Say Yes to Pears , livre ebook

National Council of Teachers of English (NCTE) - Brent Peters , Joseph Franzen

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108 pages

English

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Description

English teacher Brent Peters and history teacher Joe Franzen show readers how food literacy works in the English classroom, beyond the English classroom, and beyond the school day.

In 2010 Fern Creek High School in Louisville, Kentucky, was labeled failing by the state and had half of its teachers removed. Brent Peters, a former chef and current English teacher, and Joe Franzen, an eccentric urban homesteader and history teacher, were hired to help ignite students’ passion for learning. Say Yes to Pears tells the story of Food Literacy at Fern Creek High School and about how Food Lit. works in the English classroom, beyond the English classroom, and beyond the school day. The book serves as a pedagogical guide on how to construct a place- and community-based program focused on creative and critical thought and action.

Sujets

Disciplines

Language Arts

Subjects

Teaching

EDUCATION

Lettres et linguistique

Study

Subject

Literacy

Informations

Publié par	National Council of Teachers of English (NCTE)
Date de parution	29 avril 2019
Nombre de lectures	0
EAN13	9780814100363
Langue	English
Poids de l'ouvrage	7 Mo

Informations légales : prix de location à la page 0,1500€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

NCTE Editorial Board

Steven Bickmore Catherine Compton-Lilly Deborah Dean Antero Garcia Bruce McComiskey Jennifer Ochoa Staci M. Perryman-Clark Anne Elrod Whitney Vivian Yenika-Agbaw Kurt Austin, chair, ex officio Emily Kirkpatrick, ex officio

Staff Editor: Bonny Graham
Interior Design: Jenny Jensen Greenleaf
Cover Design: Pat Mayer
Cover Images: iStock.com/achtung_ein , iStock.com/RapidEye , iStock.com/marcoventuriniautieri
NCTE Stock Number: 42417; eStock Number: 42424
ISBN 978-0-8141-4241-7; eISBN 978-0-8141-4242-4
©2019 by the National Council of Teachers of English.
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the copyright holder. Printed in the United States of America.
It is the policy of NCTE in its journals and other publications to provide a forum for the open discussion of ideas concerning the content and the teaching of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, or the membership at large, except in announcements of policy, where such endorsement is clearly specified.
NCTE provides equal employment opportunity to all staff members and applicants for employment without regard to race, color, religion, sex, national origin, age, physical, mental or perceived handicap/disability, sexual orientation including gender identity or expression, ancestry, genetic information, marital status, military status, unfavorable discharge from military service, pregnancy, citizenship status, personal appearance, matriculation or political affiliation, or any other protected status under applicable federal, state, and local laws.
Every effort has been made to provide current URLs and email addresses, but, because of the rapidly changing nature of the web, some sites and addresses may no longer be accessible.
Library of Congress Cataloging-in-Publication Data
Names: Franzen, Joseph, 1983- author. | Peters, Brent, 1975- author.
Title: Say yes to pears : food literacy in and beyond the English classroom / by Joseph Franzen and Brent Peters.
Description: Urbana, Illinois : National Council of Teachers of English, [2019] | Includes bibliographical references and index.
Identifiers: LCCN 2019000314 (print) | LCCN 2019018494 (ebook) | ISBN 9780814142424 (ebook) | ISBN 9780814142417 (pbk) | ISBN 9780814142424 (ebk)
Subjects: LCSH: English language—Study and teaching (Secondary) | Food—Study and teaching (Secondary) | Food industry and trade—Study and teaching (Secondary) | Culturally relevant pedagogy.
Classification: LCC LB1631 (ebook) | LCC LB1631 .F6955 2019 (print) | DDC 428.4071/2—dc23
LC record available at https://lccn.loc.gov/2019000314
Contents

FOREWORD: WORDS FROM DIXIE GOSWAMI
INTRODUCTION: MEET THE AUTHORS
Tattoos and Homebrew (Joe Franzen)
Clean Plates (Brent Peters)
Which Part of Me Is Last Night's Dinner? (Joe Franzen)
The Echoes Are in the Brownie Batter (Brent Peters)
CHAPTER 1 Saying Yes
Saying Yes to This Story (Joe Franzen)
Say Yes to Pears: Where Sharing Food Stories Can Lead (Brent Peters)
How a Class Says Yes (Joe Franzen)
Say Yes to You (Brent Peters)
How Say Yes to Pears Is Organized (Brent Peters)
CHAPTER 2 Saying Yes to Food Lit
We All Eat: The Case for Food Lit
How This Chapter Is Organized
Food Maps
FOOD MAP RECIPE: YOU TRY
From Food Map to Food Narrative: Our First Class Writing
STUDENT NARRATIVE: THE GUILT OF BISCUITS AND GRAVY (MILO Q.)
From Food Narratives to Class Meal
CLASS MEAL—COLLECTIVE JOY
RECIPE FOR ORGANIZING A CLASS MEAL: WHAT THE CLASS DOES
ENGLISH, ENCHILADAS, AND HOME: WHEN HOME COMES TO SCHOOLVIA A CLASS MEAL (JENNIFER S.)
VOICE + HOME: A PARENT'S PERSPECTIVE (SHERRY S.)
A School Garden (and Outside) as a Classroom
GARDEN WISDOM: WATER-SOAKED PHILOSOPHERS
Campfire: Food and Text Pairings
CAMPFIRE INTRODUCTION: WHAT IT IS AND WHAT IT DOES
The Curiosity + Challenge Project: The Homework We've Always Wished for
WHERE CURIOSITY + CHALLENGE LEADS: CREATIVE WRITING CLUB AND EMPOWERMENT (TREY H.)
RECIPE: CURIOSITY + CHALLENGE EQUATIONS
CURIOSITY + CHALLENGE: SOME STUDENT EQUATIONS
Class Tea: The Basics
VALENTINE'S DAY CLASS TEA: “CLOSE-TO-PERFECT ACTS OF LOVE”
Panzenland, Our Food Lit Town: Some Background
LET'S BUILD A TOWN: A TOWN MEETING HAS BEEN CALLED
PANZENLAND DAILY OVERVIEW
The Food Lit Flyover: A Recipe for Food Lit
FOOD LIT: A YEAR IN FLYOVERS
SOME ADDITIONAL (ESSENTIAL) FOOD LIT READING
CHAPTER 3 Saying Yes beyond the English Classroom and beyond the School Day
Stepping Out
Empowering Students Starts with a Handshake
Pancake Breakfast
The Circle
Cultural Lens
Flyovers
GLOBAL ISSUES I, II, AND ADVANCED
FOOD SOCIOLOGY
Louisville World Food Investigation
Hunter-Gatherer Unit
Revisionist Columbus and Pizza
Food Heritage Project
FHP: CONVERSATIONS THAT LEAD HOME
FHP MAKES THE CLASSROOM LIKE HOME
FOOD HERITAGE PROJECT REFLECTION: DOUGHNUTS (ELIZABETH C.)
Long-Term Projects
TIPS FOR IMPLEMENTING AN LTP
COMPASSION + COOKING: A LONG-TERM PROJECT (EMILY R.)
DESIRE TO INSPIRE: HIGH SCHOOL AS AN LTP (QUENTIN S.)
STUDENT EDITING: LONG-TERM PROJECT (TREY H.)
SIDE NOTE ON FEASIBILITY
Stepping beyond the School Day and Classroom
COOKING CLUB
COOKING CLUB REFLECTION (DENIS D.)
COOKING CLUB REFLECTION (IRMA D.)
The Garden
HOW TO START OR RESURRECT A SCHOOL GARDEN
WE BUILT IT (MATTHEW W.)
Pulling It Together
AFTERWORD
Joe Franzen
Thank You—Brent Peters
WORKS CITED
INDEX
AUTHORS
Foreword: Words from Dixie Goswami

O ver the past few years, I've been in company with Joe Franzen and Brent Peters often: in Bread Loaf classrooms in Vermont, in their Fern Creek High School classrooms, at national conferences, at meetings of the Kentucky Bread Loaf Teacher Network, in their school garden, in their kitchens (and mine), and always in touch on Bread-Net and by phone. With Beverly Moss, director of the Bread Loaf Teacher Network, I joined their Cooking 101 class in 2016 when Milo Quinn read “The Guilt of Biscuits and Gravy” and enjoyed a meal prepared for us. Joe and Brent are my mentors, my friends, my colleagues. Just as Say Yes to Pears is evidence of what young people can do when they have learning opportunities that fit and value their experiences, Joe and Brent are evidence of what teachers can do when they're in the company of administrators like Nathan Meyer and Rebecca Nichols and colleagues who share the belief that youth have the potential to be a force for progress and positive social change in their families, communities, and the world. The web of Say Yes to Pears connections includes Bread Loaf courses and the Bread Loaf Teacher Network, which supports collaboration and shared inquiry and honors the stories and theories of its members: www.middlebury.blse/bltnmag .

Say Yes to Pears is located within the growing body of work in youth studies and youth engagement that points to the significance of young people in contributing to public discourse around issues of concern to their everyday lives, including their education, arguing that young people be given a more significant voice that reaches public audiences, local and beyond. While Say Yes to Pears is in the tradition of Shirley Brice Heath's Ways with Words and Words at Work and Play; Barbara Cervone's What Kids Can Do organization; Jacqueline Jones Royster's scholarship, including the keynote address “Literacy and Civic Engagement”; Valerie Kinloch's Harlem on Our Minds; Ken Macorie's The I-Search Paper; Nancie Atwell's In the Middle, 2nd edition; and David Kirkland's A Search Past Silence: The Literacy of Young Black Men, Say Yes to Pears presents a powerful, multivoiced narrative about academic, social, and civic engagement, a well-documented story of multidisciplinary teaching and learning that contrasts sharply with commercialized, routinized curricula. This book represents a new and inclusive genre for and by teachers and young people, intended for diverse public audiences as well as educators. Say Yes to Pears is revolutionary in that it brings together student writings alongside those of experienced teacher-scholars and provides a definitive statement about the potential of youth participatory education.
I recommend reading Say Yes to Pears several times, first for the pleasure that comes from the compelling narratives and images that bring Joe, Brent, and the students alive. Then read to discover the strategies and structures that empower teachers and students—starting with a handshake. Finally, read to consider the different perspectives and analyses that emerge and to bring your own to the table.
Here's a passage that gives me plenty to think about. Isn't that what a book should do?

I'm still just a student. I have no degree in English. I've never edited anything that was meant to be published besides a high school literary magazine. I'm just a kid that got the first shot at editing a book meant to teach teachers. Editing the book was a ton of fun and opened my eyes to a potential career path… . It was an odd experience. Mr. Franzen and Mr. Peters treated me as an equal as we all edited the document: this was especially visible as the final changes were being made… . [M]y ideas or critiques were not disregarded just because I was a student. That's a rare experience, even in classes where the teachers try to treat their students like adults; how many would trust a student to edit and format a section of anything they planned to publish, let alone an entire chapter? The class hasn't just taught me about editing either; no, I learned a very important lesson about long-term group work. You don't necessarily have to like each other to get