Table of Contents

    Cover Theme
  • Free Cuentos del corazón/Stories from the Heart

    An after-school writing project for bilingual students and their families

    Authored By Jessica Singer Early, Tracey Flores

    Second graders and their families write together, countering Arizona’s English-only, segregated, and anti-immigrant school policies.

  • Free Cuentos del corazón

    Un proyecto de escritura después de clases para los estudiantes bilingües y sus familias

    Por Jessica Singer Early, Tracey Flores | Traducido por Nicholas Yurchenco

    Los estudiantes de segundo grado escriben junto con sus familias, desafiando las políticas monolingües, anti-inmigrantes, y de segregación de Arizona.

  • Free English-Only to the Core

    What the Common Core means for emergent bilingual youth

    Authored By Jeff Bale

    Is the Common Core better than current approaches to English language learners—or the next salvo in more than a decade of attacks on bilingual programs?

  • Free “¿Qué es deportar?”

    Teaching from students’ lives

    Authored By Sandra Osorio

    An early elementary school teacher realizes she needs to dump the scripted curriculum and basal reader, find Latina/o literature in Spanish, and make space for her students’ thoughts and feelings.

  • Free “¿Qué es deportar?”

    Enseñar a partir de las vidas de los estudiantes

    Por Sandra Osorio | Traducido por Arthur Eisele

    Una maestra de primaria se da cuenta que debe dejar a un lado el guión y la antología de su currículo para encontrar literatura latina en español y abrir un espacio a las vidas de sus estudiantes.

  • Features
  • Free Who Made the New Deal?

    Part I: What Caused the Great Depression?

    Authored By Adam Sanchez

    High school students play the Widget Boom Game to understand how overproduction and underconsumption helped cause the Great Depression.

  • Baby Mamas in Literature and Life

    Authored By Abby Kindelsperger

    Inspired by students’ responses to her own pregnancy, a high school English teacher develops a unit based on teen pregnancy and motherhood—rejecting the usual deficit-based narrative of teen parenting.

  • A Midsummer Night’s Gender Diversity

    Authored By Lauren Porosoff

    Middle schoolers explore how Shakespeare plays with gender expression and expectations in A Midsummer Night’s Dream.

  • The Hidden Agenda of High School Assemblies

    Authored By Jessica Richter-Furman

    A high school teacher realizes that, despite her school’s diverse student body, the students on the stage at assemblies are virtually all white and male. She sets out to understand why and to change the pattern.

  • Departments Free
    Letter from the Editors
  • Bilingual Education: Stories from the Heart

    Authored By The Editors of Rethinking Schools
  • Education Action
  • Anti-Privatization Movement Goes International

  • Books and Authors
  • Mirrors and Windows: Conversations with Jacqueline Woodson

    Authored By Renée Watson
  • Resources
  • Our picks for books, videos, websites, and other social justice education resources.
  • Good Stuff
  • Beyond Magenta

    Reviewed By Melissa Bollow Tempel

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Baby Mamas in Literature and Life

Baby Mamas in Literature and Life

Bec Young

From folders emblazoned with “Jojo’s Mommy” to name tattoos on necks and arms, hints of my students’ children have always been present in my classroom. Without directly asking, by the end of the first week of school I know the parenting status of nearly all of my students. In the alternative school where I teach on Chicago’s West Side, between one-third and one-half of the students, depending on the semester, are pregnant or parenting. Although comments about parenting frequently wove their way into our classroom conversations, it wasn’t until I became pregnant that I realized the potential richness and importance of bringing this theme into the curriculum.

When I announced my pregnancy to my students in the spring of my 5th year of teaching here, I was expecting excitement, questions, and newfound opportunities to bond. I was not anticipating, however, the ways that my transition to motherhood would change my identity as a teacher and my relationship with my students. Sure, there were unsolicited daily comments on my changing body and suggestions for names. But, more surprising to me, students also showed extreme concern for my well-being, both physical (offers to carry materials) and mental (“Don’t stress her out!”). A believer in the reciprocal nature of learning, I had already noticed ways my students educated me about the world, but now many of them took on the expert role and filled me in on what I had to look forward to—both joyous and gross—about having a baby. Even students without children were very involved, as most of them lived with or frequently cared for young children. Perhaps it was because of the role reversal on this topic, but I started listening and responding to my students differently during this time.

I realized that parenting—specifically adolescent parenting —was what Paulo Freire called a “generative theme” of my students’ lives. Fraught with contradictions and controversy, this topic is generally excluded from the official curriculum of schools, except in the context of abstinence-only sex education. What, I wondered, would happen if schools embraced the messy realities instead of the usual deficit model? As an English/language arts teacher and believer in critical pedagogy, I decided my students and I should try. I designed an instructional unit with two essential questions in mind: How are stereotypes of parents, especially teen mothers, presented and countered in fiction and nonfiction texts? How do race, class, and gender intersect in discussions of parenthood? My learning goals focused on citing textual evidence to support claims about the representation of school-age mothers in U.S. culture, and analyzing texts of different genres and mediums for the portrayal of parents of different ages, races, and socioeconomic backgrounds.

Maya Angelou’s Letter to My Daughter

My school is part of a larger network of alternative high schools that enrolls 17- to 21-year-old students who have been kicked out, forced out, or dropped out of traditional high schools. Students attend for one semester, a year, or longer, depending on the number of credits they need to earn a diploma. The English courses are not organized by grade level or even skill level; instead, they are semester-long courses that resemble electives, with great teacher freedom to choose a genre or theme of focus. For several years, I have been teaching variations of “Women’s Literature,” focusing primarily on texts by African American authors. I organize the course thematically; “motherhood” is the second major unit. Drawing on some of the lessons from previous years, I reframed the first half of the motherhood unit to specifically explore adolescent motherhood.

We began the unit by journaling about birth. Students were invited to write about their own birth, giving birth, being present for a birth, or a story about someone else’s birth. Everyone had something to share, and we spent some time in a read-around. We listened as Shakira shared that she was a “miracle baby,” born extremely prematurely. Brandon made us laugh with his account of being born at home in the bathroom. Adrienne read aloud: “June 5, 2011, was the day I met my baby, the happiest day of my life. . . . She makes me so happy to be a teen mom. This is the first time I can say I did something good with my life.” Alisha described her niece’s birth as “disgusting but beautiful.”

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