Journal of a Black Teacher

There are many reasons why students don’t write well in college; the first of these reasons is that secondary school systems in the Twin Cities have watered-downed writing curricula and students that make it to advanced placement classes or take university classes in high school are an elite few creating another disparity; but still, they struggle too - ask any local university program - some of our scholars in college have 2.0 G.P.A.s simply because they did not learn academic writing in high school.     By Don Allen, M.A. Ed./MAT  (Editorial Opinion) (Inserted photo is my Grammarly overview from June 18-25)      Academic writing is essential for success in college and beyond. However, Twin Cities students often face significant challenges when it comes to mastering this skill. There are several reasons why students struggle with academic writing in college, including limited access to resources, inadequate preparation in high

  “Education must begin with the solution of the student-teacher contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.”  ― Paulo Freire The class text reminds me of Herbert Kohl’s I Won’t Learn From You: and Other Thoughts on Creative Maladjustments as it pertains to exemplars of learning scenarios tied to family status and in-school academic performance; see the story about “Barry” (Kohl, 1995, p. 8).  Although not assigned this week, I liked Chapter One because it explores the importance of culturally responsive teaching practices in promoting student engagement and success; the authors highlight the need for an education system that recognizes the interconnectedness of social justice and environmental sustainability. They argue that traditional approaches to environmental education often ignore issues of power and privilege, perpetuating systems of oppression. In Culturally Sustaining Pedagogies , Chapter 2, You Ain'