society. I believe that pedagogy makes a difference, just as I believe an engaged teacher can change everything for a student. And I also am beginning to see that the stories I have accumulated from a series of amazing opportunities and experiences actually have something profound to teach in the context of justice and dialogue.

I don't know if it makes sense to say that I left that class feeling like I could be a good professor. But that's how it was. I felt like it was a moment where I had experienced a piece of what could be the rest of my life. And I was so happy about it, and so fulfilled.

So thank you to Suzanne Clark for inviting me to speak. This experience will stick with me for a long time to come.