Read Pose, Wobble, Flow: A Culturally Proactive Approach to Literacy Instruction (Language and Literacy Series) By Antero Garcia
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Ebook About 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 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.Book Features: A structure for career-long growth for ELA teachers, including ways to adapt pedagogy from one year to the next. A focus on culturally proactive positions within ELA classrooms to ensure criticality in how we teach and how we advocate for the teaching profession. Six different poses that are standards-aligned, critical, and expand the possibilities of what takes place in school. Guidelines for creating original poses beyond the scope of the book, discussion questions for courses, and resources for classroom teachers.“In Pose, Wobble, Flow, Garcia and O'Donnell-Allen remind all of us that teaching is not about following directions: it’s about listening to our students and paying attention to the social forces that shape their lives; about learning how to navigate department, school, district, and federal rules to benefit our students so we can keep a job while we continue to honor our core beliefs about education.”—Linda Christensen, Director, Oregon Writing Project, Lewis & Clark College“Antero Garcia and Cindy O’Donnell-Allen have written a book about teaching that I’ve been hoping someone would write. They deftly provide a clear and insightful framework from which any thoughtful teacher can build a vital practice, while also inserting a wealth of examples to ground the framework in working classrooms. It’s a must-have for preservice and inservice teachers who care about their teaching.”—Bob Fecho, Professor and Department Head, University of GeorgiaBook Pose, Wobble, Flow: A Culturally Proactive Approach to Literacy Instruction (Language and Literacy Series) Review :
At first thought, it may appear as though the time-honored practices of teaching and yoga have little, if anything, in common. However, after reading Pose, Wobble, Flow: A Culturally Proactive Approach to Literacy Instruction by educators Antero Garcia and Cindy O’Donnell-Allen, a meaningful and useful connection emerges. The authors present a metaphorical framework in which the uncertainties and challenges inherent in teaching are not seen as limitations or liabilities. Instead, they are opportunities for teachers to adapt and grow as educators.In yoga, practitioners assume “poses” to strengthen their bodies and increase mindfulness. Inevitably, they experience “wobble” as they learn to hold poses for extended periods of time and add more difficult ones to their routines. By persisting through wobble, practitioners are able to attain “flow” - a temporary sense of satisfaction that comes with efficacy. According to Garcia and O’Donnell-Allen, committed teachers often work through similar cycles of development. They adopt mindful stances or poses toward improving their practice and routinely wobble on their way to achieving flow - the provisional moments of mastery and fulfillment that make teaching worthwhile. Garcia and O’Donnell-Allen outline six culturally proactive poses that secondary ELA teachers can utilize to reflect on and improve their skills.One stance that caught my attention is the Teacher as Writer pose described in chapter four. The authors point out that many teachers self-identify as readers but few see themselves as writers. Most teachers - including ELA teachers - are not even required to complete a course on teaching writing and often feel unprepared do so. But Garcia and O’Donnell-Allen argue that if students are to see themselves as writers, they need to see their teachers as writers. To better understand the rewards and challenges experienced by their students, teachers must regularly engage in the practice of writing, just as they expect their students to do. Adopting this pose is simple: It requires that teachers “do what writers do - that is write, and write often.” If this sounds daunting, the authors describe some effective strategies for transitioning from wobble to flow, including developing a daily writing routine, finding an optimal writing environment, and participating in a community of teachers who write.The Teacher as Curator pose outlined in chapter five is also worth noting. Here, Garcia and O’Donnell-Allen describe how teachers can carefully and deliberately expand reading choices in their classrooms. They acknowledge that students should be exposed to canonical texts, but argue that teachers “must curate to disrupt.” This pose necessarily includes broadening the definition of “text” to include 21st century formats and providing reading options that reflect the cultural and linguistic diversity of students. In situations where teachers are obligated to teach a particular text or author, curating could involve supplementing the requirement with other materials around a compelling question, theme, or time period. Importantly, Garcia and O’Donnell-Allen remind teachers that it is crucial to cultivate the passion for reading that drew them to the profession in the first place. Finding the time to read for pleasure presents a considerable wobble, but it is essential to helping students learn to view reading as “a non-negotiable practice in their lives rather than an instrumental task that gets them through school.”Throughout Pose, Wobble, Flow, Garcia and O’Donnell-Allen bolster their approach with references to their own experiences as classroom teachers, including many where they wobbled as part of the growth process. They are quick to point out that flow is an inherently fleeting experience. The book should appeal to high school ELA teachers at all levels of experience. Some readers might be irked by the authors’ insistence that the challenges and decisions confronting teachers are “inescapably political in nature.” Teachers new to the profession might be wary of language insisting that they use the model to foment “revolution and resistance” in schools. Despite this potential drawback, the book provides a clear theoretical and practical approach for confronting the fact that, to be effective, teachers must continuously alter and refine their practices. The challenges facing teachers today have never been greater and the stakes for students have never been higher: “While this realization can be overwhelming, we must remember to breathe, take inventory of the changing demands required in our role as educators, and prepare to assume new poses or acquire new ones as needs and challenges arise. Anticipate wobble. Momentarily achieve flow. Repeat.” Yoga has been described as steady effort in the direction you wish to go. The same might be said for teaching. Pose, Wobble, Flow provides educators with an excellent framework for channeling their efforts. Good read! 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