Pose, Wobble, Flow

Antero Garcia is an associate professor in the Graduate School of Education at Stanford University and coeditor of Speculative Pedagogies: Designing Equitable Educational Futures.Cindy O'Donnell-Allen is a full professor in the English Department at Colorado State University, where she directs the CSU Writing Project and the Colorado State Sustainable Teaching and Learning Collaborative.

PRAISE FOR THE FIRST EDITION:"In Pose, Wobble, Flow, Garcia and O'Donnell-Allen remind all of us that teaching is not about following directions: it's about listening to our students and paying attention to the social forces that shape their lives; about learning how to navigate department, school, district, and federal rules to benefit our students so we can keep a job while we continue to honor our core beliefs about education." - Linda Christensen, director, Oregon Writing Project, Lewis & Clark College"Antero Garcia and Cindy O'Donnell-Allen have written a book about teaching that I've been hoping someone would write. They deftly provide a clear and insightful framework from which any thoughtful teacher can build a vital practice, while also inserting a wealth of examples to ground the framework in working classrooms. It's a must-have for preservice and inservice teachers who care about their teaching." - Bob Fecho, professor and department head, University of Georgia"It may be a funny name for a book on literacy, but Pose, Wobble, Flow is serious when it comes to supporting teachers to become more aware, culturally proactive, and powerful in their practice. As someone who struggles with yoga—wobbling in the midst of poses, finding flow when I'm really lucky--I love the metaphor, as well as the wise advice, solid theory, and grounded practical examples from their own and others' classrooms described by authors Antero Garcia and Cindy O'Donnell-Allen. This beautiful book will educate, challenge, and inspire educators determined to improve their teaching." - Sonia Nieto, professor emerita, Language, Literacy, and Culture, College of Education, University of Massachusetts, Amherst

• Contents (Tentative)ForewordIntroduction: What It Means to Pose, Wobble, and FlowThe Pose, Wobble, Flow Framework: What It Is and How to Use ItWhat Does It Mean to Pose?What Does It Mean to Wobble?What Is Flow?Moving From Pose to Wobble to Flow: Two Examples of a P/W/F CycleWorking Within the SystemWorking the SystemLooking AheadProvocationsConnections1.  Leaning Toward Praxis: What It Means to Embrace a Liberatory PedagogyTeaching for LiberationWhat Do We Mean When We Call For Liberation?Why Teaching for Liberation Is Non-Negotiable in Today's WorldWhat Does It Look Like to Pose, Wobble, Flow Around Liberatory Pedagogy?: An Example From Our Own PracticeWhat Does It Look Like to Pose, Wobble, Flow Around Liberatory Pedagogy Within Your Classroom?What Does It Look Like to Pose, Wobble, Flow Around Liberatory Pedagogy Beyond the Classroom?ConclusionProvocationsConnections2.  In Praise Of "Not-Knowing": What It Means to Be a Vulnerable LearnerThe Pay-Off of Being a Vulnerable LearnerVulnerable Learning, Vulnerable TeachingEmbracing the Practice of "Bypassing": Challenging Limiting Constraints Through Innovative Curriculum DesignBuilding Your Stamina for Equity Work and Teaching for Trauma ResiliencyProvocationsConnections3.  Literacy as Civic Action: What It Means to Teach for Social ChangeRethinking CivicsUnderstanding the Why and How of Civics in Every Content AreaDeveloping Activities and Assignments to Cultivate Students' Critical ConsciousnessEstablishing a Participatory Culture of Civic WritingDoing CivicsAddressing Power and PositionalityTackling Controversy When You Don't Have TenureConclusionProvocationsConnections4.  Embracing Your Inner Writer: What It Means to Teach as a WriterAssuming the Pose of Teacher as WriterEstablishing a Practice of WritingWhy Assuming a Writer Pose Matters for Educational EquityPower in NumbersConclusion: So, You're a Writer. Now What?ProvocationsConnections5.  Rethinking Reading: What It Means to Curate the CurriculumDefining Text and the Act of Reading TodayWhat's in Your Bookroom? Teaching Beyond a Fixed CanonHelping Students Become Curators of Texts Themselves: The Role of Student Choice in ReadingAccessing Critical Texts: Anxiety and FrustrationReading PassionatelyConclusionProvocationsConnections6.  Classroom Spaces, Cultures, and Possibilities: What It Means to Be a Designer of LearningExcavating a Space That Is Meaningful for AllDesigning for DelightTechnology Mediates SpaceSpace, Morale, and MoralitySpilling Democratic Possibilities: Culture Beyond the ClassroomConclusion: Space Is Not the Final FrontierProvocationsConnectionsConclusion What Does it Look Like?Pose/Wobble/Flow as PoliticsStriving for the UnattainableReferencesAppendix A. Pose, Wobble, Flow Template and AssignmentThe Pose, Wobble, Flow AssignmentAppendix B: Summary of PosesAppendix C: Pose, Wobble, Flow TemplateIndexAbout the Authors