This is a presentation about using a transformative English curriculum rooted in critical theory. Please ask for permission before

1. Something Real: A
Transformative English
Curriculum
Jennifer Heymoss
Kazoo School
Kalamazoo, MI

2. Inspiration
“Reading the world always precedes reading the
word, and reading the word implies continually
reading the world…. [T]his movement from the
word to the world is always present; even the
spoken word flows from our reading of the
world. In a way, however, we can go further and
say that reading the word is not preceded merely
by reading the world, but by a certain form of
writing it or rewriting it, that is, of transforming it
by means of conscious, practical work. For me,
this dynamic movement is central to the literacy
process.” Friere and Macedo (1987, p. 25)

3. The Traditional English Class
(According to my own schooling and training)
• Get “through” a certain
number of books in each
class– focus on
literature.
• Read, answer questions,
write a paper or do a
project and then you’re
done.
• Lecture proceeds each
unit.

4. Titles taught in more than 25% of the high
schools of the North Central region
between 1886 and 1900 (Applebee, 1974)

5. Common Core ELA Illustrative Texts (6-12
English Language Arts, 2011, p. 58)

6. A Critical Pedagogy
• Identity: Looking at
Ourselves
• Looking Outside of
Ourselves: Education on
the Topics of Class,
Gender, and Race
• Using Critical Theory to
Define and Read
• Taking Action

7. Identity: Looking at Ourselves

9. Identity: Looking at Ourselves-
Student Identity Projects

10. Identity: Looking at Ourselves-
Online Professional Portfolios

11. Identity: Looking at Ourselves-
Online Professional Portfolios

12. Identity: Looking at Ourselves-
Online Professional Portfolios

13. Looking Outside of Ourselves: Education
on the Topics of Class, Gender, and Race

15. Looking Outside of Ourselves: Education on the
Issues of Class, Gender, and Race
Guest Speakers
• Guest Speaker Tim
Terrentine: “Education is
the new hustle… think
about every other hustle
in history. There’s always
someone who can take
your hustle away from
you, but no one can take
your education.”

16. Looking Outside of Ourselves: Education on the
Issues of Class, Gender, and Race
Close Readings

17. But… what about Romeo and
Juliet?

18. Using Critical Theory to Define and Read

20. Using Critical Theory to Define and Read
Questions Part 1

21. Using Critical Theory to Define and Read
Questions Part 2

22. Using Critical Theory to Define and Read
Questions Part 3

24. Using Critical Theory to Define and Read

25. Using Critical Theory to Define and Read

26. Using Critical Theory to Define and Read:
My Theories of Choice

27. Using Critical Theory to Define and Read:
My Theories of Choice

28. Using Critical Theory to Define and Read:
My Theories of Choice

29. Taking Action

31. Taking Action:
Multi-Genre Project Exhibits

32. Taking Action:
Multi-Genre Project Exhibits

33. Taking Action:
Multi-Genre Project Exhibits

34. Taking Action:
Multi-Genre Project Exhibits

35. Taking Action:
Multi-Genre Project Exhibits
“The theory that speaks out to me is reader response because I can tell my story and let people
know what happens in my life. I look at things very differently because of my seizure
disorder. It limits the things that I can do and want to do.”
“One things that I can’t do is drive a car. I also I won’t be able to work by myself because
something bad might happen and there would be nobody there to help me out. I have fun if
there are blinking lights within the environment, like at dances, Roller World and restaurants
where there are strobe lights.”
“I have to remember to take my medications for the rest of my life. I feel like I shouldn’t have to
take my medications. I think I am fine without my medications, but every time I stop taking
them I end up having a serious seizure. Each time I stop my meds without telling someone
and have a seizure the seizure gets worse!”
“I have to take my medications everyday and not look at any blinking lights or songs that do the
something thing. The thing that scares me the most is dying in front of my family, friends,
and loved ones, or going to the hospital and not being able to talk or move, and enjoy life.”

36. Taking Action:
Multi-Genre Project Exhibits

37. Taking Action:
Student Organized Project

38. Taking Action:
Student Organized Project

39. Questions Remain…
• How can this be done with other age groups?
• How can this be done with other demographics?
• What about our lack of TIME– mean, the time we are
granted in each school year and the time it takes for
students to learn and unlearn?
• What about spotty attendance?
• How should we address resistance from students and
other staff?

40. Continuing the Work…
• We are just getting started. Please email Jen if
you’d like to exchange ideas, share resources,
try new lesson plans, and be a part of this
work.
• j.y.heymoss@gmail.com
• Twitter @jheymossy
• Teachers in West Michigan: Find us on
Facebook: Real Education: The WMU Teacher
Collaborative