Daily Agendas & Readings
Daily Agendas & Readings
Embedded Files
What does it mean to teach in these times?
What does it mean to teach in these times?
Key Reading
Pitts, J. (2020, May 15). Teaching as activism, teaching as care. Learning for Justice. https://www.learningforjustice.org/magazine/teaching-as-activism-teaching-as-care
What are our literacy roots/routes?
What are our literacy roots/routes?
Key Readings
Muhammad, G. E. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic. [Chapters 1-3]
Delpit, L. (2006). Lessons from teachers. Journal of Teacher Education, 57, 220-231.
Style, E. J. (2014). Curriculum as encounter: Selves and shelves. English Journal, 103(5), 67-74.
Additional Readings
Rivera-Amezola, R. (2020). Preservation and education: Teacher Inquiry and the “family and community stories” project. Language Arts, 97(5),324-329.
Haddix, M. M. (2018). What's radical about youth writing? Seeing and honoring youth writers and their literacies. Voices from the Middle, 25(3), 8-12.
What is inquiry? How do we use writing to build an inquiry community?
What is inquiry? How do we use writing to build an inquiry community?
Key Readings
Muhammad, G. E. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic. [Chapter 5]
Lytle, S. L. (2008). At last: Practitioner inquiry and the practice of teaching: Some thoughts on "Better." Research in the Teaching of English, 42(3), 373-379.
Lytle, S., Portnoy, P., Waff, D., & Buckley, M. (2009). Teacher research in urban Philadelphia: Twenty years working within, against, and beyond the system. Educational Action Research, 17(1): 23-42.
Cochran-Smith, M. & Lytle, S. (2009). Inquiry as stance: Ways forward. In Inquiry as stance: Practitioner research for the next generation (pp. 118-166). Teachers College Press.
Additional Readings
Ballenger, C. (2009). Introduction. In Puzzling moments, teachable moments: Practicing teacher research in urban classrooms (1-9). Teachers College Press.
Wineburg, S. (2016). Why historical thinking is not about history. History News, 71(2), 13-16.
What does a critical literacy classroom look like?
What does a critical literacy classroom look like?
Key Readings
Muhammad, G. E. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic. [Chapter 6]
Baldwin, J. (1963). A talk to teachers. The Saturday Review, 39(42-44, 60).
Vasquez, M. (2017). Writing to disrupt inequities. In Critical literacy across the K-6 curriculum (pp. 37-51). Routledge.
Sealey-Ruiz, Y. (2021). Racial literacy: A policy research brief. James R. Squire Office, National Council of Teachers of English.
Additional Readings
Muhammad, G. E. (2015). "Inducing colored sisters of other places to imitate their example": Connecting historic literary societies to a contemporary writing group. English Education, 47(3), 276-299.
Ladson-Billings, G. (1992). Reading between the lines and beyond the pages: A culturally relevant approach to literacy teaching. Theory into Practice, 31(4), 313-318.
Skantz-Hodgson, L. & Jones, J. (2015). Why argumentative writing is important to teach. Middle Web.
What does it mean to teach in these times?
What does it mean to teach in these times?
Key Readings
Muhammad, G. E. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic. [Chapter 4]
Nieto, S. (2003). Teaching as autobiography. In What keeps teachers going? (pp. 22-36). Teachers College Press.
Garcia, A., & O'Donnell-Allen, C. (2015). Introduction: What it means to pose, wobble, and flow. In Pose, wobble, flow: A culturally proactive approach to literacy instruction (pp. 1-15). Teachers College Press.
Additional Readings
McGrew, S., Ortega, T., Breakstone, J., & Wineburg, S. (2017). The challenge that's bigger than fake news. American Educator, 41(3), 4-9.
Ferlazzo, L., Vogelsinger, B., Parnaby, G., & Wilson, T. J. (2023, January 3). ChatGPT: Teachers weigh in on how to manage the new AI chatbot. Education Week. https://www-edweek-org.proxy.library.upenn.edu/teaching-learning/opinion-chatgpt-teachers-weigh-in-on-how-to-manage-the-new-ai-chatbot/2023/01
Hannah-Jones, N. (2023). Episode 1: Democracy. The 1619 Project. Hulu. https://www.hulu.com/series/the-1619-project-7ba3407a-299c-4a10-8310-bbcdd6ab4653
How do we center joy in our classrooms and curricula?
How do we center joy in our classrooms and curricula?
Key Readings
Muhammad, G. E. (2023). Unearthing joy: A guide to culturally and historically responsive teaching and learning. Scholastic. [Chapter 2]
Christensen, L. (2009). Introduction. In Teaching for joy and justice: Re-imagining the language arts classroom (pp. 1-13). Rethinking Schools.
Cunningham, K. E., & Enriquez, G. (2022). Planning for Book Joy: Reconceptualizing Power in Literacy Instruction. Language Arts, 99(3), 192-194.
Griffin, A. A., Crawford, A., Bentum, B., Reed, S., Winikur, G., Monea, B., Rosser, B., Thomas, E. E., & Stornaiuolo, A. (2023). Towards a jazz pedagogy: Learning with and from jazz greats and great educators. Excellence and Equity in Education, 1-14.
Additional Readings
Muhammad, G. (2023) Cultivating Genius and Joy with Gholdy Muhammad. YouTube. https://www.youtube.com/watch?v=CAagnmjz-NQ
Rosser, B. (2023) Written literacies & joy, episode inspired by the work of Dr. Gholdy Muhammad. AERA Writing and Literacies SIG. YouTube. https://www.youtube.com/watch?v=B-R4xP8Ti6U
Ginwright, S. (2018). The future of healing: Shifting from trauma informed care to healing centered engagement. Medium.
How do we support students in engaging with multiple perspectives as they develop their own perspectives?
How do we support students in engaging with multiple perspectives as they develop their own perspectives?
Key Readings
Muhammad, G. E. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic. [Chapters 7-8]
Graff, G., & Birkenstein. (2021). They say, I say: The moves that matter in academic writing. 5th ed. W. W. Norton.
Harris, J. (2017). Introduction. In Rewriting: How to do things with texts (pp. 1-13). University Press of Colorado.
Additional Readings
Bain, R. B. (2006). Rounding up unusual suspects: Facing the authority hidden in the history classroom. Teachers College Record, 108(10), 2080-2114.
Barton, K. C., & Levstik, L. S. (2004). Why don’t more history teachers engage students in interpretation? Social Education, 67(6): 358–361.
What roles do literacies play in the face of great inequity?
What roles do literacies play in the face of great inequity?
Key Readings
Muhammad, G. E. (2023). Unearthing joy: A guide to culturally and historically responsive teaching and learning. Scholastic. [Chapter 1]
Cochran-Smith, M. & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of Research in Education, 24 (pp. 249-305). American Educational Research Association.
Himley, M., Strieb, L., Carini, P., Kanevsky, R., & Wice, B. (Eds.) (2011). The child: Descriptive review of children’s works. In The prospect’s descriptive processes: The child, the art of teaching, and the classroom and school, Revised edition (pp. 27 - 42). Prospect Center.
Additional Readings
Smith, C. (2020). How culturally responsive lessons teach critical thinking. Learning for Justice, 64, 51-54.
Jefries, H., & Thomas, E. E. (2019). Teaching slavery through children’s literature — Part 1, Season 2, Episode 5 [Audio podcast]. Learning for Justice. https://www.learningforjustice.org/podcasts/teaching-hard-history/american-slavery/teaching-slavery-through-childrens-literature-part-1
How might frames like speculative education, fugitive pedagogies, and freedom dreaming help us to reimagine teaching and learning?
How might frames like speculative education, fugitive pedagogies, and freedom dreaming help us to reimagine teaching and learning?
Key Readings
Muhammad, G. E. (2023). Unearthing joy: A guide to culturally and historically responsive teaching and learning. Scholastic. [Chapters 3-4]
Tolliver, S. (2021). I dream of Afrofutures. University of Colorado Boulder Ed Talks. YouTube. http://www.youtube.com/watch?v=LxtxWDHdnuU
Spaulding, E. C., Adams, J., Dunn, D. C., & Love, B. L. (2021). Freedom dreaming antiracist pedagogy dreams. Language Arts, 99(1), 8-18.
The Literacy Futurisms Collective-in-the-Making. (2021). “We believe in collective magic”: Honoring the past to reclaim the future(s) of literacy research. Literacy Research: Theory, Method, and Practice, 70(1), 428-447.
Additional Readings
Givens, J. R. (2021). Introduction: Blackness and the art of teaching. In Fugitive pedagogy: Carter G. Woodson and the art of Black teaching. Harvard University Press.
Emdin, C., (2014). Teach teachers how to create magic. TED. YouTube. https://www.youtube.com/watch?v=H3ddtbeduoo
File, N. (2023, February 9). "As Black girls, we have to maintain a sisterhood": How a literacy project encourages girls to love themselves. The Philadelphia Inquirer. https://www.inquirer.com/news/black-girl-literacies-project-penn-bell-hooks-education-20230209.html
How can advocacy and activism be central to teaching?
How can advocacy and activism be central to teaching?
Key Readings
Muhammad, G. E. (2023). Unearthing joy: A guide to culturally and historically responsive teaching and learning. Scholastic. [Chapters 5-7].
Garcia & Mirra. (2021). Writing toward justice: Youth speculative civic literacies in online policy discourse. Urban Education, 56(4), 640–669.
Additional Readings
Lieberman, A., & Friedrich, L. (2010). Epilogue. In How teachers become leaders (pp. 95-102). Teachers College Press.
Black Lives Matter at School: Philadelphia Edition. (2021). Haymarket Books. YouTube. https://www.youtube.com/watch?v=zkN_kOrgjSg
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