A Conversation with Doris Walker-Dalhouse

Dr. Doris Walker-Dalhouse talks to us about supporting students as individuals, opportunities for advocacy, and looking to our communities for professional growth. Doris is known for her work in the area of culturally responsive literacy instruction, teacher preparation, and strategies to support readers who struggle. Dr. Walker-Dalhouse is a Professor of Literacy Studies at Marquette University.

To cite this episode:
Persohn, L. (Host). (2020, Dec. 29). A conversation with Doris Walker-Dalhouse. (Season 1, No. 8) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/8052-1782-725F-AD8F-398A-2

Connect with Classroom Caffeine at www.classroomcaffeine.com or on Instagram, Facebook, and Twitter.

Transcript

Lindsay Persohn: 0:11

Education Research has a problem. The work of brilliant education researchers often doesn't reach the practice of brilliant teachers. Classroom caffeine is here to help. Each week I invite a top education researcher to sit down and talk with teachers about what they have learned from years of study. This week, Dr. Doris Walker dollhouse talks to us about supporting students as individuals, opportunities for advocacy and looking to our communities for professional growth. Doris is known for her work in the area of culturally responsive literacy instruction, teacher preparation and strategies to support readers who struggle Dr. Walker dollhouse is a professor of literacy studies at Marquette University. So pour a cup of your favorite morning drink. And join me your host, Lindsay Persohn. For classroom caffeine research to energize your teaching practice. Doris, thank you for joining me, welcome to the show.

Doris Walker-Dalhouse: 1:18

Thank you for having me.

Lindsay Persohn: 1:20

Glad to speak with you today. From your own experiences in education, will you share with us one or two moments that inform your thinking now,

Doris Walker-Dalhouse: 1:30

initially, I in thinking about this, I think of my childhood as an individual who loved to read, and who felt that going to the public library and checking out books on a weekly basis. And reading all five of them that I checked out was a goal that I wanted to see myself achieve, but also to have that opportunities to see others. In my community, those who look like me, those who were different from me, that led me to feeling like as an individual looking for a life goal, and a career choice at that young age, that I wanted to be a teacher who led students and motivated them, and engage them to experience the types of things and enjoyment and literacy in this case reading that I experienced. And that was one of the enlightening opportunities that I have that has propelled me in my work. A second one is having an opportunity to direct a Sudanese reading clinic located in the Episcopal church in Morehead, Minnesota, and having an opportunity to work with pre service teachers to look at that cultural, linguistic rich experience that learners bring from all areas in terms of located locales or locations and countries. And to build on that and see them for the rich resources that they bring, and not in a deficit way.

Lindsay Persohn: 3:24

What an important way to identify in the world and to think about others. I think in education, we get so hung up on thinking in a deficit model that we've got to shake that we've got to get out of that. What would you like teachers to know about your research,

Doris Walker-Dalhouse: 3:40

I would like teachers to know that I have focused on both what goes on in the classroom, the types of learners that we work with, as well as the need to try to achieve that aspect of expectation that all students can learn. So within that context, I particularly would like to see them focus on those students who struggle for those non academic types of reasons, whether it's poverty, whether it's health related, or whether or not, it may be because of some dis in I would say situation that is outside economic or physical aspect that is beyond their control. And I'd like to see that that desire that all children then and a short way of saying this, have the right to read. And they have that right. That is inherent in what we would like to see as a nation as a world in order to advance as well as to grow individually. So I'd like them to see us All of those aspects that relate to equitable literacy instruction, and the opportunity that as teachers, we can make that difference with the type of instruction that we provide.

Lindsay Persohn: 5:14

I think that certainly speaks to what you mentioned earlier about the magic of going to the library weekly, and choosing something exciting to read and experiencing that magic of reading. As a former librarian, that really speaks to me, because I think that, you know, I've always said that if kids don't like to read, it's because they haven't met the right book yet. But presenting those opportunities, and an individualized and contextualized kind of way can make all the difference for a kid.

Doris Walker-Dalhouse: 5:44

I totally agree. And I think that regardless of the situation of parent education, regardless of the community that children reside in, that there are those opportunities that we have to take within the context of our classrooms, and in the broader community, where we expand outside of our classrooms, to find out about those cultural incentives and assets that students build upon, and connect that home and school experience so that we tap in on the interests that students have,

Lindsay Persohn: 6:26

I hope you'll maybe say a little bit more about that, you know, how do we as teachers get there? You know, I think that the world is such a challenging place, always, but certainly right now, how do we how do we do that? How do we connect on a personal and individual level? And how do we provide the literacy strategies and support that students need when they need it?

Doris Walker-Dalhouse: 6:51

I think first of all, we have to examine our own beliefs and attitudes about diversity, and about equity. And what it is that we would want for our own children in our own communities. I think that's fundamental, then based on that examination, I think we have to support each other in conversations and find out where we are in our journey to develop the kinds of resources that we tap in on in our classrooms, do we utilize those professionals that work alongside of us to share their experience and learn from their voices? Do we also engage in that professional development opportunity, where we can read text about diverse groups, explore multicultural literature, look at the cultural community based resources in our museums, and in our particular places that we visit our churches, our other community, types of resources that are available to us, that help us to grow beyond the experiences that we have. I think it's looking for those books, thoughs themes, those visuals within the community, whether they may be art I said before, whether they may be music, but I think it's broadening our base of knowledge. And as we broaden that base, that we established that opportunity where we can And what an invigorating message to think that we we have this communicate what is working in our classrooms, and using that knowledge to continue to stimulate each other as well as ourselves to further learn and grow. And I also think it's tapping in on that parent knowledge. And parents, as we often say, our children's first teachers, but they are also that ongoing window into how those children in our communities grow, and what values are in the home, and what kinds of oral traditions as well as what kinds of resources that parents look to and want to expose their children to. So that means that forming of the parent school links in greater needs and ways than what we have traditionally thought of. And if I could elaborate in just one way this pandemic has really stretched us to thinking more importantly about the role that parent deeply about the role that parents play, because they're being positioned to support us Learning in the home setting, and are also in the position of looking at that social emotional aspect of how their children are responding to differences and changes, and what their realities have been up to this point. So I think all of the current situation, all of the resources that we can tap in on and and utilize to continue to grow, and to address the needs of our students are what I would want teachers to know, and to be able to build on. within our own purview, right? It is within our world, and it is within our communities that we can, can look and see what we have right here next to us. And I think that especially right now, in a pandemic era, we have to focus a little more locally, because sometimes that's what we have, that's what we have access to. And I think it's in those quiet times, it's in those challenging times, is within those times where we feel like we don't have control that we have to reach inside and recognize that these are opportunities for growth. And if we take advantage of them, we come back stronger, more aware of our voices, and how we can advocate for those the least among us, who don't have the technology to use who are not as engaged, possibly, because their home learning environment. It has not the same resources as the school learning environment. But how can we bridge that divide? And so this, these are challenging times, but growth times

Lindsay Persohn: 11:57

I couldn't agree more. And I think I remind myself of that on a daily basis when the challenge seems too great. You just have to stop and regroup and say what do I have control over? What can I learn from this? And how can I regroup and move forward in a positive direction because as challenging as this time has been, I think there have been some real opportunities to rethink the status quo and to think about how we reconnect with others.

Doris Walker-Dalhouse: 12:22

Yes, policy and practice. Changes are needed.

Lindsay Persohn: 12:26

Yeah, absolutely. So Doris, given the challenges of today's educational climate, what message do you want teachers to hear?

Doris Walker-Dalhouse: 12:35

I want teachers to hear that they are the difference, that they are empowered, because they have the experience that they can build on from their knowledge of children, that they don't lose that in a different era of change, that they have that wherewithal to know what is right to do, what our children need in the various environments from which they come. They have that knowledge and that thirst for improvement. And they can be those that emphasis to a change, if they can grasp in on the realities that their voices can be louder, more informed than ever, by the fact that they have this experience that adds in a different environment in the pandemic, that can add to what they know about in classrooms. So I am a big proponent of advocacy. And I think that this is what I would want teachers to know that they have, and can utilize all of the things that they have experience to advocate for more social emotional growth, opportunities for students, more resources, more teacher professional development, more opportunities for parents to be informed, and engage more resources within their classrooms. Just a few of those things I would like to emphasize

Lindsay Persohn: 14:33

you. You're reminding me of so many conversations I've had lately about connecting with families and about advocating for those who who may not feel they have the strongest voice in the world. But also I think we can think about literacy as a way to become advocates for ourselves. When we teach kids how to read to be informed and how to write to share their voice, as well as listening And speaking and you know, just ways of knowing the world, that that's such a powerful gift to give to a child.

Doris Walker-Dalhouse: 15:08

I agree. And I think as we give it to the children, we're preparing the future leaders who will go out and make the world a better place, whether it's local within their immediate communities, but then seeing it beyond so when the immediate world authentic nature of where they are, but also moving forward, because we never know the influence that we have right away. But we have to always think that we are planting that seed and over time, we will see that growth.

Lindsay Persohn: 15:46

And I think now more than ever, we're preparing children for a world that we don't know a whole lot about, you know, obviously, we've never had a crystal ball. But I think that, um, recent history has just shown us how quickly our world can change. And, you know, thinking and critical thinking are such important skills for us to develop in times like these.

Doris Walker-Dalhouse: 16:11

And I think that critical thinking so that when we think about the literacy aspect, that we're helping students to critically engage in dialogue, that they're reflecting their thoughts and critically evaluating what they read what they hear on the news, and in the larger world. So media, critical media literacy that needs to be developed, I think it's that critical aspect of writing that we need to have them express children, as well as, as teachers, we put our voices on paper, and we think about what impact it will have, whether we're writing about the need for improvement in our schools, or whether children are writing about how they feel during this time of uncertainty where there may be issues about food scarcity, or the concerns about health that they may have within their home and their community, which leads me to thinking, we need to communicate that to as teachers to the larger community, outside of our education, and literacy professionals that we engage in every day, we need to write about what we know, and what we've learned, and share that in ways that inform but also guide our administrators in our respective schools and those in our legislatures. As well as those outside that we interact on a day to day basis.

Lindsay Persohn: 17:57

It really brings full circle back to the idea of advocacy and communicating and and just how important that is. In our world right now. I think if we've learned nothing else in education, we've learned that if we don't speak up, someone's going to speak for us. So as teachers, we we need to get our message out there and like you said, to share our learning and to share experience from the classroom in order to better inform those who make the policies.

Doris Walker-Dalhouse: 18:27

Yes, I agree policy and practice, as I said are one thing that I did want to share is that I have worked with Vicky Risko, as we talked about working with struggling readers, and there is a way that we can also think about this as a really vulnerable group that we do need to address in more or having more culturally responsive ways in working with them, but also not forgetting that it cuts across all levels and types of individuals that will be important to emphasize. Then I have been working with a pre service teachers to look at immigrants and refugees and reading about those as individuals that are new to are not new, but more emphasis sometimes that we need to consider those individuals who are outside of our familiar experience of individuals that we can relate to. And to in this process and projects that I'm working with is having pre service teachers to read about immigrants and refugees. And so that sense of learning and starting with pre service teaching and teacher education, but moving beyond that, so it's planting the seed early and continuing to grow.

Lindsay Persohn: 20:06

Absolutely. I think that is really key to thinking with a growth mindset to thinking forward and growing into those skills. And also, I think avoiding maybe some potentially negative habits and mindsets as well.

Doris Walker-Dalhouse: 20:24

The one last thing we have a brief that will be coming out of from ILA that deals with the pandemic and some of the challenges that teachers have faced during this time period and recommendations, particularly as it addresses literacy literacy, I should say, it comes out in December, it should be ready for that time period. So just maybe an awareness that that's ongoing.

Lindsay Persohn: 20:53

And How can teachers access that brief?

Doris Walker-Dalhouse: 20:56

It will be on the ILA International Literacy Association website, and they can download it on that website.

Lindsay Persohn: 21:05

Fantastic. Thank you so much for sharing that resource with us, Doris. You know, you mentioned refugees, and I, I feel as though I have tried to put myself in the shoes of someone fleeing their home to seek safety, and what kind of experiences they may encounter. And I've realized that I just can't, yes, I you know, you can't imagine what that must be like. So thank you for doing that work. And and for, like you said, helping pre service teachers see that early and and try to. I said, I don't know if we can ever truly understand those experiences. But at minimum, we can support children as individuals just as we would anyone else and try to help them find safety and find, you know, a better life for themselves and their families.

Doris Walker-Dalhouse: 22:04

Yes, it goes to that social emotional development and adjustment to a new environment, and continuing to try to understand where we may not get there right away. And we, you know, know that it is an ongoing effort to try to put yourself in someone's shoes. And so this is just that beginning part that I have really felt inspired by the need to do that, especially as we continue to grow as a nation. Yeah.

Lindsay Persohn: 22:37

I think when I read the book refugee, what, first of all, what an amazing story. And I know, I was surprised when those stories came together at the end of that book. But the experiences I think are so real, the way they're described. And I know I appreciate that book. And I've certainly circulated it among folks I know. And we'll continue to do so because it's a sad story. But it is also one of connection and hope and growth. And just really a very remarkable book. I'm sure I'm sure that's on your list.

Doris Walker-Dalhouse: 23:16

Yeah, this is so funny. We are doing literature circles in my class. And that is one of the book choices that one of my literature groups is currently going to be reading. So I look forward to their rich discussion of it. And you're right, it's going to be eye opening, I'm sure.

Lindsay Persohn: 23:36

Well, Doris, I thank you so much for your time today and for sharing your thoughts with teachers. I thank you for the work you do in the world. And I also want to congratulate you on your recent election to the reading Hall of Fame.

Doris Walker-Dalhouse: 23:50

Thank you so very much. It is indeed a pleasure to talking with you today. And definitely I appreciate the opportunity always to serve and to learn in the process of serving.

Lindsay Persohn: 24:05

Thank you so much. Dr. Doris Walker dollhouse is known for her work in the areas of socio cultural aspects of literacy, pre service teachers attitudes toward diversity, multicultural literature, and the literacy development of refugee children and struggling readers. Her research has been informed by her work as an elementary teacher and teacher educator working with pre service teachers and ethnically, culturally and linguistically diverse students. And after school and community based reading programs, Doris was recently elected to the reading Hall of Fame. She's an active in the literacy Research Association, where she serves as vice president elect. She has served on the editorial review board for major literacy publications and her own work appears in the Journal of adolescent and adult literacy the reading teacher, Journal of reading, education, reading and writing In quarterly, the Association of literacy educators and researchers yearbook, literacy Research and Instruction and childhood education as well as many edited books. Doris is committed to professional service and has served on the board of directors for Ira Aylor, and l Ra. She's co chair of the IRA Response to Intervention Task Force and serves as a lead writer for standard for diversity and equity for the 2017 standards for the preparation of literacy professionals. She is notably the co author of be that teacher breaking the cycle for struggling readers. Dr. Walker Doll-House is currently a professor of literacy at Marquette University in Milwaukee, Wisconsin. For the good of all students, good research should inform good practice and vice versa. listeners are invited to respond to our guests learn more about our guests research, and suggest a topic for an upcoming episode through this podcast website at classroom caffeine.com. If you've learned something today, or just enjoyed listening, please subscribe to this podcast. I raised my mug to you teachers. Thanks for joining

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