Event Title
Welcoming Remarks, Keynote. I Hesitate but I Do Have Hope: Critical Civic Empathy in Troubled Times
Location
Virtual via Zoom link
Start Date
24-4-2021 9:00 AM
End Date
24-4-2021 10:00 AM
Presentation Type
Event
Description
In today’s polarized political climate, our students come to class trying to figure out who they are and what they stand for in the face of deepening social divisions and stark racial inequities. We educators have a responsibility to orient our teaching toward the ultimate goal of preparing young people to face the challenges of the 21st century with consciousness, compassion, and commitment to equity and justice. This talk will share literacy practices that teachers can integrate into their classrooms to foster a new kind of empathy – one that goes beyond simply encouraging “niceness” and instead fosters a shared sense of democratic community. We will discuss how textual analysis, classroom discussion, research, and digital literacy can be the basis for both powerful learning and transformative civic engagement. This talk will strive to help us think beyond traditional models of social emotional learning and achieve a critical perspective that we can integrate into our practice.
Nicole Mirra is an assistant professor of urban teacher education in the Graduate School of Education at Rutgers University. She previously taught high school English and debate in New York City and Los Angeles public schools. Her research explores the intersections of critical literacy and civic engagement with youth and teachers across classroom, community, and digital learning environments. Central to her research and teaching agenda is a commitment to honoring and amplifying the literacy practices and linguistic resources that students from minoritized communities bring to civic life. She is the author of Educating for Empathy: Literacy Learning and Civic Engagement (Teachers College Press, 2018) and a co-author (with Antero Garcia and Ernest Morrell) of Doing Youth Participatory Action Research: Transforming Inquiry with Researchers, Educators, and Students (Routledge, 2015).
Relational Format
Conference proceeding
Recommended Citation
Shelton, Ellen; Kaminski, Rebecca; and Mirra, Nicole, "Welcoming Remarks, Keynote. I Hesitate but I Do Have Hope: Critical Civic Empathy in Troubled Times" (2021). National Writing Project in the South Conference. 1.
https://egrove.olemiss.edu/nwp_south/2021/schedule/1
Welcoming Remarks, Keynote. I Hesitate but I Do Have Hope: Critical Civic Empathy in Troubled Times
Virtual via Zoom link
In today’s polarized political climate, our students come to class trying to figure out who they are and what they stand for in the face of deepening social divisions and stark racial inequities. We educators have a responsibility to orient our teaching toward the ultimate goal of preparing young people to face the challenges of the 21st century with consciousness, compassion, and commitment to equity and justice. This talk will share literacy practices that teachers can integrate into their classrooms to foster a new kind of empathy – one that goes beyond simply encouraging “niceness” and instead fosters a shared sense of democratic community. We will discuss how textual analysis, classroom discussion, research, and digital literacy can be the basis for both powerful learning and transformative civic engagement. This talk will strive to help us think beyond traditional models of social emotional learning and achieve a critical perspective that we can integrate into our practice.
Nicole Mirra is an assistant professor of urban teacher education in the Graduate School of Education at Rutgers University. She previously taught high school English and debate in New York City and Los Angeles public schools. Her research explores the intersections of critical literacy and civic engagement with youth and teachers across classroom, community, and digital learning environments. Central to her research and teaching agenda is a commitment to honoring and amplifying the literacy practices and linguistic resources that students from minoritized communities bring to civic life. She is the author of Educating for Empathy: Literacy Learning and Civic Engagement (Teachers College Press, 2018) and a co-author (with Antero Garcia and Ernest Morrell) of Doing Youth Participatory Action Research: Transforming Inquiry with Researchers, Educators, and Students (Routledge, 2015).
