Wednesday, June 28, 2023
What roles do literacies play in the face of great inequity?
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.
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
Using 5 pursuits from Cultivating Genius to plan for the upcoming school year
Giving feedback on 5 pursuits planning in Gallery Walk
Searching for historical primary sources as part of planning for the upcoming school year
9:30 - 9:45
Welcome and Reviewing Reflections
Review Day 6 Reflections.
9:45 - 10:15
Writing into the Day
Use the Four A’s Text Protocol to write with and respond to Cochran-Smith & Lytle (1999).
10:15 - 11: 30
Planning for the Upcoming School Year with the 5 Pursuits
In Cultivating Genius and Unearthing Joy, Gholdy Muhammad offered us 5 pursuits to work with: Identities, Skills, Intellect, Criticality, and Joy.
Muhammad studied Black literacy societies in the United States and recognized that their learning communities often embraced these 5 pursuits.
Use an Appreciative Inquiry protocol to write affirmative comments on Post-its for each poster in a gallery walk.
11:30 - 12:15
12:15 - 1:00
Lunch and Reading
1:00 - 1:30
Re-introduce today's focus question: What roles do literacies play in the face of great inequity?
With your group, check in about a protocol and discuss how the readings help us address this question.
We encourage you to especially focus on Cultivating Genius, Unearthing Joy, and Pose, Wobble, and Flow.
1:30 - 2:10
Searching for Historical Primary Sources
In the video this morning, Gholdy Muhammad shared examples of historical primary sources that she layered into example units.
Here are some places you might start your searching:
2:10 - 2: 30
As we support students in crafting arguments, we should encourage them to take into account other perspectives and incorporate them into their claim writing.
2:30 - 3:00
Prepare Readings for Day 8:
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.