A Reader's Response to A Critical Inquiry Framework for K-12 Teachers: Lessons and Resources from the U.N. Rights of the Child

I feel extremely energized after reading the first chapter of A Critical Inquiry Framework for K-12 Teachers: Lessons and Resources from the U.N. Rights of the Child (Allen and Alexander, 2013). This book embraces many of the philosophies that have become important for my own practice, including critical literacy, critical inquiry, and democratic principles. Even better, it uses the U.N. Rights of the Child to anchor these big ideas. I really like the stance that "we as critical educators must be role models, showing students that asking critical questions is central to the values of democracy, and critical in examining the universal Rights of the Child" (Allen and Alexander, 2013, p.8).

I felt pretty proud of myself for all of the ideas mentioned that I was already somewhat familiar with from my graduate studies. I thought the first chapter contained a great collection of quotes from theorists like Paolo Freire, and seeing these ideas again was like running into an old friend. I feel like I could use many of these quotes as rationale for my own inquiry projects I'll be doing with kids. I like the one where Freire explains critical literacy, saying that it's "not a teaching method but a way of thinking and a way of being that challenges texts and life as we know it. Critical literacy focuses on issues of power and promotes reflection, transformation, and action. It encourages readers to be active participants in the reading process: to question, to dispute, and to examine power relations" *Freire via Allen and Alexander, 2013, p.7). This quote is just one of many that very neatly square with my thinking and beliefs about teaching and learning. In another section of this chapter, the authors discuss other existing scholarship on critical topics, and I ran into more familiar friends there including Mary Cowhey and her inspiring "Peace Class" (p.11). It's so exciting to see all these pieces from my scholarship over the semesters fitting back together and reinforcing each other and my own ideas.

I was surprised to learn that "All countries have now ratified [the Convention on the Rights of the Child] except for Somalia and the United States" (Allen and Alexander, 2013, p.4). I could not for the life of me imagine why the US wouldn't ratify this document that seems to contain so much sensible good. The editors take a moment to honor this perspective and explain the thinking behind some of the groups opposed to the Rights of the Child. I'm glad they did this because they not only back up their claim to investigate multiple perspectives, but it also helps me to be aware of potential reactions parents might have to me introducing these concepts to their students. It will be important to be sensitive to all the possible viewpoints these critical discussions could bring about as I proceed.

I also have the question of critical stance still circling in my mind. I have thought before about how being TOO wishy-washy in our meetings and conversations might not be the best model for students, which Allen and Alexander seem to back up when they say "teachers must demonstrate both humility and self-confidence. As they take risks, they acknowledge fear and show courage, because 'there may be fear without courage...[but] there may never be courage without fear'[Freire p.41]" (Allen and Alexander, 2013, p.5). I want to make sure my students feel confident and secure that the teachers know what they're doing and will take care of them and guide them, while also feeling empowered to participate in directing the community. It is a delicate balance to strike, and I will take extra notice of it in the weeks and months to come.

I really enjoyed reading the example of how one teacher (Rebeccah Williams Well) got started with the U.N. Rights of the Child in her 2nd grade classroom because it gave me some practical steps to follow and pointed me in some new directions I hadn't thought of before. I like the idea of starting with an anchor chart of what the students think the rights of the child should be and think my students, despite being older than Well's 2nd graders, could get a great conversation started from this method and also be supported with the visual reminder of our discussion. I'm also excited to take the Human Rights temperature survey mentioned (p.12). This is a genius way to get kids thinking about these questions in the context of their own lives and experiences which I would not have thought to do on my own.

I'm so excited to get started with my students and to see where they take us on our critical inquiry journey! Next up, I will be reading the chapter "It's Not Easy Being Flat: A 3rd-Grade Study of the Rights of Students with Disabilities" because it's relevant to some of our recent conversations and pretty close to appropriate for my students.