This writing assignment provides opportunities for students to write for a personally significant purpose in their own voice. When writing, students will learn to describe, inform, persuade, and advocate, using their native language so they can share their authentic self. By writing their stories in their native languages, students will receive acknowledgement of the legitimacy and value of their native languages and receive affirmative of their value in educational and social contexts (Swenson, 2012). Since the purpose of the activity is to attempt to change the beliefs, attitudes, and behaviors of school personnel regarding inequitable practices, it works to advocate for equitable access and opportunity and challenge the status quo (Richardson, 2001). Students will put their stories on a quilt so they will be able to connect all their experiences together.
Jeannie Golden, Psychology
Diverse Voices Unified: A Patchwork Quilt of Personal Stories of Injustice
Writing Assignment
There are significant disparities in schools in discipline referrals and special education placements for students of color. I presented this issue and ways to alter this situation with four undergraduate students at a professional conference. We presented the statistics related to this issue and then two Black male students who had personally experienced these disparities told their stories. This put a face on the statistics and highlighted the impact that disparities had on their lives. I want to further educate school personnel about this issue. To do this, we need to write in such a way that describes and informs school personnel about this issue, that persuades them that changes need to be made, and advocates for making those changes. The best way to do this would be to have students write their personal stories in their own voice.
Classroom protocol
- The instructor and students will define and give examples of the following in a class discussion: describe, inform, persuade, and advocate.
- Before writing their stories, the instructor will check in which each student individually and ask about the effect that writing about their story in their native language may have on them personally. The instructor will discuss self-care with each student and offer empathy and support.
- Students will write their story in their native language, share their writing, and receive feedback from the instructor and their peers.
- Students will self-reflect on the effect that their story had on them, their instructor, and their peers and what impact their stories might have on school personnel.
Self- Reflection Questions
- Was it difficult or uncomfortable for you to write your story? Did writing in your native language make it more or less difficult or uncomfortable for you?
- How did it feel to receive feedback from your peers? From the instructor? Do you think that their feedback was fair and accurate?
- What part of your story do think will either persuade or advocate for a change in school personnel’s beliefs, attitudes, or behaviors? Why?
- What was your overall impression of this activity?
Richardson, L. (2001). Getting personal: Writing-stories. International journal of qualitative studies in education, 14(1), 33-38.
Swenson, C. R. (2012). Dare to say “I”: The personal voice in professional writing. Families in Society, 93(3), 233-239.