Photovoice
Project
Jenna Pratt
Me!
"A key part of scaffolding in
out-of-school learning
involves organizing
participation in ways that
address basic human needs
for safety, belonging and
identification, self-esteem
and respect." (Nasir 491).
Photo: 5th grade trip to
Michigan State University
where we spent a week in
the museum incorporating
out-of-school learning.
"Consequently, it is by analyzing what people
do in culturally organized activity, peopleacting through mediational means in a
context, that one comes to understand the
process of being human. Mediation of action
through culture in social interaction is the
essential precondition for normal human
development." (Cole 292).
Photo: Activity done in 5th grade.
Incorporated a “Survivor” type curriculum for
the entire year. Was able to meditate on this
activity even as young as I was. Specifically,
the importance of collaborative learning.
"Traditionally, literacy is seen
as a repertoire of skills that
individuals use to do
something, such as speaking,
listening, communicating,
reading, or writing. Yet
literacy is always shaped by
the social context in which it
occurs." (Pahl and Roswell
3).
Photo: My family always went
to the Nascar races that
came to Michigan. We always
stayed in the infield and I
ended up doing a lot of
writing.
"With regard to theory, we put forth the assertion that learning is a cultural
process for everyone regardless of racial or ethnic group membership,
class, or gender." (Nasir 499).
Photo: Kindergarten graduation. Looking back it makes me feel comforted
that education, ideally, is available to all types of individuals. Especially
now as I prepare to become a teacher I want to look at my students as
learners- not based on their racial or ethnic group membership.
"Memories of objects are powerful
pulls on identity." (Pahl and
Roswell 1).
Photo: Visited my alumni high
school after a few years into
college. The wolf paw is part of my
identity as a student pre-college.
"In our work we have called this infusion
sedimentation, and we have come up
with the idea of "sedimented identities in
texts" to describe how students bring
their own ways of being, doing, and
feeling-their acquired dispositions-into
writing." (Pahl and Roswell 9).
Photo: Attended a Christian music
festival almost 4 years ago and this
cross was present so attendees could
nail their sins to the cross. My faith is my
way of being and doing that I often bring
into my writing.
"Artifactual literacy acknowledges
that everyone has a story to tell,
and they bring that story into their
learning." (Pahl and Roswell 3).
Photo: My mother and father.
Two of the most important people
in my life who truly were my first
teachers. Therefore, everything I
have learned through my parents
is the story I bring into my
learning presently.
"Often, people can competently
perform complex cognitive tasks
outside of school, but may not
display these skills on school-type
tasks. This finding indicates the
importance of understanding the
nature of learning in out-of-school
settings, and how to build on this
learning to support learning in
school." (Nasir 491).
Photo: Me as a craft instructor at a
summer camp. I saw the
importance of learning even
outside of school through activities
such as tie dye.
"Texts can be both multimodal and have
material qualities, since they contain
words and images and these both work
together to create meaning." (Pahl and
Roswell 4).
Photo: Standing by the Cloud Gate in
Chicago wrapped up in an MSU flag.
The flag to me represents a form of a
text. It holds a lot of meaning.
"How people learn to
make sense of
experiences in the world
is an outgrowth of a
process of cultural
socialization. Interpreting
experiences and figuring
out how to respond
involve developing
patterns of coping that
are both immediate and
long term." (Lee 8).
Photo: Cartwheeling in
front of Stonehenge. My
experience studying
abroad helped me make
sense of certain aspects
of the world-culture
included.
“Beyond those individual characteristics of academic
achievement and cultural competence, students must
develop a broader sociopolitical consciousness that
allows them to critique the cultural norms, values, mores,
and institutions that produce and maintain social
inequalities.” (Landson-Billings 162)
Photo: Visiting the Mona Lisa at The Louvre in Paris.
Viewing art over the course of the summer helped me to
develop a broad sociopolitical consciousness I brought
back with me to the United States and incorporated into
my learning.
“People live their lives and learn
across multiple settings, and this holds
true not only across the span of their
lives but also across and within the
institutions and communities they
inhabit-even classrooms, for example.”
(Gutierrez 150)
Photo: On a recent visit to Seattle I
spent time with extended family who
lived there and learned about the
culture of the west coast. my travels
have helped me not only live my life,
but learn across multiple settings.
“In this country, students
will be judged on their
product regardless of the
process they utilized to
achieve it. And that
product, based as it is on
the specific codes of a
particular culture, is more
readily produced when
the directives of how to
produce it are made
explicit.” (Delpit 286)
Photo: My friend Emily
and I at a concert this
summer. I began
mentoring her through life
and school- it’s been
nearly 3 years. Emily has
taught me a lot about
what school is like for her
presently.
“Knowledge emerges only through
invention and re-invention, through
the restless, impatient, continuing,
hopeful inquiry human beings
pursue in the world, with the world,
and with each other.” (Freire 53)
Photo: At the start of riding a 50
mile bike ride for Make-A-Wish this
summer. Knowledge about
children’s illnesses have stemmed
from my participation with Make-AWish
References
“Learning as a cultural Process” by Na’ilah Said Nasir et. al
“Can Cultural Psychology Help Us Think About Diversity?” by
Michael Cole
“Artifactual Literacies” by Pahl and Roswell
“Every Shut Eye Ain’t Sleep” by Carol D. Lee et. al
“But That’s Just Good Teaching!” by Gloria Landson-Billings
“Developing a Socicritical Third Space” by Kris D. Gutierrez
“The Silenced Dialogue” by Lisa D. Delpit