Podcasts about historically responsive literacy

Keeping educational experiences alive, responsive and moving with our young people is a key piece of what the best educators do, even more impressive as it is often in stark contrast to the rigid, static institutions in which they live, work and learn. This week it's such a pleasure to be talking with Dr Gholdy Muhammad whose amazing work on Historically Responsive Literacies supports teachers in creating spaces for mutual empowerment, confidence, and self-reliance in students. Her elaboration of the five pursuits of curriculum is a fantastic framework for enabling young people to both critically and joyfully read the world and connect with who they are and where they've come from. Dr. Gholnecsar (Gholdy) Muhammad is an Associate Professor of Literacy, Language, and Culture at University of Illinois Chicago College of Education. She studies Black historical excellence within educational communities with goals of reframing curriculum and instruction today. Gholdy's scholarship has appeared in leading academic journals and books. She has also received numerous national awards and is the author of the best-selling book, Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy. She is also the co-author of Black girls' literacies: An Edited Volume. Gholdy has previously served as a classroom teacher, literacy specialist, school district administrator, curriculum director, and school board president. Her Culturally and Historically Responsive Education Model has been adopted across thousands of U.S. schools and districts across Canada. In 2022 and 2023 she was named among the top 1% Edu-Scholar Public Influencers due to her impact on policy and practice. She was named the American Educational Research Association Division K Early Career Award and the 2021 NCTE Outstanding Elementary Educator in the English Language Arts. She has led a federal grant with the United States Department of Education to study culturally and historically responsive literacy in STEM classrooms. Her latest book, Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning, is the sequel to Cultivating Genius and provides a practical guide for putting culturally and historically responsive education into curricular practice.  More information about Gholdy's work go to https://hillpedagogies.com/  You can also find her on social media at: LinkedIn: @dr-gholdy-muhammad - https://www.linkedin.com/in/dr-gholdy-muhammad/ Instagram: @gholdym - https://www.instagram.com/gholdym/

You may not realize this, but you have a unique superpower in your role as a high school counselor! You have the ability to nurture your students and walk them through four of the most important years of their life. One practice that will help you strengthen this superpower is cultural competency.Today's guest, Jocelynn Hubbard, is here to help us develop cultural competency at work and in our personal lives. It starts with becoming more aware of your beliefs, your biases, and all of your lived experiences. Then you start to see how this compares with your students and how you can use that information to better support them as individuals. Jocelynn breaks down exactly what cultural competency is and how it can inform your counseling practice. She gives great examples of what this practice looks like day to day. You'll quickly see how every moment of your day can become an opportunity to develop cultural competency and strengthen relationships with your students! After listening, you can download Jocelynn's Roadmap to inform you of your next steps.Resources Mentioned: Free Resource: Scholarship Spreadsheet - https://counselorclique.com/scholarship Free Resource: The Welcoming & Culturally Inclusive Classroom Roadmap - https://customteachingsolutions.com/theroadmap/ Jocelynn's Podcast: The Culture-Centered ClassroomResource: What Should Culturally Relevant Teaching Look Like Today? Gloria Ladson-Billings ExplainsResource: Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy, by Gholdy Muhammad Resource: Dr. Geneva GayLeave your review for School Counseling Conversations on Apple PodcastsFull show notes on website: https://counselorclique.com/episode148Connect with Lauren:Sign up for the free, 3-day prep for High School Counseling Job Interviews https://counselorclique.com/interviewsVisit my TpT store https://counselorclique.com/shopSend me a DM on Instagram @counselorclique https://instagram.com/counselorcliqueFollow me on Facebook https://facebook.com/counselorcliqueSend me an email mailto:lauren@counselorclique.comJoin the Clique Collaborative http://cliquecollab.com

Playful Inquiry - that's the student-centered approach discussed in this episode about re-imagining curriculum. Angela and Lauren welcome Soobin Oh, Co-Director of Teaching Preschool Partners (TPP), a nonprofit that engages with schools to nurture inclusive, inquisitive, and collaborative school communities. In the playful inquiry promoted by TPP, educators are encouraged to let go of control and instead to be flexible and listen, responding to each child's interests, aspirations, cultural background, and linguistic capabilities. Classrooms become places for curiosity, joy, and possibility to thrive. Families are ideally involved in this concept of curriculum with the cultural wealth that they can bring in dialogue with the classroom. The result is a curriculum that revolves around collaboration, a culturally relevant curriculum for all grade levels.  Resources -  Teaching Preschool Partners Soobin Oh Discusses Anti-Bias Education in Early Childhood  Soobin Oh, an Early Childhood Teacher Nerd on YouTube Funds of Knowledge, Norma Gonzalez, Luis C. Moll, and Cathy Amanti, editors Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy, Gholdy Muhammad

This episode of the Getting Smart Podcast is sponsored by Mrs. Wordsmith, learn more at mrswordsmith.com and save 15% on your order by entering discount code GETTINGSMART15 at checkout, (edited)  On this episode of the Getting Smart Podcast, Shawnee Caruthers is joined by Dr. Gholnecsar Muhammad. You might know her as Gholdy. Dr. Muhammad is an associate professor of curriculum and instruction at the University of Illinois Chicago. She is the author of the essential 2020 book “Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy,” and the 2023 book, “Unearthing Joy: A Guide to Culturally and Historically Responsive Curriculum and Instruction.” Outline Introduction to Joy in Education The Power of Poetry and Freedom Implementing Joy in the Curriculum Links Detailed Shownotes & Transcription Hill Pedagogies Cultivating Genius Interview Cultivating Genius Unearthing Joy Gholdy Muhammad Subscribe to our newsletter!    

Shannon and Mary are joined in by Linda Rhyne in the Reading Teachers Lounge. They share a deep dive of information from the book, The Knowledge Gap by Natalie Wexler. This episode is full of information and strategies to increase your student's knowledge helping them dive deep into comprehension and knowledge building.  Linda Rhyne is a returning guest to the show and shares her expertise in guiding professional discussions to help educators meet their student's literacy goals. RECOMMENDED RESOURCES AND ONES MENTIONED DURING THE EPISODEThe Knowledge Gap by Natalie Wexler *Amazon affiliate linkThe Reading Comprehension Blueprint by Nancy Lewis Hennessy *Amazon affiliate linkThe Reading Comprehension Blueprint Activity book by Nancy Lewis Hennessy *Amazon affiliate linkCultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy Muhammad *Amazon affiliate linkLinda Rhyne ConsultingPlacing Texts at the Center of the Science Aligned ELA Classroom PDFM. Liben, S. PimentelPodcast recommended listening: Melissa and Lori Love Literacy, Ep. 37: Placing Text at the Center of the ELA Classroom with Meredith Liben & Sue Pimentel Knowledge Matters Campaign Tim Shananon blog: Knowledge or Comprehension Strategies?Centering Knowledge Building: An Interactive Reading Guide. Users can access the materials Shannon and Mary used in exploring The Knowledge Gap. Linda created this interactive course and now for $25 you can access this treasury of science of reading texts and recommended articles. Listeners can use the code "LOUNGE" for $5 off!Contact Linda through e-mail contact@lindarhyneconsulting.comFollow Linda on Instagram @lindarhyneconsultingour season 5 episode with Linda Balancing It AllGet a free Green Chef box using our link.Support the showGet Literacy Support through our Patreon

Join me in welcoming Dr. Gholdy Muhammad-Jackson to the podcast for an inspiring conversation about the intersection of joy, justice, equity, and liberation. Dr. Gholdy Muhammad-Jackson (she/her) is the author of the books "Cultivating Genius: An Equity Framework for Culturally & Historically Responsive Literacy" and "Unearthing Joy: A Guide to Culturally & Historically Responsive Teaching and Learning". If you are interested in connecting with Dr. Muhammad-Jackson, you can find her: Hill Pedagogies - https://hillpedagogies.com/ Instagram - ⁠@gholdym LinkedIN - ⁠Dr. Gholdy Muhammad ⁠ Mentioned in this episode: ⁠Cultivating Genius Unearthing Joy **************************************** Lesson Plan Coaching Call - Click ⁠⁠⁠HERE⁠⁠⁠ to schedule ⁠⁠⁠Activities⁠⁠⁠ for creating a welcoming and inclusive class - Buy resources in my ⁠⁠⁠TEACHER SHOP⁠⁠⁠ Culture-Centered Teacher ⁠⁠⁠WORKSHOPS⁠⁠⁠ - Click ⁠⁠⁠HERE⁠⁠⁠ for more information Ready to take action? Grab your FREE "Welcoming & Inclusive Classroom Roadmap" at ⁠⁠⁠https://customteachingsolutions.com/theroadmap Schedule a FREE DISCOVERY CALL -  ⁠⁠⁠Click HERE⁠⁠⁠ CONNECT WITH ME: LinkedIN - ⁠⁠⁠https://www.linkedin.com/company/cts-custom-teaching-solutions/⁠⁠⁠ Instagram - ⁠⁠⁠https://www.instagram.com/iteachcustom/⁠⁠⁠ Website - ⁠⁠⁠https://customteachingsolutions.com⁠⁠⁠ **Custom Teaching Solutions is a affiliate for ⁠⁠⁠Bookshop.org⁠⁠⁠, which means we receive a commission on every sale that comes through our link.** --- Support this podcast: https://podcasters.spotify.com/pod/show/jocelynn-hubbard/support

Dr. Muhammad is an Associate Professor of Literacy, Language, and Culture at the University of Illinois at Chicago, and she has previously served as a classroom teacher, literacy specialist, school district administrator, curriculum director, and school board president. She studies Black historical excellence in education, intending to reframe curriculum and instruction today. Dr. Muhammad's scholarship has appeared in leading academic journals and books. She has also received numerous national awards and is the author of the best-selling book, Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy. She also co-authored Black girls' literacies: An Edited Volume. Her newest book, Unearthing Joy, is the sequel to Cultivating Genius and provides a practical guide for putting culturally and historically responsive education into curricular practice.Dr. Muhammad is interviewed by Stacey Joy, a National Board Certified Teacher, Google Certified Educator, and 2013 L.A. County Teacher of the Year. Stacey has taught elementary school for 38 years in the Los Angeles Unified School District. Currently, she teaches 5th grade at Baldwin Hills Pilot and Gifted Magnet School. In addition to cultivating the genius and joy in her Joyteam scholars, she also mentors novice teachers and is a teacher-leader in her school district. Stacey is a UCLA Writing Project fellow and a dedicated writer with Dr. Sarah Donovan's community of teacher-poets at Ethical ELA. Stacey is a self-published poet and she has poems published in various anthologies: Out of Anonymity, Savant Poetry Anthologies, Teacher Poets: Writing to Bridge the Distance, and Rhythm and Rhyme: Poems for Student Athletes. Stacey is a proud mom of two adults, Kenneth and Noelle.

Dr. Muhammad is an Associate Professor of Literacy, Language, and Culture at the University of Illinois at Chicago, and she has previously served as a classroom teacher, literacy specialist, school district administrator, curriculum director, and school board president. She studies Black historical excellence in education, intending to reframe curriculum and instruction today. Dr. Muhammad's scholarship has appeared in leading academic journals and books. She has also received numerous national awards and is the author of the best-selling book, Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy. She also co-authored Black girls' literacies: An Edited Volume. Her newest book, Unearthing Joy, is the sequel to Cultivating Genius and provides a practical guide for putting culturally and historically responsive education into curricular practice. Dr. Muhammad is interviewed by Stacey Joy, a National Board Certified Teacher, Google Certified Educator, and 2013 L.A. County Teacher of the Year. Stacey has taught elementary school for 38 years in the Los Angeles Unified School District. Currently, she teaches 5th grade at Baldwin Hills Pilot and Gifted Magnet School. In addition to cultivating the genius and joy in her Joyteam scholars, she also mentors novice teachers and is a teacher-leader in her school district. Stacey is a UCLA Writing Project fellow and a dedicated writer with Dr. Sarah Donovan's community of teacher-poets at Ethical ELA. Stacey is a self-published poet and she has poems published in various anthologies: Out of Anonymity, Savant Poetry Anthologies, Teacher Poets: Writing to Bridge the Distance, and Rhythm and Rhyme: Poems for Student Athletes. Stacey is a proud mom of two adults, Kenneth and Noelle.

Welcome back to Season 10 of the OEA Grow podcast, in which our host Sakura Hamada explores how we as educators can support newly arrived students. In this first episode of the season, Sakura speaks with Ethelyn Tumalad from Clackamas High School about her work with the AVID program (Advancement Via Individual Determination). This program supports students throughout all four years of high school to prepare them for college as first-generation students. Ethelyn tells us that the goal is twofold - to help students discover their authentic selves and feel confident that they belong. Sakura and Ethelyn discuss from personal experience how terrifying the classroom can be for newly arrived students. They explain how educators in any classroom can support students by really listening to each student and celebrating accomplishments rather than focusing on deficits. This week's episode will suggest ways to incorporate student-centered learning to help students respect one another and see the strengths in each other's differences.    Resources -  OEA Member Spotlight on Ethelyn Tumalad Ethelyn Tumalad named Oregon Teacher of the Year, 2022 AVID program   Books recommended by Ethelyn -   Tony DelaRosa. Teaching the Invisible Race: Embodying a Pro-Asian American Lens in Schools. Foreward by Liz Kleinrock. Jossey-Bass, 2023.   Lori Desautels. Connections Over Compliance: Rewiring Our Perceptions of Discipline. Wyatt-MacKenzie Publishing, 2020.    Christopher Emdin. Ratchetdemic: Reimagining Academic Success. Beacon Press, 2021.   Gholdy Muhammad. Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic Teaching Resources, 2020.  Prisca Dorcas Mojica Rodriguez. For Brown Girls with Sharp Edges and Tender Hearts: A Love Letter to Women of Color. Seal Press, 2021.    OEA Grow is a proud member of the Labor Radio Podcast Network  

Sheryl Cababa is a multi-disciplinary design strategist with more than two decades of experience and has worked extensively in human-centered design within the social impact space. She specializes in developing tools and methods for designers to expand their mindsets beyond user-centered design, anticipate unintended consequences, and engage in systems thinking. Some of her recent work with the Gates Foundation includes leading student voice research to inform the K-12 Balance The Equation Grand Challenge, working with Gates Foundation teams to provide equity-centered technical assistance to their grantees. She's worked with IKEA, Microsoft, frog design and at Substantial, A hybrid-first Insights, Design + Development Studio, where she is the Chief Design Officer. Her newest book, Closing the Loop: Systems Thinking for Designers, came out in Feb 2023; you can find a link to it in the shownotes for this episode .Recommended ResourcesClosing the Loop: Systems Thinking for DesignersGholdy Muhammad, Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy

In this episode, we talk to Dr. Gholdy Muhammad about her book Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. She shares the importance of knowing and honoring one's own and the students' historical identities. We also discuss the practical applications for this framework in and outside of education, as well as her inspiration for writing this book.

In Episode 121, Chey and Pav speak with Dr. Gholnecsar (Gholdy) Muhammad, author of "Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy" as well as her newest release, "Unearthing Joy: A Guide to Culturally and Historically Responsive Curriculum and Instruction." Dr. Muhammad talks to Chey and Pav about the origins of the framework, the importance of Black literary societies on present and future education, and the connections between Joy and Hope. Truly and engaging and inspiring conversation, you will take away so many meaningful nuggets. Tune in to the interview starting at minute 9:23. Want to know more about Dr. Gholdy Muhammad? Check out her website at https://hillpedagogies.com/ Interested in purchasing her books? Check them out here: Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy Unearthing Joy: A Guide to Culturally and Historically Responsive Curriculum and Instruction Chey and Pav are always open and willing to engage in meaningful chatter about educational topics, just like Building Engaging and Meaningful Read-Aloud Tasks. Check it out and their other content at cheyandpav.com. The Chey and Pav Show! A rich discussion with several a-ha! moments throughout. Tune into this great chat, and as always, be a part of it by tagging @Staffpodcast #CheyandPav on Twitter! Tell us what you think, interact, and give us your feedback and reflections. Check out all the podcast episodes, recent and upcoming presentations, the Chey and Pav Blog, and all the other amazing things they are up to at CheyandPav.com! If you're looking for dynamic presenters for professional development, or a seminar or keynote address for a conference, please reach out to us at info@cheyandpav.com. Chey and Pav Educational Services, Inc.

In this throwback episode from season one of the Building the Black Educator Pipeline Podcast, Dr. Gholdy Muhammad joined the show to break down the rich history of Black educational excellence and how it can help reframe the way we think about curriculum and instruction today. Dr. Gholnecsar (Gholdy) Muhammad is an Associate Professor of Literacy, Language, and Culture at the University of Illinois Chicago, where she studies Black historical excellence within educational communities. Dr. Muhammad's scholarship has appeared in leading academic journals and books, including Research in the Teaching of English, Urban Education, Journal of Adolescent and Adult Literacy, Language Arts, and Written Communication. She has led a federal grant with the United States Department of Education to study culturally and historically responsive literacy in STEM classrooms.Dr. Muhammad is also the author of Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy, in which she presents the concept of Historically Responsive Literacy, derived from the study of literacy development within 19th-century Black literacy societies. In this episode, Dr. Muhammad explains how this framework is essential and universal for all students, especially youth of color, who traditionally have been marginalized in learning standards, school policies, and classroom practices. 

Listen in for details about each: Consider the filters and lenses through which you were taught to be a teacher and the impact that has on the way you teach. Get to know your students authentically. Intentionally audit and revamp lessons that you have already created. Remember to incorporate the four types of resources - window, mirror, map, and sliding glass doors Ask the three anchor questions In the episode I mention: Resource Promo Code for website https://customteachingsolutions.com - podcastcts "Culturally Relevant Pedagogy: Asking a Different Question" by Dr. Gloria Ladson Billings "Culturally Responsive Teaching: Theory, Research, and Practice" by Dr. Geneva Gay "Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy" by Dr. Gholdy Muhammad "Culturally Responsive Teaching & the Brain" by Zaretta Hammond "Choosing to See" by Kyndall Brown & Pamela Seda Grade Level Book Recommendations - Click HERE to access the GOOGLE FOLDER. Lesson Plan Coaching Call - Click HERE to schedule Activities for creating a welcoming and inclusive class - Buy resources in my TEACHER SHOP Culture-Centered Teacher WORKSHOPS - Click HERE for more information Ready to take action? Grab your FREE "The Ultimate Classroom Diversity Checklist" at https://customteachingsolutions.com/thechecklist Schedule a free DISCOVERY CALL at https://calendly.com/customteachingsolutions/35min Check out The Culture-Centered Teacher Workshops HERE! CONNECT WITH ME: Email - Jocelynn@customteachingsolutions.com LinkedIN - https://www.linkedin.com/company/cts-custom-teaching-solutions/ Instagram - https://www.instagram.com/iteachcustom/ Website - https://customteachingsolutions.com **Custom Teaching Solutions is a affiliate for the Amazon Associates Program, which means we receive a commission on every sale that comes through our link.** --- Support this podcast: https://anchor.fm/jocelynn-hubbard/support

There are tons of questions you can ask your students to get to know them and begin to create a welcoming and inclusive classroom environment this year. On this episode I will share content specific questions you can ask. These questions will allow you to get to know your students and their level of connection to your content area. These questions will allow you to begin filling in the gaps! In the episode I mention: Cultivating Genius: An Equity Framework for Culturally & Historically Responsive Literacy. You can get a copy of this book HERE Grade Level Book Recommendations - Click HERE to access the GOOGLE FOLDER. Culture-Centered Teacher WORKSHOPS - Click HERE for more information Activities for creating a welcoming and inclusive class - Buy resources in my TEACHER SHOP Ready to take action? Grab your FREE "The Ultimate Classroom Diversity Checklist" at https://customteachingsolutions.com/thechecklist Schedule a free DISCOVERY CALL at https://calendly.com/customteachingsolutions/35min Check out The Culture-Centered Teacher Workshops HERE! CONNECT WITH ME: Email - Jocelynn@customteachingsolutions.com LinkedIN - https://www.linkedin.com/company/cts-custom-teaching-solutions/ Instagram - https://www.instagram.com/iteachcustom/ Website - https://customteachingsolutions.com **Custom Teaching Solutions is a affiliate for the Amazon Associates Program, which means we receive a commission on every sale that comes through our link.** --- Support this podcast: https://anchor.fm/jocelynn-hubbard/support

In Don't @ Me (2:16), Tom reflects after a camping trip about his core group of friends who are more like family. Then, Tom is joined by Gholdy Muhammad (11:51) to discuss her book, "Cultivating Genius, an Equity Framework for Culturally and Historically Responsive Literacy."  Finally, in "Assess THAT with Tom & Nat" (46:40), Tom and special guest Natalie Vardabasso talk about how to assess 21st-century competencies. Gholdy on Twitter: @GholdyM Gholdy on Instagram: @gholdym   NEW BOOK BY TOM: "Concise Answers to FAQs about Assessment & Grading"     UPCOMING PROFESSIONAL LEARNING   Grading from the Inside Out (2-Day Workshop)  Long Beach, CA (September 21-22, 2022) Register Here Minneapolis, MN (December 1-2, 2022) Register Here     Teach Better Conference (CODE: Schimmer22) Akron, OH (October 14-15, 2022) Register Here     CONNECT WITH NATALIE VARDABASSO Nat on Twitter: @natabasso EduCrush on Twitter: @educrushpod EduCrush Podcast: #EduCrush on Apple   CONNECT WITH TOM SCHIMMER Email: tomschimmerpod@gmail.com Twitter: @TomSchimmerPod Twitter: @TomSchimmer Instagram: @tomschimmerpodcast TikTok: @tomschimmerpodcast Facebook: Schimmer Education Website: www.tomschimmer.com  

Cultivating Genius, One Stitch at a Time: Bisa Butler and Gholdy Muhammad In this episode, we celebrate Women's History Month and the power of women to transform our world, one stitch at a time. Host Suzanne McCabe talks with Scholastic Kid Reporter Camille Fallen, 13, about a recent interview she conducted with acclaimed textile artist Bisa Butler and Dr. Gholdy Muhammad, an educator and the author of the bestselling Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Bisa's textile portraits, which are inspired by black and white photographs that she collects, tell the story of both ordinary and notable Black Americans. She uses the medium of quilting to interrogate the historic marginalization of her subjects, while conveying the subjects' complex individuality. “My work is a recording of what life is like for me as a Black woman and the way I see things,” Bisa says. “By creating these portraits, I'm giving other people a window into how Black people see themselves. It's an insider's view of a community that is not always paid attention to, a community that has been mischaracterized deliberately, lied about, or ignored.” Bisa, who had a solo show in 2020-'21 at the Art Institute of Chicago, will be honored this spring at the 60th Anniversary Benefit Gala of the American Folk Art Museum. Bisa and Gholdy both approach their work as educators. Bisa is a former high school teacher, and Gholdy, an associate professor of language and literacy at Georgia State University, has served as a school district curriculum director and a middle school teacher. Camille, who lives in Virginia, is a member of the award-winning Scholastic Kids Press team.

Mealey and Tudisco get the opportunity to talk to the amazing Gholdy Muhammad, an associate professor of Language and Literacy, director of the Urban Literacy Collaborative and Clinic, author, educator, and all around superhero.  We discuss how her five pursuits can outperform standards, how to have hard anti-racism conversations, and why the tap water is safe to drink...   The best way to learn her five pursuits is through her book, Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Interested in her professional learning?  Check out HILL Pedagogies.   And, just for fun, this is a miswak-- the 7,000 year old toothbrush.     Support Us: Don't forget to like and subscribe, and follow us on Twitter @unprocast Have a funny story or suggestion? Email us! Get your Unprofessional Development Merchandise!  T-shirts, bumper stickers, magnets, and mugs!!!  

In this episode we talk about self-care—how we do it, why we don't—and the ways grief, caregiving, and rest are all forms of self-care. First, we speak with Massachusetts-based social worker Adya Lindo, whose primary work during COVID has become supporting school-age youth in their grieving journeys and educators who work with grieving students—even as they're grieving loss themselves. We also speak with high school English educator Christa Calkins and her newborn Wilder in rural New York during a time of parental leave. She discusses how her journey as a new parent has made her re-examine her relationship with care, capitalism, and whiteness. Our first Resource Room of the new year is with Cesarina Pierre Santana, an elementary educator in Washington, DC, who talks about being in her 26th year of teaching and what she's unlearning in order to listen to her students. The convo with Cesarina was so delicious we will share part two in March. We also hear from fifth grader Sabreena, who comes to us from Singapore to share an essay she wrote about her faith, Islam. In this new year of learning, what are you refusing and unlearning? What commitments are you making to your self-care? Send us your responses at dancingondesks@gmail.com, on instagram @dancingondesks, or at dancingondesks.org! Intellectual Inheritance A Burst of Light and Other Essays ​​Audre Lorde (look at the epilogue) Sovereignty of Quiet: Beyond Resistance in Black Culture, Kevin Quashie We Want to Do More Than Survive: Abolitionist Teaching, Bettina Love Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy, Gholdy Muhammad Culturally Responsive Teaching and the Brain, Zaretta Hammond Not Light, But Fire: How to Lead Meaningful Race Conversations in the Classroom, Matthew R. Kay We Got This. Equity, Access, and the Quest to Be Who Our Students Need Us to Be, Cornelius Minor GrantEd, Grants for Teachers (Sadly, GrantEd is closing its doors.) Music “Backseat” @remdolla “Believer” Silent Partner “Hot Coffee” Ghostrifter “J Dilla Type Beat” Lute "Like Dat" Ackah Dan “Regimented Instinct” @TeknoAXE “Green Tea” and “Slowly” Smith The Mister https://smiththemister.bandcamp.com Smith The Mister https://bit.ly/Smith-The-Mister-YT Free Download Stream: https://bit.ly/s-t-mr-slowly Music promoted by Audio Library https://youtu.be/b4p9TiftgJY “Watercolors” John Deley & the Players Original Theme Music by Mara Johnson and Elliott Wilkes --- Send in a voice message: https://podcasters.spotify.com/pod/show/dancingondesks/message

The incomparable, amazing educator and author Dr. Gholdy Muhammad, author of Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy, visits Daily Border Crossings and gets candid, discussing everything from food and family to 19th century Black women who inspired her work to Taboo and Spades! She discusses her book including how she came up with the title, why the book -- which is grounded in the teachings from Black women in Black literary societies from long ago -- is for all students. Gholdy has made such waves, she's now working with music super producer Pharrell Williams & shares about that. You may have heard about her style of pedagogy or even heard her thoughts on critical race theory —some of which she shares on this episode — but what do you know about her? What drives her? What was life like growing up and who were the special ppl who poured into her so wonderfully that they created the beautiful human she became who now pours into so many? What did she say about Jazmine Sullivan's speech at the Soul Train Awards & hear how she connects that to the long history of Black excellence & Black education. Black excellence and education are the foundation of her book — why does she think her book has been such a success and more importantly, what advice does she have for aspiring authors? Speaking of her book, a number of teachers and schools and districts are using her framework, while many schools, when it comes to antiracist and inclusive and culturally responsive teaching, say they prefer to wait for teacher buy-in to do so. Wait for Gholdys strong views on buy in and why it's extremely problematic, harmful, and a shameful thing to do. Finally, Gholdy joins me for the new Point Counter Point, where guests get 30 seconds to discuss each item in a list of topics -- and we learn if she's a Taboo or Spades person! All that and more on this episode of Daily Border Crossings -- produced and hosted by Samantha Fletcher, music by Miles J Beats, on socials as @milesjbeats. --- Send in a voice message: https://anchor.fm/dailybordercrossings/message

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

In this episode, Susan Lambert is joined by Dr. Julie Washington to discuss linguistic variety and dialects as difference, not error, and how to best support all students as they learn to read. Dr. Washington, professor in the School of Education at the University of California, Irvine (UCI) and a speech-language pathologist, offers practical advice for educators teaching reading to children who don't use general American English and discusses how to do so in a way that respects students' community languages and dialects. She reminds educators that students rise or fall to the expectations set for them, and encourages educators to remember that if they embrace language variety as something that needs to be understood and incorporated into developing successful readers, they will develop successful readers.Quotes:“Teachers need to know about the language variety that their students are speaking.” —Dr. Julie Washington“Educating yourself as a teacher and recognizing where there is variety and difference and not error is critical for how you'll respond to it.” —Dr. Julie WashingtonShow Notes:Teaching Reading to African American Children by Julie A. Washington and Mark S. SeidenbergCultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy Muhammad

In this episode of The Early Link Podcast, host Rafael Otto speaks with Dr. Gholdy Muhammad, whose research has focused on the social and historical foundations of literacy in Black communities and how literacy development can be reconceptualized in classrooms today. She is associate professor at University of Illinois at Chicago, and is the author of a recent book called “Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy.”

In this episode, we talk to Dr. Gholdy Muhammad about her book Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. She shares the importance of knowing and honoring one's own and the students' historical identities. We also discuss the practical applications for this framework in and outside of education, as well as her inspiration for writing this book.

Welcome to the Fullstack Educator Podcast! Nathan Maynard has facilitated restorative practices for over ten years in a wide range of educational settings. He is passionate about addressing the school-to-prison pipeline crisis and closing the achievement gap through implementing trauma-informed behavioral practices. Nathan has expertise in Dialectical Behavioral Coaching, Motivational Interviewing, Positive Youth Development, Restorative Justice, and Trauma-Informed building practices to assist with creating positive school climates. Brad Weinstein worked as a Director of Curriculum and Instruction in downtown Indianapolis. He also served as principal for two years on the eastside of Indianapolis. Brad is an award-winning teacher and taught for 11 years, including roles as a coach and STEM department chair. He holds a B.A. in Education from Purdue University, an M.Ed. in Curriculum and Instruction from Indiana Wesleyan University, and completed a Principal Licensure Program from Indiana Wesleyan University. Here are links to the resources mentioned in our conversation with Nathan and Brad about restorative discipline. You can connect with Nathan on Twitter and LinkedIn. You can connect with Brad on Twitter, Instagram, and LinkedIn. Learn more about BehaviorFlip on their website and follow them on Twitter. Join the Hacking School Discipline Facebook group. Book: Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy Muhammad Book: Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta L. Hammond You can connect with Matt McGee and Michael Lomuscio on LinkedIn. You can follow Fullstack Educator on Instagram, LinkedIn, Twitter, and Facebook. If you enjoyed this podcast please subscribe, rate it, leave a review, and share it with a friend! Episodes of this podcast are released monthly.

We follow up on our previous conversation for Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Dr. Gholdy Muhammad, I am joined by contributors Gen Arcovio, Ryanne Deschane, Rhonda Precourt, and Carrie Thomas.We used the following three questions to guide our conversation:What takeaways did you gain from this book?What questions do you still have?How have you changed after reading this book?This wraps up the book study. Thank you for your readership and leadership!Relevant ResourcesListen on Apple Podcasts (and Give a Rating!)Order Cultivating Genius from ScholasticDr. Muhammad’s WebsiteDedicated Page for Book StudyFull TranscriptMatt Renwick:So, I want to welcome everyone to the second of two book discussions around Cultivating Genius by Gholdy Muhammad, and I have several guests with us today. We're just going to go around the room and introduce yourselves, and we'll start with Ryanne.Ryanne Deschane:My name is Ryanne Deschane, and I am a first grade teacher in northern Wisconsin.Rhonda Precourt:I can go next. I am Rhonda Precourt, and I am a reading recovery teacher/K-2 literacy interventionist, although this past school year, I did teach kindergarten, and I teach in upstate New York. I also blog with Gen at literacypages.wordpress.com, and we also have a Facebook group. You can search Literacy Pages. And we also have a Twitter. You can follow us on Twitter @literacypages, too.Gen Arcovio:I think it makes sense for me to go next. I'm Gen Arcovio, and I am also a literacy specialist interventionist and trained reading recovery teacher in upstate New York. I work in the same district as Rhonda, and I am the co-creator of the Literacy Pages blog.Carrie Thomas:Hi, and I'm Carrie Thomas. I am a reading specialist/literacy coach in a small, private school outside of Philadelphia, Pennsylvania.Matt Renwick:Well, I am excited to be with Ryanne, Gen, Carrie, and Rhonda here. They've already posted their posts at this point, and they've been well-received by readers. In response to the book, Cultivating Genius... seemed like just such a timely text. I realize it came out last year, but it's been very helpful for me as I think about preparing for the 2021-2022 school year. So, I thought we'd just go around the room and just everyone share one response to each of the three questions around the book. The first one is what are one, two, or three key ideas that you took away from Cultivating Genius? And we'll start with Ryanne.Ryanne Deschane:Okay. So for me, it's a very complex text, but think my biggest takeaway is the histories of marginalized people are important for us to understand our present educational system as well as a path forward. If we don't understand the history, then we don't understand maybe where some of those systemic inequities have came from and what we need to do to move forward in a new direction. So, that was my big takeaway.Matt Renwick:I would concur with that.Gen Arcovio:I'll go next, because what I was going to say connects to what Ryanne was talking about. I think you can't read this book without taking away the fact that White educators need to do more research themselves. And I think it's been a few years in the making for me, culminating now with reading this book, to really understand how inequitable my own education was, except I was the one that benefited from it and didn't even realize that it was at the expense of other people. And it kind of brings up some anger to be at this point in my life and only just be realizing how inequitable it was in so many ways.Gen Arcovio:And then, when I read Cultivating Genius, to realize how much history there is in Black culture regarding literacy and learning that I am only just now knowing. So, it's my responsibility now to kind of redefine my own identity as an educator and do more research in that regard.Matt Renwick:I appreciate the honest perspective, Gen. Carrie or Rhonda, do you want to share kind of key ideas here?Carrie Thomas:I'll go next. One of the things I took away and I thought was really fascinating... So, Gen, you brought up the literary... and how Black folks have a history of these literary societies. And actually, Philadelphia has a ton... has such a rich history of Black literary societies. And me being right outside of Philadelphia, and I teach students who come to my school from Philadelphia schools and in the city, and so it just kind of is like this natural way to connect the students with literacy history and be like, "No, actually, there is a rich history."Carrie Thomas:And I think it's like you said. I'm a White educator, and I teach mostly Black and Brown students. And so, to have this history of these literary societies that now I know about, and it is my responsibility to be like, "Oh, here is this fantastic history, and here are things we've learned from these literary societies that we can take into schools now and really lift up and celebrate what all of our students have to bring to the table."Matt Renwick:Yeah. You're well positioned, Carrie, within this context of the book, as well as where you're located.Rhonda Precourt:Something I really took away was just this whole idea of teaching kids how to have a positive identity about themselves, because that's not just for people of a different color. There're so many different things within identity that serve a minority like women, like homosexuals, students who are learning English for the first time. All of these groups really could serve to have this focus on knowing who they are as people and understanding their culture and background. It leads to more acceptance of yourself and others being accepting of you and feeling like you belong and have a place in the classroom and in your world. So, I found myself reading that part about identity over and over again, because it just really, really made me think.Matt Renwick:Yeah. For myself, I appreciate the distinction that the author made between culturally-relevant and culturally-responsive literacy instruction. I don't think anyone that I've read yet has differentiated between the two. I mean, culturally-relevant seemed more like more on the curriculum side of things, and culturally-responsive more on the instruction side of things. But like you said, Rhonda, I need to reread it to make sure I'm understanding it correctly. But yeah, a lot of rich ideas that you've all illuminated.Matt Renwick:And you talk about identity. Thinking about one or two changes that you might want to make or you've already made since you've read this, I'll just kind of throw out for the whole group. I can certainly go first. I think I've always... I teach in a predominantly White area, and I've always thought I need to make sure that I'm representing in our texts and our instruction a lot of diverse representations, I guess, but it really hit home for me that even if this is what our population is, how critical it is for those one or two or three kids that do come in our schools. I mean, I wouldn't say it's more important, but it's just really important for those kids to see themselves when they live in an area like I live in. Other thoughts on that, and just changes you've made or you're planning to make?Carrie Thomas:So, I'll speak. I actually just submitted my post about this today, but I thought of two... And it's funny, because I actually picked up this book right when it came out. I saw it, and I was like, "Oh my gosh, I'm going to get this. It's going to be great for my students. It's going to be great for my school. And so, I have... On the cover, it says "An Equity Framework," and I have literally used this book for the framework to design the literacy program at my school. Before I got there, there was no real comprehensive, cohesive literacy program, so I was kind of tasked with building one from the ground up. And so, I had to do a lot of digging into, what had already been there? What materials are we using? What does the curriculum look like? How are we assessing our students?Carrie Thomas:And what I found out, especially from after reading this book, I realized that a lot of the materials we were using, a lot of the ways we were assessing the students and finding levels and doing all that stuff you have to take data on and everything was not very culturally-responsive at all. Matt, you talked about being in a predominantly White area, and I kind of ran into the problem where I teach mostly predominantly Black and Brown students, but the texts that we were using still featured mostly White people on the cover, or animals, right? Because animals have a higher percentage of being on covers than Black and Brown students.Carrie Thomas:So, I kind of had a similar problem that I had to start finding texts and finding materials where the students could see themselves at all represented, because they just weren't seeing themselves in anything. Weren't reading stories about themselves, weren't getting assessments that they could recognize names or situations or anything like that.Carrie Thomas:And so, one of the biggest takeaways was the identity and just reinforced how important it is where students can see themselves in the text and really make that connection. Once I started showing students books with characters that looked like them, and they were like, "Oh, my gosh, this character looks like me, and I know what it's like to go to the barbershop and get my locks taken care of." Or, "I know what it's like to see an LGBTQ character doing this, because I can relate to that." It just kind of reinforced the importance of that seeing themselves in the text.Matt Renwick:Mm-hmm (affirmative). Gen or Rhonda, what are your thoughts on this in terms of changes you might make or you already have?Gen Arcovio:I think there are some quick changes that I can make. A higher focus, even though I'm an interventionist, and so I'm primarily working with individuals or small groups of students, I can still do more work with identity. I can still use this framework to look at my lessons every day and see if I am accounting for all of these areas that she's talking about. Building identity, building intellectualism, all of those pieces that she's talking about. This book is really a call to action for us all to critique what we're doing, and I can do that right now with what I'm in control of where I work.Gen Arcovio:I think asking daily, "Does what I'm doing right now today with this student or these students really develop their intellectual wisdom, or is it telling them what to be or do?" And so, that's something quick I can do now, but then there comes the systemic part. How do we disrupt the system to favor all students? That's the bigger change that has to take place that requires a bigger group of people. So, that will be on our plates to make sure that what we've learned here goes someplace else besides my room and the students I work with.Matt Renwick:Yeah. I like that call to action, and I think that's a great, great way to see this book. Rhonda, did you want to add to that?Rhonda Precourt:Yeah. There was a part in the book about how students are often described kind of in a negative way, Black students, especially, in urban areas. And so, I think too, as a literacy specialist, you meet with teachers a lot, so it gives us the opportunity to model that positive talk. Leading with the student's strengths rather than starting with the things that they need. So, that's one way I think that I could make a change. Well, it's something that I'm doing, but to be a little bit more intentional about it, maybe.Rhonda Precourt:Another thing I was thinking about is to maybe just question things more. This book made me think about so many situations that I've come across as a teacher, and one situation that just popped in my head today was I had a parent contact me before school started, and they wanted to know if there were going to be any other Black children in the classroom, because her daughter was Black. And I feel like at the time, I just... I was kind of like, "Well, okay," but I don't think I really thought about it the way I should have. Now I'm thinking, what was that parent's experience like in school? Most likely, she grew up in that same area in the same classrooms with lots of White people.Rhonda Precourt:Even just think about my own kids, if I had to advocate for them to be in a setting where they would be with other kids like them so they would feel like they belong. If education looked different, and we already had things in place, it wouldn't matter, I feel like, if you were in a classroom with people that... wasn't very diverse, if it was set up in a way that they could still see themselves in different ways, if that makes any sense.Matt Renwick:For sure. One of the posts, I can't remember whose it was, but it started to question just a typical practice that they've had in their school. It might have been Gen. Was it you, Gen?Gen Arcovio:Yeah, the "what you want to be when you grow up"?Matt Renwick:Yeah.Gen Arcovio:Yeah.Matt Renwick:You almost seemed like you were looking at that event through new eyes, and I thought that was a nice example of what Rhonda's talking about. And I think kind of leads into our last part, which is just, what's one question you have still after reading this book? And for me, it's... I don't know why I get stuck on these things, but I wanted to see the unit template. She talked about units and lessons. I'm such a concrete thinker in some ways, but I wanted to see, what was the unit template looking like? Her lessons were great in the back, but just from a book standpoint, what was that progression of learning? What was that kind of story that you can create around historically-responsible literacy instruction beyond just the one lesson? But it was just that a question I had. What about you? Ryanne, what do you think?Ryanne Deschane:I'm going to be the elephant-in-the-room person. Mine is for administrators or principals and other colleagues who haven't yet begun to grapple or delve into this work who maybe come from a stance of, "You're going at this too fast, and it's very politically charged." How to shift that mindset to beginning the work and engaging and investing in learning more. I think that's a difficult challenge, especially where I'm at, because we don't have a lot of diversity, so sometimes, the narrative is, "Why does it matter?" I guess years ago, I probably was on that same wavelength, because it's like Maya says, do what you know until you know better, and then do better. And so, I'm trying really hard to do better, but I don't quite know how to get others there. And so, that's my big question of, how do we do that?Matt Renwick:Mm-hmm (affirmative). That culture is huge.Rhonda Precourt:Ryanne, Ryanne, I think I was thinking along the same lines as you. I think that we do have a pretty big push in our area to attack this type of work, but I don't... How do we get to the place where we're not just kind of going through the motions of learning about these things or even doing a book study, but it doesn't really meet the need that... or meet the purpose that we really want to meet?Ryanne Deschane:Yeah. I want that call to action to be now. I want everybody to be on that same wavelength of, "Hey, we need to jump in with both feet." There is no, "People aren't ready for this." Come on. Let's just do it.Gen Arcovio:And it's uncomfortable. It's uncomfortable. And when you see something that doesn't look like it will be equitable, or it looks like it may support oppression in some way, it's uncomfortable to say something, but we have to say it. I think that's my... my goal for myself is to always say something, but you're right, because not everyone is in the place to hear it. And so, I had that down as a question, too. How do we get this in front of people who need to see it? Like you're saying, the ideas, we need to go fully, we need to build this up, we need to make everyone comfortable, but there have been millions of people who have not been comfortable for a very long time. So, that's also my question, too. And then also, where do I look next? What resource do I go to next to help with that?Carrie Thomas:So, yeah, I feel like I have a similar question, right? Like, how do we get other people on board with this? Because it's one thing for us all to be sitting here having a book club and talking about the book and like, "Oh, we're going to read this," but what do we do? And so, that's something I've been thinking a lot about this year. At my school, I'm one of the founding members of our diversity committee, and so we are very committed to action steps as part of the group, because it's like we just need to do something, and as small as it is, it just has to be something.Carrie Thomas:So, we take small actions, like, "What can we do?" I frequently send out booklets and highlight some celebrations that are coming up. You know, "It's Ramadan, so here's a book list for Ramadan that's coming up." Right? "It's Eid, so here is what we do on Eid." Just these action steps and getting it into just everyday language. This is what we're about now. This is what the school is about. This is what instruction is about. And really, when the question comes up, because it always comes up, like, "Why do we have to do this? We've been doing this for 30 years. I don't know why we need to change things." And it's because it always comes back to the students. It's like, "Well, look at the students. What is the best thing for our students? What do our students need?" Because that's what we're doing in school, right?Carrie Thomas:And so, I think that's kind of where I tie everything, and sometimes it's difficult for people to get on board with that, but I think really just being strong, and this is for our students, and this is the world our students are growing up in, and this is what they need to know, and this is how to prepare them to be out there. So, I think my question is kind of like, how do we get other people on board, and what size is the action step? Where is that line between too little and then too much, and how do we navigate that area of action there?Matt Renwick:I think the fact that we're recording this, and we're going to post this publicly, our thoughts, I think is a great first step. I think when we talk about this as a group, we normalize it, just like we would do in a school, and it just gives permission for everyone else to start talking about it, too. And little things that you're doing in your schools to make it part of your culture and to be the leaders that you are. I don't think of any of you as just teachers. I think of you all as leaders, too, and your willingness to put your thoughts down publicly, I think, is courageous. So, I want to thank you all for doing that and thank you for being here tonight. Carrie Thomas:Thank you.Gen Arcovio: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

Stephen Hurley joins host, Beth Lyons, to unpack the series of podcasts that looked at audiobooks, podcasts and read alouds in classrooms and school libraries during the 2020-2021 school year. They look back at the school year that included both online and bricks-and-mortar classes, the humanity of the education system and what it means to be human in the 21st century. The podcasts discussed in this episode include:S2E7 Read Into Audiobooks/Podcasts- Adrian Del Monte (Part 1)S2E8 Read Into Audiobooks/ Podcasts- Lynn Thomas (Part 2)S2E9 Read Into Audibooks/Podcasts- Tim Boudreau (Part 3)S2E10 Read Into Read Alouds- Julie Vandendool & Aviva DunsigerTexts mentioned in this episode:Rebels Against the Future by Kirpatrick SaleThe Giver and Gathering Blue by Lois LowryThe Storytelling Animal: How Stories Makes Us Human by Jonathan GottschallThe Librarian's Stories by Lucy Falcone, illustrated by Anna WilsonTough Like Mum by Lana Button, illustrated by Carmen MakCreating Inclusive Writing Environments in the K-12 Classroom: Reluctance, Resistance, and Strategies that Make a Difference by Angela StockmanCultivating Genius: A Four-Layered Framework for Culturally and Historically Responsive Literacy by Gholdy MuhammadTalking to Strangers by Malcolm GladwellSound Reporting: The NPR Guide to Audio Journalism and ProductionBrené with Tim Ferriss and Dax Shepard on Podcasting, Daily Practices, and the Long and Winding Path to Healing- podcast, Brene Brown, Unlocking Us

In this special episode, I am joined by Gen Arcovio and Rhonda Precourt in a conversation around this summer’s book study selection: Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Dr. Gholdy Muhammad.We used the following three questions to guide our conversation:What resonated with you?What surprised you?What questions do you have?This kicks off the book study. We hope you can join us for the month of July as we read and respond in writing to this excellent and essential resource. Relevant ResourcesAudio + TranscriptAlso Listen on Apple Podcasts (and Give It a Rating!)Order Cultivating Genius from ScholasticDr. Muhammad’s WebsiteDedicated Page for Book StudyFull TranscriptMatt Renwick (00:04):We are here for a discussion around the book, Cultivating Genius, our book study for this summer. And I've got two colleagues with me here today, if you want to introduce yourselves.Rhonda Precourt (00:20):I'm Rhonda Precourt. I am a teacher in the upstate New York area. I have been for a big chunk of years previously been teaching in the literacy area, but this year I am teaching kindergartenMatt Renwick (00:40):And Rhonda, you've been blogging with us for a couple of years now, too.Rhonda Precourt (00:45):Yeah, we blog at literacypages.wordpress.com and that is also our Twitter handle @literacypages. We also have a Facebook group as well.Matt Renwick (01:01):And you brought along your esteemed colleague, Gen.Gen Arcovio (01:05):Hello, I'm Gen and I am a K through 2 literacy specialist also in upstate New York. I work with Rhonda and both of us are trained in Reading Recovery, active reading recovery teachers typically, although not this year. And like she mentioned, we blog together and we extend our learning together in all kinds of ways.Matt Renwick (01:33):Everyone's doing different positions this year, or it's just adding on new roles. I had our art teacher teaching second grade, our phy ed teacher teaching fifth, just to make these new times work. So it's great to have you both join the discussion and I found three questions that I think will start to get our thinking going about around the book, Cultivating Genius by Dr. Goldy Muhammed. And the first one is, what resonated with you? If anyone wants to start us off, otherwise I'm happy to chime in.Rhonda Precourt (02:17):I think what is resonating with me the most is just how far we haven't come in a long period of time. And it's a little bit depressing read it. I love reading about the history. I think it's so powerful, but then it just strikes you about how similar the times are that they're talking about to where we are right now.Matt Renwick (02:46):Yeah. She even mentioned the expectations were higher back then, back in the 1800s, at least for these literary groups. And the other thing that resonated for me was just how they combined everything and it wasn't, here's your reading, and then we're going to do some writing here, and we'll practice some speaking and listening. It was all integrated toward a kind of purpose, which was to empower themselves and cause change. So that was just something that resonated with me. It makes it easier for us to teach reading here and writing there, but it's not always conducive for kids, especially from what I understand from the book, students of color. It can make it more challenging. Well, what about you, Gen? What did you find just compelling?Gen Arcovio (03:43):I was thinking two things. One of them along the lines of what you were saying, and what Rhonda was saying, that the history that I'm reading in this book, a lot of it's new to me and that's astonishing to me and it's causing a significant amount of self-reflection. I think that's one of the more important pieces of this book, is the amount of self reflection that it causes you to do in your own teaching and everything they've done up till this point and what you want to be as a teacher starting today. And then also the integrated approach that Rhonda and I write about all the time, but to see it laid out in this way and how significant it is to teach literacy in that way, so that you have a way of teaching that is empowering everybody. Rhonda and I work in a district that is predominantly white, but when you reading, this has really brought to light the fact that if you teach in this way, you are preventing discrimination in the future for everybody that you teach. This is such an important read. I love it.Matt Renwick (05:15):And you and Rhonda, that's one thing I like about Reading Recovery. With my last school, we had it and it takes an integrated approach, right? I mean, you're doing some reading, some writing, you are doing word work and so you have some of that background. But even with your extensive background, you still found it surprising and caused you to really rethink some of your practices.Gen Arcovio (05:40):I think the purpose, having a purpose for what you're reading and writing is what stood out to me. And it's making me think a lot about what I've done and what I'm going to do. What is the significant purpose for the reading and writing that makes it engaging for them and helps them to grow in their own identities?Matt Renwick (06:03):Yeah, what's the why.Matt Renwick (06:05):The second question, as I mentioned was, what surprised you? I could go here. Tt didn't really surprise me, but I guess I realized how much I didn't know about how persons of color were prevented from, even in the Northern states, prevented from engaging in literacy practices. It was like an editorial, I think, or a column, an essay about, he was a free man, but he wasn't really a free man, because of all these limits that had been put on them because of their race. We have, at least in the elementary level, a kind of a simplistic view of history, like "In the Northern states, they did not have slavery and then the Southern did," but it's more complex than that. They had to contend with those challenges throughout. So that's one thing, I guess that surprised me just like you were saying, Gen, how much I didn't know. So glad we picked this book.Gen Arcovio (07:33):It's almost what's surprising is not necessarily how much you didn't know, but what you thought you did know that isn't aligned or lining up with what's really happened. You know, I think that's something we need to take a good, hard look at in our curriculum across the board. Because I think a lot of us walked away from our education with a different view of where we are in education, in equality, in everything.Matt Renwick (08:15):Okay.Rhonda Precourt (08:19):I was familiar with the term literacy societies, but honestly I had no idea about black literacy societies and how they grew from just a small number of people to these huge groups of hundreds of members. And I was looking at, I just kept reading those 10 lessons from black literacy society. I just was so blown away. I mean, these things that we can learn from them are just so amazing. Like there was the one about how we teach each other, how then they came together, they taught each other how to read. They taught each other how to become better writers. It was just such a collaborative environment. And we do try for that, but I think especially as kids move up in grades, the way our schools schools are set up in education is very competitive. You're always trying to get in the top 10, or you're trying to get the best grade there. It's not like this where you're, where you're looking out for each other, trying to teach each other so you can better each other.Matt Renwick (09:36):Yeah. It's definitely something to aspire to with our classrooms and school. Questions that you had?Rhonda Precourt (09:53):I keep asking myself, because there's a lot of examples so far of how to apply this. I picture more of a middle school or high school setting. So I keep questioning, how can I bring this down to the younger students that I work with? What would that look like there? Because I definitely think you can, you can start this really early from the beginning. What would it look like?Matt Renwick (10:21):Yeah. It had some nice examples in the back to reference, the lesson plans, but yeah that's a good question. How do you talk about this? I mean, I think third grade and lower. That's a good question.Gen Arcovio (10:37):I keep asking myself, how do we get everyone talking about this, and acting on it, I think is the key because early on, I think somewhere in chapter two, it talks about how cultural models and cultural curriculum can't be an add on. And I think we see that all the time, you know, let's just put these few books into our libraries or into our read alouds. This is saying literacy was always connected to social justice and you can't connect literacy to social justice with five new read alouds in your curriculum. She wants us to be asking ourselves, how does this help them understand their own identities and how does it lead to social justice in every lesson and in every piece of your curriculum. And so, how do I help move this where it needs to go actively?Matt Renwick (12:02):I think those are great questions for future articles in July, if it moves you that way. I wish I had a good answer for that. The question I just had is, how do we create safe spaces in which people can talk about it and, you know, not fear for making mistakes or saying something stupid and then it coming back on you as being insensitive or worse. I think about that, I guess even just now talking about it. I just want to make sure I'm being respectful and at the same time that's part of learning, is making mistakes. It just seems like a really charged atmosphere right now with everything going on, legislation coming through and what we can and cannot teach. It's a unique time. So this has been a great book so far. I'm looking forward to reading the rest of it and writing something around it. Again, thanks Gen and Rhonda for joining us. And I'm looking forward to what you have to share.Gen Arcovio (13:17):Thank you for having me. I'm really enjoying it. Such an important read.Rhonda Precourt (13:22):Thank you so much. I agree. 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

When educators consider ways to make their curriculum historically and culturally responsive, many struggle to go deeper than content integration and literary substitutions. As part of our "Equity Thought Leader" podcast series, Dr. Gholdy Muhammad, author of Cultivating Genius, explains her HILL pedagogy model (History, Identity, Literacy, and Liberation). Dr. Muhammad's research examining abolitionists and 19th century education among communities of color found that early Black readers, writers and thinkers held five goals or pursuits for learning. This approach extends Culturally Responsive Education to include these 5 pursuits: Identity, Skills, Intellect, Criticality, and Joy. Listen in as she explains the historical roots of our current education system and the reason that intentionally cultivating our students genius serves as an antidote to that history. For those who may want to extend the learning evoked by the podcast, the following facilitation guide (https://bit.ly/3a11LYI) has been developed to help with next steps in deepening the shared learning. This series is brought to you in collaboration with Learning Forward, the only professional association devoted exclusively to establishing and sustaining highly effective professional development for educators. To learn more about Learning Forward, visit www.learningforward.org. myPD Unplugged is a production of the Office of Curriculum, Instruction, and Professional Development in the Long Beach Unified School District.

In this podcast, we have the pleasure of speaking with Dr. Gholnescar (also affectionately known as "Dr. Gholdy") Muhammad, an Associate Professor of Language and Literacy at Georgia State University in Atlanta. We discuss black girl writing and their literacy, Black girls W.R.I.T.E program, how black women engage in literacy, and conversations that researchers are having with black girls in schools. EPISODE HIGHLIGHTS: The importance of black girls and their writing and how it is connected to their development. Dr. Gholdy's Black girls W.R.I.T.E program-Writing to represent our identities, our times and our excellence. The impact the writing has had on the girls that have been through Dr. Gholdy's program. Examples of literacy practices for black girls. Major conversations that researchers are having with black girls in schools. Frameworks that are used to structure the curriculum and instruction that are not responsive historically or culturally. Dr. Gholdy is currently an Associate Professor of Language and Literacy at Georgia State University. Additionally, she serves as the director of the Urban Literacy Collaborative and Clinic. She strives to shape the national conversation for educating youth who have been underserved. She works with teachers and young people across the United States and South Africa in best practices in culturally responsive instruction. She also served as a school board president and continues to work collaboratively with local schools across communities in the Atlanta area. Dr. Gholdy is the 2014 recipient of the National Council of Teachers of English, Promising New Researcher Award, the 2015 NCTE Alan C. Purves Award, the 2016 NCTE CEE Janet Emig awardee and the 2017 Georgia State University Urban Education Research Awardee. She was awarded the 2018 University of Illinois- Chicago, Researcher of the Year and was granted $750,000 by the U.S. Department of Education to study culturally and historically responsive literacy in STEM classrooms. Her book entitled, “Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy” was released in 2020. ************************************ The Equity Experience Podcast is brought to you by Dr. Karla Manning, Founder & President of The Equity Leadership Group, LLC. We help K-12 school leaders and educators create culturally responsive classrooms and school districts with our diversity, equity, and inclusion consulting services. I invite you to schedule a discovery call if your district or organization is interested in our culturally responsive curriculum development services, leadership training programs, or our equity planning services: https://calendly.com/karlamanning/discoverycall20mins --- Support this podcast: https://anchor.fm/karla958/support

A conversation with Bettina Love, Gholdy Muhammad, Dena Simmons and Brian Jones about abolitionist teaching and antiracist education. --------------------------------------------------------------------------- What would freedom look like in our schools? How can abolitionist educators make the most of this moment to fight for humane, liberatory, anti-racist schooling for black youth and for all youth? The coronavirus pandemic has transformed the US education system overnight. The antiracist rebellion in the streets has shown a light on the deep racial inequality in America. Educators and activists who have nurtured radical dreams for public schools now face an unprecedented moment of change, and the challenge of trying to teach and organize online in the midst of unfolding crises. Scholar and author Bettina Love's concept of abolitionist teaching is about adopting the radical stance of the movement that ultimately overthrew slavery, but persisted and insisted on freedom long before that victory. --------------------------------------------------------------------------- Bettina L. Love is an award-winning author and the Athletic Association Endowed Professor at University of Georgia. She is the author of We Want To Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom and Hip Hop's Li'l Sistas Speak: Negotiating Hip Hop Identities and Politics in the New South. Dr. Gholnecsar (Gholdy) Muhammad is an Associate Professor of Language and Literacy at Georgia State University. She also serves as the director of the GSU Urban Literacy Clinic. Dr. Muhammad's scholarship has appeared in leading educational journals and books. Some of her recognitions include the 2014 recipient of the National Council of Teachers of English, Promising New Researcher Award, the 2016 NCTE Janet Emig Award, the 2017 GSU Urban Education Research Award and the 2018 UIC College of Education Researcher of the Year. She is the author of Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy. Dena Simmons, Ed.D., is an activist, educator, and student of life from the Bronx, New York. She is the Assistant Director of the Yale Center for Emotional Intelligence and an Associate Research Scientist at the Yale Child Study Center. She writes and speaks nationally about social justice and culturally responsive and sustaining pedagogy as well as creating emotionally intelligent and safe classrooms within the context of equity and liberation. She is the author of the forthcoming book, White Rules for Black People (St. Martin's Press, 2021). Brian Jones is the Associate Director of Education at the Schomburg Center for Research in Black Culture. He writes about black education history and politics. Co-sponsored by: Haymarket Books: https://www.haymarketbooks.org The Schomburg Center for Research in Black Culture: https://www.nypl.org/locations/schomburg Watch the live event recording: https://youtu.be/uJZ3RPJ2rNc Buy books from Haymarket: www.haymarketbooks.org Follow us on Soundcloud: soundcloud.com/haymarketbooks

Once again we're talking education with Ms. Cassie Williams, M. Ed. a master educator and leader in education. Educators, parents, and community leaders across the country have been promoting and demanding culturally responsive instruction in classrooms. In this episode, Ms. Williams breaks down that the pathway to Culturally Responsive Instruction is paved with  providing students with the tools they need to 'be whatever it is they want' in life. Ms. Williams bases her belief on the tenet that  'hard word and having a plan will get you anywhere you need to go in life.' With that in mind, we discuss the importance of student-centered instruction. In this model of student-centered instruction, the student is in charge of what they learn and teachers serve as role models and guides that promote learning as a life long process.We reference the work of Zaretta Hammond, M.Ed. in our conversation. Please check out Ms. Hammond's book: Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. You can also learn more about her work by visiting her website: https://crtandthebrain.com/We also reference Dr. Gholdy Muhammad. Please check out her book:  Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy.

In this episode, we focus on anti-racism education in the classroom and at home. Host Suzanne McCabe talks with Dr. Gholdy Muhammad, an associate professor of language and literacy at Georgia State University and the author of Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Muhammad explains how researching Black literary societies from the 1800s inspires her work with students and teachers around the country. Monique Melton, an author, international speaker, and host of the Shine Brighter Together podcast, also offers her perspective on “what it looks like to actually explore, identify, and eliminate racism in every aspect of our society from the inside out.” *Special Thanks: *Music composer: Lucas Elliot Eberl Producer: Bridget Benjamin Sound engineer: Daniel Jordan *Coming Soon: *A Celebration of Black History

In this episode, we're excited to have Dr. Gholdy Muhammad come on the show to share about her personal journey in education, her new book "Cultivating Genius", the importance of teaching and assessing literacy through a historically responsive lens, and much more! To learn more about Dr. Muhammad's work, you can visit her website at https://linktr.ee/HillPedagogies or connect with her on Twitter (@GholdyM) and Instagram (@gholdy.m). BIO: Dr. Gholnecsar “Gholdy” Muhammad is the associate professor at Georgia State University teaching literacy and language in the Department of Middle and Secondary Education. She also serves as the director of the GSU Urban Literacy Collaborative & Clinic and is the author of “Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy”. She began her career as a reading, language arts and social studies middle school teacher in Cahokia, Illinois. After teaching in the classroom, she served as a school district assistant curriculum director and was responsible for kindergarten through 12th-grade literacy instruction, grant writing, assessments and professional development. Muhammad received her Ph.D. in literacy, language and culture at the University of Illinois at Chicago. Her research interests are situated in social and historical foundations of literacy development within Black communities and the writing practices among Black women and girls. She explores 19th-century Black literary societies to understand literacy development and how the roles of literacy can be reconceptualized in classrooms today. She became interested in this line of research when she led a summer writing institute with Black girls called, Black Girls WRITE!. She continues to hold summer literacy programs with Black and Brown youth as well as Muslim girls. She explores how historical practices among communities of color can be used with adolescent learners today. Some of the journals she has published articles in include, Research in the Teaching of English, English Education, Urban Education, Journal of Adolescent and Adult Literacy and Written Communication. Additionally, she serves as the director of the Georgia State Urban Literacy Collaborative and Clinic. She strives to shape the national conversation for educating youth who have been underserved. She also strives to support the next generation of educators who are seeking pathways to meet some of the most pressing challenges encountered in urban schools. She works with teachers and youth across the United States and South Africa in best practices in literacy instruction. She is a former school board president and continues to work collaboratively with local schools across communities in the Atlanta metropolitan area. Muhammad is the 2014 recipient of the National Council of Teachers of English, Promising New Researcher Award, the 2015 NCTE Alan C. Purves Award, the 2016 NCTE Janet Emig awardee, the 2017 Georgia State University Urban Education Research Awardee and the 2018 UIC College of Education Researcher of the Year. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/identitytalk4educators/support

This week's episode provides strategies for starting your first week of teaching in 2020. A journal and pen are a must! #selfcare #socialemotionallearning #restorativejustice #teachertoolbox #bookrecommendations #teacherresource ##CoachingYouThroughAllThingsEducationPodcast If you enjoyed this week's podcast, we'd love for you to leave a review on Apple Podcasts. It helps with our visibility, and the more people listen to the podcast, the more we can invest in it and make it even better. Episode Mentions and Resources Todd Whitaker @toddwhitaker Wendy M. Turner M.Ed. @mrswendymturner Joseph Hamer @MrJosephHamer Byron McClure @SchoolPsychLife Where Am I? Racial Equity SEL Cards http://lessonsforsel.com/ Balance Like a Pirate: Going Beyond Work-Life Balance to Ignite Passion and Thrive as an Educator (A Lead Like a Pirate Guide) written by Jessica Cabeen, Jessica Johnson, and Sarah Johnson Classroom 180: A Framework for Creating, Sustaining, and Assessing the Trauma-Informed Classroom written by Heather T. Forbes Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy written by Gholdy Muhammad The Energy Bus Field Guide written by Jon Gordan and Amy P. Kelly Hacking Engagement: 50 Tips & Tools To Engage Teacher and Learners Daily written by James Alan Sturtevant What Great Teachers Do Differently: 14 Things That Matter Most written by Todd Whitaker A Mind at a Time: America's Top Learning Expert Shows How Every Child Can Succeed written by Mel Levine, M.D. The Teacher 50: Critical Questions for Inspiring Classroom Excellence written by Baruti K. Kafele Let Them Speak! How Student Voice Can Transform Your School written by Rebecca Coda and Rick Jetter Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education written by Ozlem Sensoy and Robin DiAngelo Conscious Classroom Management: Unlocking the Secrets of Great Teaching written by Rick Smith Contact information for Host Email: coachingallthingsedu@gmail.com Website: https://www.acunlimited.org/ LinkedIn: https://www.linkedin.com/in/annhlabanganaclay/ Facebook: https://www.facebook.com/AandCUnlimited4You Instagram: https://www.instagram.com/annolivia.life.work.balance/ Twitter: https://www.twitter.com/AnnHC_Champ4All --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/coachingallthingsedu/message Support this podcast: https://anchor.fm/coachingallthingsedu/support

Bettina L. Love is an award-winning author and the Athletic Association Endowed Professor at University of Georgia. She is the author of We Want To Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom and Hip Hop's Li'l Sistas Speak: Negotiating Hip Hop Identities and Politics in the New South. Dr. Gholnecsar (Gholdy) Muhammad is an Associate Professor of Language and Literacy at Georgia State University. She also serves as the director of the GSU Urban Literacy Clinic. Dr. Muhammad's scholarship has appeared in leading educational journals and books. Some of her recognitions include the 2014 recipient of the National Council of Teachers of English, Promising New Researcher Award, the 2016 NCTE Janet Emig Award, the 2017 GSU Urban Education Research Award and the 2018 UIC College of Education Researcher of the Year. She is the author of Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy. Dena Simmons, Ed.D., is an activist, educator, and student of life from the Bronx, New York. She is the Assistant Director of the Yale Center for Emotional Intelligence and an Associate Research Scientist at the Yale Child Study Center. She writes and speaks nationally about social justice and culturally responsive and sustaining pedagogy as well as creating emotionally intelligent and safe classrooms within the context of equity and liberation. She is the author of the forthcoming book, White Rules for Black People (St. Martin's Press, 2021). Brian Jones is the Associate Director of Education at the Schomburg Center for Research in Black Culture. He writes about black education history and politics.

This episode, summer is here! We discuss summer reading, learning and experiences. Books mentioned: Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy Muhammad Such a Fun Age by Kiley Reed Action Strategies for Deepening Comprehension by Jeffrey Wilhelm None of the Above by I. W. Gregorio Travel Strategies: Traveling Teachers Facebook Group Traveling Teachers, LLC Fulbright Distinguished Awards to Teachers (DAST) info Teacher travel post from Edutopia Follow Us! Website Instagram --- Send in a voice message: https://anchor.fm/teachandwineaboutit/message