Podcast appearances and mentions of dorothy porter

In this episode, Troy and Brian welcome Josie McSkimming, and discuss her new memoir, 'Gutsy Girls: Love, Poetry and Sisterhood.' The conversation delves into Josie's experiences growing up in a volatile family environment, her journey through fundamentalism, and the influence of her sister, renowned poet Dorothy Porter. They explore themes of resistance, creativity, and the complexities of family dynamics, particularly in the context of trauma and fundamentalist Christianity. Josie shares insights on the importance of self-acceptance and offers advice for women navigating their own paths after leaving fundamentalist backgrounds.Links:Gutsy Girls | UQPGutsy Girls | AmazonLeaving Christian Fundamentalism and the Reconstruction of IdentityJosie McSkimming | Sydney Eastern Suburbs Counselling ServicesJosie on Ep 25 of this podcast in 2021Josie on a Patreon Live call in 2023The Fiery Maze - Album by Tim Finn | Spotify  ---We're now on video on YouTube here.Want more? Check out our exclusive Patreon episodes here.Our blog is here.Join the conversation and connect with others here.The transcript of this episode is here.All our other links are here. Doubting your beliefs? Have questions about changing or leaving your faith? You are not alone, and Recovering from Religion is here to help.

Josie McSkimming on growing up with her bohemian sister, the poet Dorothy Porter, and how their lives took off on wildly diverging paths as they grew up.Sisters Dorothy and Josie Porter grew up in an interesting and sometimes volatile home on the northern beaches of Sydney in the 1970s.Together with their middle sister Mary, they lived in a world of books, a backyard menagerie of animals, and regular birdwatching excursions. Their father Chester was a well-known lawyer who was sometimes a explosive presence at home. Josie adored her charismatic big sister 'Dod', for her wicked sense of humour, her appetite for life, and her fierce talent.After the girls left home and began their adult lives, they set off on wildly different paths.Dorothy ran headlong into bohemian adventures, and became a famous poet. While Josie, to her sister's dismay, became a born-again Christian for 35 years, eventually leaving the church after questioning the doctrines enforcing women's submission.Dorothy died at just 54 years old, and decades later, Josie has written down her own version of the family story, paying tribute to the many ways her big sister shaped her life.This episode of Conversations explores family dynamics, parenting, love, grief, sisters, sisterhood, poetry, religion, indoctrination, gay conversion, coming out, lesbians, the queer community, writing, books, family history, origin stories, parenting, mothers, fathers, Lindy Chamberlain, Australian poets, modern poets, Church, bible study, leaving the church, Mona Vale.Gutsy Girls: Love, Poetry and Sisterhood is published by UQP.

Y O U R L O S S Fully half my brain is Spaced The Grinder Chill Subs Rabbit Jessica Wilkinson Bonny Cassidy The Empty Show Michael Farrell Elijah Blumov Joshua Mehigan Matthew Buckley Smith Ryan Wilson white nonsense To my artist friends The Dorothy Porter episodes Pt 1 & 2 The Bear Cold Turkey … Continue reading "Ep 273. Submit."

During the first half of the twentieth century, a group of collectors and creators dedicated themselves to documenting the history of African American life. At a time when dominant institutions cast doubt on the value or even the idea of Black history, these bibliophiles, scrapbookers, and librarians created an enduring set of African diasporic archives. In building these institutions and amassing abundant archival material, they also reshaped Black public culture, animating inquiry into the nature and meaning of Black history. In Scattered and Fugitive Things: How Black Collectors Created Archives and Remade History (Columbia UP, 2024), Laura E. Helton tells the stories of these Black collectors, traveling from the parlors of the urban north to HBCU reading rooms and branch libraries in the Jim Crow south. Helton chronicles the work of six key figures: bibliophile Arturo Schomburg, scrapbook maker Alexander Gumby, librarians Virginia Lee and Vivian Harsh, curator Dorothy Porter, and historian L. D. Reddick. Drawing on overlooked sources such as book lists and card catalogs, she reveals the risks collectors took to create Black archives. This book also explores the social life of collecting, highlighting the communities that used these collections from the South Side of Chicago to Roanoke, Virginia. In each case, Helton argues, archiving was alive in the present, a site of intellectual experiment, creative abundance, and political possibility. Offering new ways to understand Black intellectual and literary history, Scattered and Fugitive Things reveals Black collecting as a radical critical tradition that reimagines past, present, and future. Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/african-american-studies

During the first half of the twentieth century, a group of collectors and creators dedicated themselves to documenting the history of African American life. At a time when dominant institutions cast doubt on the value or even the idea of Black history, these bibliophiles, scrapbookers, and librarians created an enduring set of African diasporic archives. In building these institutions and amassing abundant archival material, they also reshaped Black public culture, animating inquiry into the nature and meaning of Black history. In Scattered and Fugitive Things: How Black Collectors Created Archives and Remade History (Columbia UP, 2024), Laura E. Helton tells the stories of these Black collectors, traveling from the parlors of the urban north to HBCU reading rooms and branch libraries in the Jim Crow south. Helton chronicles the work of six key figures: bibliophile Arturo Schomburg, scrapbook maker Alexander Gumby, librarians Virginia Lee and Vivian Harsh, curator Dorothy Porter, and historian L. D. Reddick. Drawing on overlooked sources such as book lists and card catalogs, she reveals the risks collectors took to create Black archives. This book also explores the social life of collecting, highlighting the communities that used these collections from the South Side of Chicago to Roanoke, Virginia. In each case, Helton argues, archiving was alive in the present, a site of intellectual experiment, creative abundance, and political possibility. Offering new ways to understand Black intellectual and literary history, Scattered and Fugitive Things reveals Black collecting as a radical critical tradition that reimagines past, present, and future. Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

During the first half of the twentieth century, a group of collectors and creators dedicated themselves to documenting the history of African American life. At a time when dominant institutions cast doubt on the value or even the idea of Black history, these bibliophiles, scrapbookers, and librarians created an enduring set of African diasporic archives. In building these institutions and amassing abundant archival material, they also reshaped Black public culture, animating inquiry into the nature and meaning of Black history. In Scattered and Fugitive Things: How Black Collectors Created Archives and Remade History (Columbia UP, 2024), Laura E. Helton tells the stories of these Black collectors, traveling from the parlors of the urban north to HBCU reading rooms and branch libraries in the Jim Crow south. Helton chronicles the work of six key figures: bibliophile Arturo Schomburg, scrapbook maker Alexander Gumby, librarians Virginia Lee and Vivian Harsh, curator Dorothy Porter, and historian L. D. Reddick. Drawing on overlooked sources such as book lists and card catalogs, she reveals the risks collectors took to create Black archives. This book also explores the social life of collecting, highlighting the communities that used these collections from the South Side of Chicago to Roanoke, Virginia. In each case, Helton argues, archiving was alive in the present, a site of intellectual experiment, creative abundance, and political possibility. Offering new ways to understand Black intellectual and literary history, Scattered and Fugitive Things reveals Black collecting as a radical critical tradition that reimagines past, present, and future. Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/history

During the first half of the twentieth century, a group of collectors and creators dedicated themselves to documenting the history of African American life. At a time when dominant institutions cast doubt on the value or even the idea of Black history, these bibliophiles, scrapbookers, and librarians created an enduring set of African diasporic archives. In building these institutions and amassing abundant archival material, they also reshaped Black public culture, animating inquiry into the nature and meaning of Black history. In Scattered and Fugitive Things: How Black Collectors Created Archives and Remade History (Columbia UP, 2024), Laura E. Helton tells the stories of these Black collectors, traveling from the parlors of the urban north to HBCU reading rooms and branch libraries in the Jim Crow south. Helton chronicles the work of six key figures: bibliophile Arturo Schomburg, scrapbook maker Alexander Gumby, librarians Virginia Lee and Vivian Harsh, curator Dorothy Porter, and historian L. D. Reddick. Drawing on overlooked sources such as book lists and card catalogs, she reveals the risks collectors took to create Black archives. This book also explores the social life of collecting, highlighting the communities that used these collections from the South Side of Chicago to Roanoke, Virginia. In each case, Helton argues, archiving was alive in the present, a site of intellectual experiment, creative abundance, and political possibility. Offering new ways to understand Black intellectual and literary history, Scattered and Fugitive Things reveals Black collecting as a radical critical tradition that reimagines past, present, and future. Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/literary-studies

During the first half of the twentieth century, a group of collectors and creators dedicated themselves to documenting the history of African American life. At a time when dominant institutions cast doubt on the value or even the idea of Black history, these bibliophiles, scrapbookers, and librarians created an enduring set of African diasporic archives. In building these institutions and amassing abundant archival material, they also reshaped Black public culture, animating inquiry into the nature and meaning of Black history. In Scattered and Fugitive Things: How Black Collectors Created Archives and Remade History (Columbia UP, 2024), Laura E. Helton tells the stories of these Black collectors, traveling from the parlors of the urban north to HBCU reading rooms and branch libraries in the Jim Crow south. Helton chronicles the work of six key figures: bibliophile Arturo Schomburg, scrapbook maker Alexander Gumby, librarians Virginia Lee and Vivian Harsh, curator Dorothy Porter, and historian L. D. Reddick. Drawing on overlooked sources such as book lists and card catalogs, she reveals the risks collectors took to create Black archives. This book also explores the social life of collecting, highlighting the communities that used these collections from the South Side of Chicago to Roanoke, Virginia. In each case, Helton argues, archiving was alive in the present, a site of intellectual experiment, creative abundance, and political possibility. Offering new ways to understand Black intellectual and literary history, Scattered and Fugitive Things reveals Black collecting as a radical critical tradition that reimagines past, present, and future. Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

During the first half of the twentieth century, a group of collectors and creators dedicated themselves to documenting the history of African American life. At a time when dominant institutions cast doubt on the value or even the idea of Black history, these bibliophiles, scrapbookers, and librarians created an enduring set of African diasporic archives. In building these institutions and amassing abundant archival material, they also reshaped Black public culture, animating inquiry into the nature and meaning of Black history. In Scattered and Fugitive Things: How Black Collectors Created Archives and Remade History (Columbia UP, 2024), Laura E. Helton tells the stories of these Black collectors, traveling from the parlors of the urban north to HBCU reading rooms and branch libraries in the Jim Crow south. Helton chronicles the work of six key figures: bibliophile Arturo Schomburg, scrapbook maker Alexander Gumby, librarians Virginia Lee and Vivian Harsh, curator Dorothy Porter, and historian L. D. Reddick. Drawing on overlooked sources such as book lists and card catalogs, she reveals the risks collectors took to create Black archives. This book also explores the social life of collecting, highlighting the communities that used these collections from the South Side of Chicago to Roanoke, Virginia. In each case, Helton argues, archiving was alive in the present, a site of intellectual experiment, creative abundance, and political possibility. Offering new ways to understand Black intellectual and literary history, Scattered and Fugitive Things reveals Black collecting as a radical critical tradition that reimagines past, present, and future. Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.

“The movie with Jason Alexander.” Show notes Ep 215. The collapsing building Ep 235. Dorothy Porter's Aeneas pt. 1 Here's a playlist of all the songs Love Again by Philip Larkin Love Poem by John Forbes is in his Collected Poems While We Were Arguing by Jane Kenyon Confined Love by John Donne Balkan by David Brooks … Continue reading "Ep 257. Heartbreak Voltron"

“…you can't sweeten me and I can't comfort you.” Aeneas Remembers Domestic Bliss by Dorothy Porter Thank you (in order of appearance): Stu, Matthew, Shona (& Leela), Andrea, Felicity, Bec, Zara, Ethan, Anna, Liam, and Lou. Dorothy Porter books referenced: The Bee Hut, Crete, The Monkey's Mask, Akhenaten Matthew's poem Another Achilles

“We were never married, Dido.” Joshua Mehigan Last year's Forbes eps: part 1 & part 2 Dorothy Porter Aeneas Remembers Domestic Bliss Purcell's opera Dido and Aeneas Mythology: Timeless Tales of Gods and Heroes by Edith Hamilton The Aeneid  Lou = Louise Carter Christopher Brennan Award The Monkey's Mask The Bee Hut Love Poems The … Continue reading "Ep 235. Dorothy Porter's Aeneas pt. 1"

We're joined by Craig Sisterson, Vanda Symon and Lindy Cameron three of the creative minds behind 'Dark Deeds Down Under', to talk about the collection, the impending series, and what you can look forward to when you get a copy of the anthology. Dark Deeds Down Under is a collection of some of the best of Australian and New Zealand mystery fiction, recently released by Clan Destine Press. In this collection, you'll find the work of Alan Carter, Nikki Crutchley, Aoife Clifford, Garry Disher, Helen Vivienne Fletcher, 
Lisa Fuller, Sulari Gentil, Kerry Greenwood, Narrelle M Harris, Katherine Kovacic, 
Shane Maloney, RWR McDonald, Dinuka McKenzie, Lee Murray & Dan Rabarts,
 Renée, Stephen Ross, Fiona Sussman, Vanda Symon, David Whish-Wilson. All this is compiled by editor Craig Sisterson, commissioned by Lindy Cameron. There are two more entries in this anthology series to come, featuring amongst others Emma Viskic, Charity Norman, Jack Heath, Peter Corris, Ben Hobson, Helen Fitzgerald, Anna Downes, Stephen Johnson, Natalie Conyer, Robert Gott, and Dorothy Porter. You can find more information about the collection on the announcement blog post here. Dark Deeds Down Under was purchased independently by Death of the Reader, but we are friends with many of the creatives behind it.

In 1980, 25-year-old Nadine Madger was stabbed to death in the kitchen of her Willougby home while her infant slept in a crib nearby. The murder was never solved, though one detective attempted to tie it to father/son serial killers he'd put in jail for the stabbing murders of Philip and Dorothy Porter of Shaker Heights, and Karen LaSpina of Eastlake. www.ohiomysteries.com feedback@ohiomysteries.com www.patreon.com/ohiomysteries www.twitter.com/mysteriesohio www.facebook.com/ohiomysteries Music: Audionautix- The Great Unknown The Great Phospher- Daniel Birch                                              

What can we learn about literacy from our nation’s past?Dr. Gholdy Muhammad, author of Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy, shares her findings from her dissertation work on black literary societies and their relevance for today’s educators.In my conversation with Gholdy, we discussed:her professional learning journey researching this important topic,the four pursuits of this pedagogical framework teachers can follow, andhow to be a culturally responsive teacher in these challenging times.This is an episode you won’t want to miss!Relevant ResourcesBuy Gholdy’s bookRead our book club contributions around Cultivating Genius from this summerLearn more about Gholdy’s work on her websiteFollow Gholdy on Twitter (@GholdyM)Listen to this episode on Apple Podcasts (and give a rating!)Full TranscriptMatt Renwick (00:07):It's nice to meet you Gholdy. Dr. Gholdy Muhammad is the author of Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy through Scholastic. She has her PhD in Literacy, Language and Culture at the University of Illinois, Chicago where she's also an associate professor. I came across your book actually through Lois Bridges. She was your editor, I believe on your book.Gholdy Muhammad (00:41):Yes, she was my extraordinary editor. I really enjoyed working with Lois.Matt Renwick (00:46):And I worked with Lois on a project, Bring Me a Book. I said, I'm looking for some titles for the summer book club and I mentioned yours as one. And she's like, "Oh, it's phenomenal. It's transformational. You have to do that one." And that was it. If Lois says read it. I read it. But yeah, it's such a unique book. What drew you into that study?Gholdy Muhammad (01:11):Yeah, I was at the time I was in graduate school and studying for my PhD in Language, Literacy and Culture at UI-C. And, you know, like a lot of people I'm always searching for solutions, answers, better ways in education. And I was really interested in the collaborative literacy spaces that are created, like book clubs and writing groups. And that's what my research was on: these literacy collaboratives and a professor pointed me in the direction of this rich history of literary societies. And I came upon the work of Elizabeth McHenry who wrote the book Forgotten Readers, and she captures these literary societiies throughout this history of the 19th street. Dorothy Porter, who was a librarian for Howard University, was also one of the first people to write about these literary organizations. But when I was reading them, I was reading them like a K-12 teacher. Elizabeth McHenry, her scholarship has less of carry over into education and library studies and things like that.Gholdy Muhammad (02:35):And English studies and humanities and things. But I was reading it like a teacher and I would read and come upon artifacts after artifacts. I would read something, then it would direct me toward another archive and then another one and another one. And it was like this beautiful sort of scavenger hunt of knowledge and information. And as I was reading about our ancestors, it was helping me to become a better teacher, a better scholar, a better thinker. I'm a better doer of my research, you know, instead of just writing about it, helping to show action, right. To improve communities. And so that's kind of how it came about. When I started reading, I just couldn't stop. I couldn't stop reading about it, writing around it and studying these spaces.Matt Renwick (03:27):The framework that you create for this, around culturally and historically responsive literacy, it's a curriculum framework, right? How do you take some of these ideas and put them into action in the classroom?Gholdy Muhammad (03:40):Yeah, it's a pedagogical framework, and it's focused on creating curricular pursuits, teaching and learning pursuits. And I think even if we think about pedagogical and teaching and learning, it can be used across different grade levels in spaces, right? It depends on where one is teaching and where one is learning. So, you know, even though this is initially designed for K-12 education, I've seen it with three-year-olds and pre-K, I've seen it with higher education, adult education have adopted using it, companies using it to think about their internal work around diversity, equity and inclusion. So I also think it has some wider manifestations, in addition to how we use it as teachers and leaders in schools.Matt Renwick (04:34):I shared with you before: I saw that it's sold over a hundred thousand copies, which in the educational publishing world is huge. So you've definitely offered something that people are looking for, and just reading some of the examples too, it feels like it just couldn't have come at a better time. People are overwhelmed and stressed, as well as societal, civil unrest too. Just the, kind of the simplicity of it, it doesn't feel overwhelming when I read some of your examples. Some of the lessons and units you've designed, are you finding that when you work with teachers that they're finding this refreshing?Gholdy Muhammad (05:16):And leaders, because I want principals to write a sample read-aloud lesson plan or unit plan with the model and try it out too, because they are teacher leaders. And I feel like that's a big part of it. But what I find is, I think anytime we introduced a new model or a framework, as you know Matt, teachers may feel like, "Oh, wait, something else, how am I supposed to do something else in addition to everything else I'm doing?" And they're absolutely right. You know, we have introduced a lot of models, frameworks, strategies, theories to them. But a lot of these models have never sort of captured cognition with social cultural news, with critical theory, with equity, with justice. But also with reading skills and math skills and STEM and all of these things that my model does.Gholdy Muhammad (06:17):And so I think at first, it may feel overwhelming, but then when I'm with teachers and I have them practice with it, what they create is such genius because our teachers are geniuses too. And they create these learning experiences, not activities, but experiences with children that are so enriching and meaningful. I mean, things that I think children will remember for the rest of their lives. And they're like, "Oh yeah, this is doable." Like you were saying, I could do this. And in many ways I've been already doing this part of it. There are lots of teachers who have centered identity in the learning, but they have not gone as far as assess it oftentimes. So I think this has been elevating the pedagogical practices of teachers across the nation and in other parts of the world that I've been able to work with.Matt Renwick (07:16):So you're blending different philosophies of education that have come through historically and to allow teachers to be empowered, and our kids. There was one term in there that was pretty new to me. It was criticality. Can you describe that term? You do a nice job in the book, but I think so everyone's aware of the importance of criticality when you're creating curriculum and instruction.Gholdy Muhammad (07:49):Yeah, criticality...Like the root word critical. And I talk about critical, like as upper case C critical, not just deep and thoughtful, analytical thinking, but deep, thoughtful, analytical thinking as it relates to justice, equities, inequities, representations, conscious power. That's what criticality is; to have criticality means that you have an understanding of oppression, anti-oppression. Sometimes people send messages out and they said, "How can I be a disruptor of oppression? That's just horrible. And we're going to let everybody know." And I said, "Oh, oppression is hurt, pain and harm. If you're not a disruptor of oppression, what would you like me to be? You either want me to be silent on someone else's or my own hurt, or you want me to contribute to it." And so I talk about oppression in that way, because I think you can oppress or hurt the land and the air by polluting and littering.Gholdy Muhammad (09:01):I think we should be teaching students about that. I think you can oppress living organisms like animals and plants. I think we should be teaching students about that because if we don't teach them how to disrupt it, we may not have a planet for them to live on, right? I teach them about the hurt, pain, and harm, where we can often inflict to ourselves, like saying negative things to ourselves. Like "I'm not good enough. I'm not smart enough." And then I think people can hurt and harm other people like through racism, sexism, ableism, religious discrimination, classism, and things like that. So criticality the way that I use it and take it up in my work, it is the naming, the understanding, the questioning, the disruption of hurt and harm in the world and humanity to understand it and name it enough and disrupted enough that you're working everyday to make the world better, to make our lives better and the lives of others better. And that's what criticality is. It pushes for a better humanity for all, not just for black children or white children or brown children, but for all of us, because we have to be in this together in harmony. And so that is my short, maybe longer, but shorter description of criticality.Matt Renwick (10:29):That's perfect. It's broad enough that you can apply it to just about any unit of study, whether it's history or whether it's the current reality, like you said. So it seemed like an entry point I think that teachers are looking for. I want to talk about some of these issues, but I feel like I can't, because I'm going to get, you know, blasted by someone in the community or I'm even at risk of losing my job. And so they've been there, maybe they're feeling like they're stuck and they don't know where to start. I feel like, I feel like your work would allow them to do that.Gholdy Muhammad (11:05):And you know, sometimes I have to, we have to think about ourselves, but we should not have systems and structures that make teachers think about losing their jobs. If they are trying to teach in equitable ways that should make you keep your job. But our system has been a little bit reversed in that sense.Matt Renwick (11:28):And if in some ways it can avoid some issues where we end up being insensitive to a group or around a topic, because we're just not, maybe we're not versed in it or just don't feel confident in it. So it just feels like the framework really does help. Can you quickly walk through your four steps to develop the unit?Gholdy Muhammad (11:53):So I call these steps more so like pursuits, right, and criticality is one of them. So I like to start with an intellectual prism. What are students becoming smarter about, and pushing back against practices that have only taught skills in isolated ways? Like we teach children how to read that are devoid of texts, sometimes of texts connected to their lives, to the world. Sometimes we teach mathematics decontextualized to students' identities and to the world. So it's kind of pushing back on that notion where I think, what do I want my students to be smarter about? I'll give you an example. Maybe last week I wanted my students to learn about sugar and the history of sugar: where it's grown, the history of sugar and freedom. There's like a rich history in Louisiana of sugar, among communities in color.Gholdy Muhammad (12:52):And that was the starting point. And then I go to identity: what does sugar have to do with the identity of my students? Well, a lot of children consume sugar, but do they sort of monitor their conception and know what they're putting in their bodies? And so to me, I made a goal of that students will consider their daily and weekly intake of sugar and compare it to what doctors say are norms of what children that age need. And then I go to identity matters because we should for the reason of authentic purpose, children want to know what does this have to do with my life? And we should be creating spaces where students get to understand who they are and who they are destined to be. They might grow up and say, "You know what, I need to cut back on my sugar intake."Gholdy Muhammad (13:47):The third pursuit that our ancestors gave us are skills. So I went to the skills goal and I said, "Well, what does sugar have to do with skills?" So I used two different skills. One was a science skill of studying the molecule and being able to learn how to dissolve sugar through experimentation. That was the science goal. And then I'm at literacy. I mean, I'm always bringing more literacy in. So I also would want students to learn how to read and write a lab report that one would do as a scientific expert. The fourth pursuit, which we already mentioned, is criticality. And what does sugar have to do with harm and hurt? I won't say oppression, but sometimes I feel like sugar oppresses our body because it does: it can harm the body, certain sugars, right? So I would have students look at unhealthy forms of sugar.Gholdy Muhammad (14:52):Sometimes doctors call them bad sugars versus good sugars. Those that are, you know, in processed foods and things like that. And they will look at the harms of what it does to the body. You know, I'm thinking about, sometimes they show these images of pouring sugar in these containers and how much sugar is in this and this and this. I think it was like a Parks and Rec episode where they had this sugar, this fast food place. I was like, oh, there's sugar in it. But you know, we would think about the harms of the sugar, of the body, of certain sugars. And then for a joy, I added a fifth element to the model. I know it would be written about in my next book. It's joy: what's the beauty, the aesthetics and the topics we're teaching children need? Joy. Teachers need joy, parents need joy.Gholdy Muhammad (15:47):We all do. And so I would maybe then focus on the healthy sugars like fruits and vegetables. A lot of children don't know that there's sugar in certain vegetables. And so collectively, it just started with sugar, but we're able to teach intellectualism, skills, identity, criticality and joy. So now I'm teaching the whole child and I'm taking sugar. I could have easily just taught them, "Hey, this is sugar. We're going to dissolve it." But look, now I'm giving them a richness of history of sugar, where it comes from. I'm intellectualizing it because they are scholars, the children.Matt Renwick (16:30):It's a relevant topic. And it's like you said, it's so much more than "This is what sugar is. Don't eat too much." And of course they're going to go home and do it, a lot of kids do it, and I have myself. There are so many other...I'm just, as you were talking, I'm thinking other, so many other pathways you could take. You can look at the history of where sugar came from, is currently coming from. And as the kids get older, right, taking a critical look at the working conditions, of how it gets to your store. So yeah, just very interesting. It was great to hear that joy is an added piece to it. When is the book coming out?Gholdy Muhammad (17:23):I don't know. You know, I didn't know when Cultivating Genius was going to come out. You know, I have learned to move in the world to just feel like when it's time, it will happen. And that's what happened. You know, I've been training and doing work with cultivating genius for 12 years, even though the book is almost two years old. And so, you know, the way I write, the way my art is, when it comes, whatever my mind tells me, it's time to write, then it'll probably just pour out. But I'm hoping sometime next year, in 2022, that would be lovely, if not sometime after. But focus on unearthing genius, enjoy more connection on joy and how to take now the model that teachers are learning and go deeper into it, but also give leaders the tools to support teachers in doing this work as well.Matt Renwick (18:28):That's key. I know for me to know we're going in the right direction, because just like you said, there are so many initiatives that we have to be careful. Gholdy, where can they find more about your work and to learn more about you?Gholdy Muhammad (18:47):Social media is a good place like on Twitter and Instagram, it's @GHOLDYM. And like my sugar unit draft, I just posted teachers too. They're just doing amazing things with the model. So I like to share their lessons and units and ideas. I'm at the University of Illinois at Chicago and I'm always inviting people to come study with us, I have amazing colleagues doing such great work there, so they can also reach out to me that way.Matt Renwick (19:28):Awesome. Well, this was a treat for you to join me today and thank you for doing the work that you do.Gholdy Muhammad (19:36):No problem. Thank you for the invitation and thank you for your work. We need this kind of work to come together, to give our educators more tools and more understanding and do it in collaboration. And that's what I feel, when I see the work that's happening. So I just want to say, thank you. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit readbyexample.substack.com

NB: Ron Padgett is, of course, a member of the New York School, not the New School as I for some reason say early in my conversation with Alice.Some of the topics mentioned in this episode:– Alice Allan's podcast Poetry Says, her book The Empty Room, and her chapbook Blanks– The 2016 Jim Jarmusch poetry movie Paterson– Method Man and/or Paul Laurence Dunbar– The goodness of Adam Driver and William Jackson Harper– Donald Hall's poem “Without”– Jane Kenyon's poems “Happiness” and “Having It Out With Melancholy”– Mary Oliver– Pam Brown– David Brooks (not that David Brooks)– Commonplace with Rachel Zucker– The Poetry Gods with Aziza Barnes, José Olivarez, and Jon Sands– What it actually feels like to publish a first book of poems– Alice's podcasting wisdom – Dorothy Porter's poem “Lucky”Please rate, review, and subscribe! Or just recommend the show to a friend!Send questions, comments, and suggestions to sleerickets@gmail.com.

Dorothy Porter Wesley, one of the greatest librarians in history, refused to let black authors be crushed and forced into one of just two categories (slavery and colonialism). She changed the library system and gave breath to many great Black authors. #InClassWithCarr, Dr. Greg Carr gives the history. #OurStory.

My favourite poem – ever – is Dorothy Porter's ‘Lucky'. In this episode I talk about why it matters so much to me and what it is to have someone who'll make you coffee while you're trying to decide where the hell to put that line break. Show notes The Best Australian Poems 2007, edited … Continue reading "Ep 97. What makes poets lucky"

On today's episode we're once again helping you tackle your 2018 Read Harder Challenge. Book Riot has one of the best yearly reading challenges but how do you find books to match each task? We've got your back. To find additional challenge book ideas check out episodes #192, #217, and #245.   A comic written or drawn by a person of color Check, Please by Ngozi Ukazu Monstress by Marjorie Liu Malice in Ovenland by Micheline Hess Bingo Love by Tee Franklin M.F.K. by Nilah Magruder The Prince and the Dressmaker by Jen Wang Today's task recommendations:  The first book in a new-to-you YA or middle grade series Beasts Made of Night by Tochi Onyebuchi The Belles by Dhionelle Clayton Strange Fire by Tommy Wallach The Penderwicks by Jeanne Birdsall You Don't Know My Name by Kristen Orlando The all the Boys I've Loved Before by Jenny Han   A mystery by a person of color or LGBTQ+ author Rubyfruit Jungle by Rita Mae Brown A Study in Scarlet Women by Sherry Thomas Long Black Veil by Jennifer Finney Boylan Speakers of the Dead by J. Aaron Sanders Widows of Malabar Hill by Sujata Massey The Monkey's Mask by Dorothy Porter   A book with a female protagonist over the age of 60 FYI - Any Miss Marple mystery by Agatha Christie will work The Night Guest by Fiona McFarlane Seven Husbands of Evelyn Hugo by Taylor Jenkins Reid Lillian Boxfish Take a Walk by Kathleen Rooney The Autobiography of Miss Jane Pittman by Ernest J Gaines

We are so very thrilled to have the one and only Angie Hart (Frente, Splendid) come into the studio and perform two poems created exclusively for More Than a Whelan and sing a poem by Dorothy Porter. YES, sing. In her first poem Angie responds to two prompts directly by Ag (Dinosaurs) and Cameron Semmens (Fecundity) and an indirect prompt by Emilie Zoey Baker (wee on my yoga mat). Sean surprises Angie by performing a poem inspired by a Frente song ‘What’s Come Over Me’ from their 1996 album Shape. Sean also uses creative prompts from Ag and Cameron Semmens again, which was a complete accident. Angie and Sean also discuss the upcoming gig Liner Notes Live, a special event at the Melbourne Writers Festival in which Angie will be a guest using the music of Nirvana as creative prompts. Tickets available for that show right here. Sean then reveals his ambitious plans to write a serialised novel titled Letoh, a surrealist imagining of the freeway art fake hotel created by artist Callum Morton. If you wish to support this project and follow this crazy adventure, make yourself a reservation at the Letoh Hotel right now, all for the price of a cup of coffee. For the Whelan & Stealin’ segment Sean reads a poem by Alicia Sometimes. Then Angie puts the entire studio into glowing rapture by SINGING a poem from Dorothy Porters collection Bee Hut. Angie put music to two of Porters poems for a recent live show and recording called Borrowed Verse. Thank from the top to the bottom of hearts to our muses of the week: Ag, Amy and Cameron. Don’t go changing. Love MTAW. x More Than A Whelan is deftly produced by Derek Myers of Castaway Studios in sunny downtown Collingwood. The greatest suburb in the world. Castaway Studios are offering in house training on how to create your own podcast right now. Hit up Derek for more details. Recorded by Derek Myers at Castaway Studios, Collingwood, Australia. insta: @castaway_studios

Singer-Songwriter Tanita Tikaram visited Robin and Josie in the Book Shambles studio armed with a bag of her favourite books. There's talk of Maya Angelou, Patrick Hamilton, Margaret Rutherford and the launching of a campaign to get some of Dorothy Porter's work reissued. To get extended versions of each episode, you can support the show at patreon.com/bookshambles

What's that you say? An Australian Crime Fiction Extravaganza? That's amazing! This week, Lee and Eddie are listing off some of their fave Aussie crime fiction!So take a seat, get comfortable, or start folding the washing and get ready to hear an absolutely amazing episode of Crime Time Podcast!__________________________________________ If you like what you hear, we'd really appreciate if you sent us some stars on iTunes! It's one the best ways to support the show!We've had many requests for beta reading from Crime Time listeners over the years, and we're thrilled to finally be able to offer this service to our book community! Check out Frankcoreaders.com for all your manuscript assessment needs!Tell us what books are your faves in the comments below, or via Twitter!Join the Crime Time Team at Patreon!Make sure to check out the books of the week via the affiliate link below! Crime Time has partnered with Book Depository to bring you books at a great price – with free shipping worldwide thrown in!

Lee scales the mountainous Thin Air by Michele Paver, Eddie can't stop reading verse novels and chases Lee around with a copy of The Monkey's Mask by Dorothy Porter, and is gore and extreme violence always essential in Crime, Thriller, Horror, and Suspense writing? Can it just be a sign of lazy writing? Find out in this all new, one-of-a-kind, only slightly late (Eddie got stuck between train carriages for a couple days, don't ask), super cool episode of Crime Time! The post 2.07 | Michelle Paver, Dorothy Porter, & The Gory Story appeared first on Crime Time.

Lee scales the mountainous Thin Air by Michele Paver, Eddie can't stop reading verse novels and chases Lee around with a copy of The Monkey's Mask by Dorothy Porter, and is gore and extreme violence always essential in Crime, Thriller, Horror, and Suspense writing? Can it just be a sign of lazy writing?Find out in this all-new, one-of-a-kind, only slightly late (Eddie got stuck between train carriages for a couple days, don't ask), super cool episode of Crime Time!__________________________ If you like what you hear, we'd really appreciate if you sent us some stars on iTunes!  It's one of the best ways to support the show!We've had many requests for beta reading from Crime Time listeners over the years, and we're thrilled to finally be able to offer this service to our book community!  Check out Frankcoreaders.com for all your beta and sensitivity reading needs!Tell us what books are your faves in the comments below, or via Twitter!Join the Crime Time Team at Patreon!Make sure to check out the books of the week via the affiliate link below! Crime Time has partnered with Book Depository to bring you books at a great price – with free shipping worldwide thrown in! 

This week I'm attempting to answer a listener question: How do I get into poetry? Poems in this week's episode: Stopping by woods on a snowy evening by Robert Frost One Art by Elizabeth Bishop Burning Sappho by Gwen Harwood Lucky by Dorothy Porter praise song by Nate Marshall Bonus poems (if you've got other ideas … Continue reading "Ep 15. Getting into poetry: 5 starting points"