Profile

DFilipiak's picture
Danielle
Filipiak

About

I am currently a doctoral student in English Education at Teachers College-Columbia University, interested in the multiple ways that students use literacy to navigate the hybrid and evolving contexts/landscapes around them. I have a decade of teaching experience and have also served in roles such as: teacher organizer, consultant, NWP Urban Sites leadership team member, school board member, co-founder of the Detroit Educator Network, and member of the Detroit Future Media program, a digital justice initiative in Detroit looking to reinvent the practice and purpose of educaiton.  
 

Writing Project Site

Wayne State Writing Project

Organization

Detroit Public Schools

Location

Detroit
MI

Contributions

resource

I thought it might be useful to include some of the readings that we interrogated in our course. They include:

Alim, H. S. (2011). Global Ill-Literacies Hip Hop Cultures, Youth Identities, and the Politics of Literacy. Review of Research in Education, 35(1), 120-146.

Appleman, D. (2000). Critical encounters in high school English: Teaching literary theory to adolescents. New York: Teachers College Press.

Christensen, L. (2009). Teaching for joy and justice: Re-imagining the language arts classroom. Rethinking Schools.

Ferrance, E. (2000). Action research. Providence, RI: Brown University: Northeast and Islands

Regional Educational Laboratory

 

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on Jan 10, 2014
by Danielle Filipiak
resource
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on Dec 1, 2013
by Danielle Filipiak
resource

Below are excerpts taken from student reflections written up after the panel series ended.  Some students published their reflections to the Digital Is Website, and links to them can be found at the bottom of this page.

“However, when we initiated a willingness to listen to their perspective, they too willingly listened to ours. The concession to hear becomes the first act of acceptance that will hopefully inspire more inclusion. This is the real potential in expanded discourses through technology. It is why I believe efforts to expand the borders of a classroom beyond even that of the surrounding community can prove so fruitful.” ~Andrew

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on Nov 30, 2013
by Danielle Filipiak
resource

This panel featured veteran teachers Sheila Derrickson and Jennifer Marella, both from the Detroit, MI area.  While this was one of the most challenging panels largely because of technical difficulties, some important tensions surfaced as we discussed the theme of evaluation and asessment.  Given the current climate in schools as it relates to high-stakes testing and teacher accountability measures, the students in our course were genuinely curious about not only the ways that Sheila and Jen thought about evaluation and assessment, but also how they were handling the challenging discourses that arose from recent educational policy decisions. 

Some Guiding questions around assessment that we explored in our seminar included:

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on Oct 6, 2013
by Danielle Filipiak
resource

This discussion featured panelists: Tolu Olorundu, Nicole Mirra, and Joshua Nelson, each of whom talked about the ways they thought about generating stronger connections between classrooms and the community.  The inter-generational dialogue that occurred was phenomenal in that it gave teachers an opportunity to witness how a discussion comprised of individuals from varying backgrounds might be held with care and respect.  There are moments where the adults in the discussion, for instance, call upon Josh, who is less vocal in the conversation, to offer his perspective on the issues at hand. As a young adult, Josh offers a unique perspective that, while important, could have easily been overlooked had Tolu and Nicole spoken over him and did less prodding.  

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on Oct 6, 2013
by Danielle Filipiak

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