Ibram X. Kendi's concept of antiracism reenergizes and reshapes the conversation about racial justice in America--but even more fundamentally, points us toward liberating new ways of thinking about ourselves and each other. Instead of working with the policies and system we have in place, Kendi asks us to think about what an antiracist society might look like, and how we can play an active role in building it.
Emdin argues that being ratchetdemic, or both ratchet and academic (like having rap battles about science, for example), can empower students to embrace themselves, their backgrounds, and their education as parts of a whole, not disparate identities. This means celebrating protest, disrupting the status quo, and reclaiming the genius of youth in the classroom.
Description to come, based on individual reports.
Description to come, based on individual reports.
Description to come, based on individual reports.
Description to come, based on individual reports.
The Culturally Responsive Curriculum Scorecards were developed collaboratively by NYC parents, students, educators and researchers, as a tool to help determine the extent to which English Language Art, Science, Technology, Engineering, Arts, and Mathematics (STEAM) curricula are (or are not) culturally responsive. The tool was spearheaded by Black and Latinx public school parents with the NYC Coalition for Educational Justice, who were organizing to push the NYC Department of Education to provide their children with a culturally responsive education and wanted to know if their childrens curriculum perpetuated racism and other forms of bias. Together, parents and researchers developed and piloted the Scorecard, which has now been used in hundreds of schools and districts across the country and internationally.
In Cultivating Genius, Dr. Gholdy Muhammad presents a four-layered equity framework-one that is grounded in history and restores excellence in literacy education. Muhammad's Historically Responsive Literacy Framework is essential for all students, especially youth of color, who traditionally have been marginalized in learning standards, school policies, and classroom practices. The framework promotes four learning goals-or pursuits: Identity development; defining self; making sense of one's values and beliefs Skill development; developing proficiencies through reading and writing meaningful content Intellectual development; gaining knowledge and becoming smarter Criticality; developing the ability to read texts to understand power, authority, and oppression When these four learning pursuits are taught together-through the Historically Responsive Literacy Framework- all students receive profound opportunities for personal, intellectual, and academic success. Muhammad provides probing, self-reflective questions for both teachers and students as well as bibliographies of culturally responsive text and sample lesson plans across grades and content areas.
A foundational aspect of this work was the development of the CEAR Lesson and Unit Plan Templates. Fellows met weekly for several months, studied the work of critical educational scholars, and engaged in professional development with organizations committed to anti-racist education. From these meetings, Fellows developed a template to create the CEAR curriculum.
A foundational aspect of this work was the development of the CEAR Education Project Principles and Practices. Fellows met weekly for several months, studied the work of critical educational scholars, and engaged in professional development with organizations committed to anti-racist education. From these meetings, Fellows developed a set of principles and practices that were used to guide the curriculum design.