From Being Woke to Doing #Thework

Using Culturally Relevant Practices to Support Student Achievement & Sociopolitical Consciousness
Erscheinungsjahr 2023
ISBN: 978-90-04-54471-0
Verlag: Brill

Buch, Englisch, Band 3, 250 Seiten, Format (B × H): 155 mm x 234 mm, Gewicht: 381 g

Reihe: Urban Education, Cultures and Communities

Becoming a culturally relevant teacher is a journey, not a destination. It is a choice that an educator must make daily, to ensure that all students have equitable opportunities to learn. This edited book is designed to support educators in building their responsive educator muscles with the aid of reliable research-based content related to mindset, knowledge, and skills. The book includes: (1) explicit guidance on unpacking self, (2) guidance on how to explore the community and lived experiences of students, and (3) exemplar practitioner curriculum strategies in Humanities and STEM classrooms. Educators will pick up this book from different entry points, based on their personal journey. There is space for all educators to shift.

Autoren/Hrsg.

Weitere Mitwirkende

Porcher, Kisha

Ramkellawan-Arteaga, Reshma

Hinds-Rodgers, Colleen

Bell, Jacobe

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Affektive, soziale und ethische Ziele in der Erziehung

Inhaltsverzeichnis

Series Editor's Foreword

Edmund Adjapong

List of Figures and Tables

Notes on Contributors

PART 1: Unpacking Self

1 Unpacking Identity: #theWork Is You

Kisha Porcher

SECTION 1: Doing #theWork within Myself

2 Understanding Colorism, Interrogating Personal Identity, and

Grappling with the Implications of It All in the Classroom

Crystal Watson

3 You Have to Survive in Order to Thrive: Building a Trauma-Informed

Culturally Responsive Classroom

Racquel L. Armstrong

SECTION 2: Doing #theWork with Others

4 Creating Humanizing Homeplaces as a Way to Embrace and Protect

My Blackness

Jacobe Bell

5 You Can’t Be a Teacher Teaching Talking Like That: Decolonizing

Raciolinguistic Identities for Teachers of Color

Freyca Calderon-Berumen, Alexandra Babino and Altheria

Caldera

6 Get Right to Do Right: Using Recursive Practice to Unpack White

Supremacist Ideology

Reshma Ramkellawan-Arteaga

7 Dear White Teachers: What Are We Waiting For?

Lance W. Ozier

PART 2: Exploring the Community and Lived Experiences of

Students

8 You Are Your Community and Your Community Is You

Reshma Ramkellawan-Arteaga

SECTION 1: Doing #theWork with and for Students of

Color

9 It’s Black Brilliance for Me: Seeing and Supporting All Black

Girls

Margaret (Mimi) Osowu and Kisha Porcher

10 “The Healing of a Nation”: Fostering a Positive Mathematical

Identity for Students and Teachers by Attending to the Academic

Trauma
Caused

Colleen M. Hinds-Rodgers

11 Too Deep for the Intro: Using Hip Hop Pedagogy in Science and

ELA Classrooms

Jessica McClain and Dianne Wellington

12 Everybody Ain’t Got It, But They Should: Photovoice, Teacher

Candidates, and Supporting Black and Brown Students

Shamaine Bazemore-Bertrand

SECTION 2: Doing #theWork with and in Communities of

Color

13 What Does It Mean to Be a Scholar Activist?: Integrating Students’

Lived Experiences and Communities within Classroom Practice

Geneviève DeBose

14 Restoring the Village through Radical Self Care

Dawn Brooks-DeCosta and Ife Lenard

PART 3: Exemplar Practitioner Culturally Relevant Curriculum

in STEM, Humanities, and Arts Classrooms

15 It’s All Connected: #theWork, Students, and Practices

Jacobe Bell

SECTION 1: Doing #theWork in STEM

Classes

16 Keepin’ It Real: Culturally Relevant Curriculum in a Mathematics

Classroom

Deborah Woods

17 Mathematics in the City: Using Transformations to Address the

National Housing Crisis

Crystal Watson

18 Culturally Relevant Practices That Promote Student Critical

Consciousness through a STEM, Social Justice, and Activism

Framework

Yvonne Thevenot

SECTION 2: Doing #theWork in Literacy and the Arts

Classes

19 Literacy as a Revolutionary Act in Early Learning Classrooms

Jhanae Wingfield

20 We Are the Faith of Our Ancestors: Criticality in Literacy

Classrooms

Sharon Jessé Edwards and Jessica Edwards

21 Modeling Cultural Competence: Digital Reflective Journaling in

Teacher Preparation

Tasha Austin

Über Autor(innen)

Kisha Porcher, Ph.D. (2016), George Mason University, is Assistant Professor of English for the University of Delaware. She has published articles on centering Blackness in English Education and preparing preservice teachers to teach Black students.

Reshma Ramkellawan-Arteaga, Ed.D. (2017), Teachers College Columbia University, is an educational consultant and part time lecturer for Rutgers University. Her areas of research include unpacking cultural identities as it intersect with pedagogical practice.

Colleen Hinds-Rodgers, doctoral candidate, Johns Hopkins University, is a National Senior Managing Director of STEM Teacher Leadership Development at a national teacher preparation non-profit. Her areas of research include healing academic trauma and teacher preparation in culturally relevant and affirming mathematics.

Jacobe Bell, doctoral candidate, Teachers College, Columbia University, is the Network Director of Networked School Improvement for a national nonprofit. Her areas of research include Black joy for Black women educators, humanizing pedagogies, and asset-based teaching and learning.