Pose, Wobble, Flow: A Culturally Proactive Approach to Literacy Instruction

Pose Wobble Flow A Culturally Proactive Approach to Literacy Instruction This book proposes a pedagogical model called Pose Wobble Flow to encapsulate the challenge of teaching and the process of growing as an educator who questions existing inequities in schooling and s

  • Title: Pose, Wobble, Flow: A Culturally Proactive Approach to Literacy Instruction
  • Author: Antero Garcia Cindy O'Donnell-Allen
  • ISBN: 9780807756522
  • Page: 158
  • Format: Paperback
  • This book proposes a pedagogical model called Pose, Wobble, Flow to encapsulate the challenge of teaching and the process of growing as an educator who questions existing inequities in schooling and society and frames teaching around a commitment to changing them The authors provide six different culturally proactive teaching stances or poses that secondary ELA teachers cThis book proposes a pedagogical model called Pose, Wobble, Flow to encapsulate the challenge of teaching and the process of growing as an educator who questions existing inequities in schooling and society and frames teaching around a commitment to changing them The authors provide six different culturally proactive teaching stances or poses that secondary ELA teachers can use to meet the needs of all students, whether they are historically marginalized or privileged They describe how teachers can expect to wobble as they adapt instruction to the needs of their students, while also incorporating new insights about their own cultural positionality and preconceptions about teaching Teachers are encouraged to recognize this flexibility as a positive process or flow that can be used to address challenges and adopt ambitious teaching strategies like those depicted in this book Each chapter highlights a particular pose, describes how to work through common wobbles, incorporates teacher voices, and provides questions for further discussion Pose, Wobble, Flow presents a promising framework for disrupting the pervasive myth that there is one set of surefire, culturally neutral best practices.

    One thought on “Pose, Wobble, Flow: A Culturally Proactive Approach to Literacy Instruction”

    1. I was asked to review this book. The main professional hat I wear is English educator, which means I prepare undergraduate and graduate students to teach grades 6-12 English, primarily in the Chicago area.Garcia and O'Donnell-Allen are writing in what is now familiar territory in education, how to work with a culturally diverse population of students. Most teachers that work in urban areas, working with a vast majority of people of color, are white women. They are given by the state the Common C [...]

    2. LOVED this book!! Very thought-provoking and directly relevant to those who want to teach reading and writing. Had some SJW-theory, which was annoying (they even equated death threats made to Anita Sarkeesian as indicators of sexism, for goodness sake! Obviously I don't condone death threats, but I also don't believe that death threats necessarily denote sexism within society). Despite its faulty discussion on identity politics, I do think the book writes very well on understanding that a teache [...]

    3. Garcia and O’Donnell-Allen pack lots of theoretical and practical wisdom into this slim volume aimed at preservice teachers, in-service teachers, and teacher educators. Using a framework borrowed from yoga, they posit that effective teaching evolves when practitioners adopt conscious poses (or attitudes/dispositions) toward teaching, experience wobble as they adapt and modify their methods as a result of reflection, and achieve flow as they re-adjust their poses in light of formative feedback. [...]

    4. The recurring message in the book that I most appreciate is this: teachers need to do what's best for their students. Yes, we need to be mindful of teaching standards, school district mandates, and school-site emphases, but our gut instincts should guide our work with kids. The authors provide examples from their teaching situations and also spotlight the work of colleagues who have found ways to "hack" the systems in which they have chosen to teach. There is emphasis on authentic assessment and [...]

    5. Inspirational and thought-provoking in parts, but it leave out the "how to." Also, it's more geared toward high school teachers than middle school teachers (as is often the case - much to my annoyance).

    6. I'm reading this for the NWP CRW program. This was a good summer read to put me in the mindset of preparing for a new year of learners, moving into a new classroom space, trying on new instructional strategies, and hoping to really work on identifying myself as Teacher as Writer.

    Leave a Reply

    Your email address will not be published. Required fields are marked *