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Engaged pedagogy in my ELA classroom would look like me actively participating in any writing, sharing, or performance activities I expect for my students to participate in. For example, when asking my students to write "Where I'm From" poems at the start of the school year, I also write my own poem and share it aloud with my students to help model what vulnerability might look like in our classroom and to help build trust.

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Co-design an environmental racism and environmental justice task with students using data from their local communities.

Thinking around the impact of local wildfires to climate change. Shifts in salmon and other populations.

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Vocabulary

pollution [ p uh- loo-sh uhn ] (noun) material in the natural environment that does not belong there, and that damages the environment and living things, including people

inequality [ in-i- kwol-i-tee ] (noun) unfairness; a situation in which some people gain privileges simply because they are members of a group defined by race, wealth, sexual orientation or other factors. Those who are not members of those groups are denied the same privileges.

environmental justice [ en- vahy-r uhn-m uhnt-l juhs-tis ] (noun) The fair treatment of people of all races, cultures, incomes and educational levels with respect to the development and enforcement of environmental laws, regulations and policies

environmental racism [ en- vahy-r uhn-m uhnt-l rey-siz-m ] (noun) the disproportionate impact of environmental hazards on people of color

Procedure

1. This lesson is about pollution, and why it affects some groups of people more than others. Working with a small group, clarify some definitions by answering these questions. What is pollution? What are some of its causes? What are some effects of pollution?

2. Now think about who is affected most by pollution. List your answers in the left-hand column of the chart called The Effects of Pollution: Who and Why. When you've got your list, look at the right-hand column. Think about why each group of people is affected by pollution. For example, if the left-hand column reads "people with asthma," then in the right-hand column you might write "because they have a physical health issue."

3. When you've filled in the chart, look to see if your list includes any groups of people who are affected by pollution for reasons besides their physical health. For example, do you have low-income people on your list? If not, add it to the left column, and discuss with your group why low-income people might be more affected by pollution than those who have more money.

4. Then add "members of race and ethnic minority groups" to the left-hand column if it's not already there, because members of race and ethnic minority groups are more likely to be exposed to pollution than others. Fill in the right-hand column with the reason(s) why this might be true.

5. Now look at the map Air Pollution in Minority Areas. This is a map of Connecticut. Use the guidelines below to help you interpret the information it presents. With your group, look at the key.

What two kinds of information does the map show?

What do the yellow dots represent?

What do the different shades of blue represent?

What do you notice about where the yellow dots are concentrated?

Write a sentence or two summarizing what the map shows.

Write a sentence or two explaining why the situation that the map shows exists.

What is unfair about the situation the map shows? Why might it be difficult for the people in the polluted areas to move somewhere less polluted?

Read the definition of environmental justice. What would a more environmentally just situation look like on the map?

At this point select from option 1 or 2 to conclude this lesson.
Option 1 (for a more in-depth discussion and unpacking of the concept of environmental bias):

6. As you have seen from the map of Connecticut, one way that members of race and ethnic minorities sometimes experience discrimination is the fact that air pollution sources are more likely to be located in the areas where they live. Another group that sometimes experiences discrimination is defined by their income. There is evidence that one place that income-based discrimination shows up is that people of lower economic status are more likely to live in areas near pollutants than those with higher status. Look at this evidence of the relationship of income to exposure to pollution by studying some graphs of data gathered in Massachusetts.

a. Look at graphic 1 Exposure to Chemical Releases According to Income. Write a sentence under the graph that summarizes in words what it shows. Then do the same for graphic 2 Exposure to Hazardous Waste Sites According to Income. What relationship do the graphs show between income and exposure to pollution?

b. Complete the same tasks for the two remaining graphs 3 and 4: Exposure to Hazardous Waste Sites According to Race and Exposure to Chemical Releases According to Race. What relationship do the graphs show between race and exposure to pollution?

7. The data show that race and income are connected to exposure to pollution. As a class, discuss reasons why that might be true. Define the term "environmental bias." Do you think environmental bias is happening in the situations shown in the graphs? In other words, do you think that it is an institutionalized system that unfairly deprives people of the right not to be exposed to toxins? Do you think it is an institutionalized system that unfairly protects some people from such exposure simply because of their race, ethnicity, or financial status? Why or why not?

8. Look at your own community, town, or state. What examples of environmental biases do you see? For example, do highways, with their noise and pollution, cut through neighborhoods where people who are poor live? Do people who are members of poor and/or minority communities live near power plants that pollute the air? Then see if there are any groups that are addressing these inequalities. If so, contact them to see how you can help. If not, look at what groups in other areas are doing to address environmental biases. What can you do to address similar problems in your area?
Option 2:
6. Think about your community.

a. What source(s) of pollution exist? For example, does a major highway cut through your town, exposing residents to a lot of noise and fumes? Is there a landfill or a hazardous waste disposal area? Is there a power plant that is noisy and puts smoke into the air?

b. Who lives in the areas where these pollutants are concentrated? Is there a pattern similar to what you saw on the map of Connecticut?

c. Are there any organizations or individuals in your area talking about the situation being unjust?

7. What would a more environmentally just situation look like in your community?

Find out about efforts in your area to secure environmental justice. If there is a local organization, invite a member to speak to your class. If not, see if you can start a group at your school to learn more about environmental justice.

Summarizing What You've Learned

One way to consolidate what you've learned is to summarize it. Think of it as explaining what you've learned to someone who doesn't know anything about it. Do this using one of the following techniques, or use one of your own.

Write a paragraph.

Make a bulleted list of the key points.

Make a slide show (with or without illustrations).

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pollution [ p uh- loo-sh uhn ] (noun) material in the natural environment that does not belong there, and that damages the environment and living things, including people inequality [ in-i- kwol-i-tee ] (noun) unfairness; a situation in which some people gain privileges simply because they are members of a group defined by race, wealth, sexual orientation or other factors.

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Engaged pedagogy activity: Asking students : What does it mean to be a mathematician?  What is your relationship to math? What do BIPOC students and families bring to math? And what do BIPOC students and families want out of math?

Teaching for Critical consciousness: How can teachers develop connections students make between math-to-self? And math-to-social world? How can math be used to question injustice and seek fair outcomes?

Co-design group worthy tasks around math social justice topics. Students  can choose from several examples that interest them:

Example 1:  Logarithms/Exponents - Comparing  COVID-19 cases across the world.   Percent- Examine shooting percentage  of students who play basketball.  Numbers (Index Number)- Compare Body Mass Index, GDP with constructing Student Life Quality Index Number.

Example 2: Is the Highly Capable Cohort Program in SPS racist?

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In biology units on genetics, heredity, and evolution, we can orient ourselves around the idea that "we are our ancestors' wildest dreams" and our heredity connects us to the past and the future, and have students talk to family members to construct a pedigree chart tracking a trait (e.g. eye or hair color, hair texture, attached/detached earlobes, like or dislike cilantro) through the generations, going back to their great grandparents, if possible. For students who don't know about one or both sides of their biological family, they can make one parent's chart and/or present questions about where certain traits they possess might have come from. This would not be an assignment I would ask students to share publicly, but I would show my own pedigree chart to model and show the gaps in my knowledge about my ancestors so as not to make students feel bad if they don't know much about their genealogy. We could also incorporate into the unit investigations around human evolution and population genetics, and discuss the question, "is race a biological reality or a societal construct?" The understanding gained of race as a societal construct could carry through to future lessons on health disparities, bioethics, and climate or environmental justice as well.

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Engaged pedagogy in an ELA classroom might look like students exercising autonomy and choosing their own texts to read in literature circles - ideally texts that deal with themes of liberation, identity exploration, and/or culture sustaining. When students can select their own texts and lead small group discussions about their chosen books they are given the opportunity to ask their own questions, explore individually relevant topics, and take ownership of their own learning experience. Lit circles engage critical consciousness as individual student interests are validated in the classroom, funds of knowledge/identity are accessed and celebrated, and ultimately the practice of education becomes completely student-driven, empowering, and liberating.

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In a discussion based class, engaged pedagogy means that the teacher allows for the students' interests to permeate the classroom. Discussion questions draw upon community issues and values.

To teach critical consciousness in an ELA context means that students develop a healthy skepticism for dominant narratives. Nondominant voices are centered. Critical consciousness means to center stories of resistance.

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Engaged pedagogy in my classroom will look like my class actively discussing about how the book provides windows & mirrors. We will be sharing out personal thoughts and experiences as well as make connections to the world that we live in now. I believe students will develop critical consciousness through deep contemplation of positionality and identifying power dynamics within the community.
Students will further expand their thoughts by working on projects, using their own choice of forms and styles of language.

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An engaged pedagogy involves learning about my students through a variety of avenues including meeting with their family, entry surveys, exit slips, in class conversations and personal conversations outside of the classroom. Then using this information to craft assignments that will invite them to use their unique perspectives and skills. For instance, providing texts from the cultures my students come from in both a language other than Standard English and in translation. This will provide an opportunity for students to make use of their cultural and linguistic resources, challenge monolingual assumptions of the ELA classroom and invite use of resources besides standard English. It will also provide students the opportunity to combine resources in additive ways and to blend their personal experiences to develop novel interpretations fostering an appreciation for difference and challenging ideas of a static standard English.

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One idea that I had for how to enact an engaged pedagogy in the ELA classroom is to directly ask students to offer their suggestions and ideas for the topics and texts that they would like to engage with in our communal learning. An important aspect of engaged pedagogy is the acknowledgement that students have the right to have the information that they’re learning be connected to their life experiences, and I think that connection can be achieved in a way that is much more relevant and meaningful for students if they have a voice in helping to shape the curriculum. Collaborating with our students in that process is also a way for us as teachers to build stronger relationships with our students by demonstrating that we value their input, interests, and ideas.

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A teacher move that I think would help students build critical consciousness is to emphasize the importance of normalizing failure (I'm not sure if this is the best way of saying this, maybe normalizing growth would be better phrasing, but I'll leave it as an example of the teacher move I am talking about!). This could take many forms, from giving myself loving critiques and pointing out my own failures and growth points (both in the past, and as they inevitably happen within the classroom), to regularly reminding students that failure is a crucial aspect of learning and that I want to encourage failure as a stage in the learning process, and backing up that statement with compassion and support in times of failure and growth.

Another aspect of this idea that I think is really important for both teacher and students to be aware of is the subjectivity of failure. Again this could take on many forms, from me as the teacher and assessor potentially not understanding a student's approach and thus deeming it a failure, to students being very harsh on themselves and not being able to see the growth through the failure.

This idea ties directly into the white supremacy idea of perfection which is so damaging to all members of society. Tying in this teacher move to this societal norm and its racist roots, helping students build understanding of where this idea comes from and how it is represented in media, politics and elsewhere connects this to social justice and building critical consciousness mindsets.

To wrap up here, I feel comfortable saying that anytime failure is being felt in the classroom by any individual, that is a very important time and space for slowing down and using critical consciousness to reflect on the context of that perceived failure.

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I believe that when engaged pedagogy is present, students are making connections between the content and their personal lives, the lives of people they know, and/or current events. I think that oftentimes, "learning history" is synonymous with memorizing when & what happened. I believe that history should instead aim to teach "why did it happen", "why does it matter", and "how did that event shape today", so students can explicitly make connections between events and to their personal lives.

For instance, when learning about World War II, students typically learn "what started the war," "who won", and "how did they win". With engaged pedagogy, students would instead be encouraged to consider and evaluate bigger questions such as, "How did World War II influence today's boundaries of the Middle East?" or "How did the end of World War II lead to the housing segregation that we see today (from redlining)?" Facts about historical events can simply be looked up on the internet. Therefore, classroom time should focus on engaging students in conversation, thinking about big questions, debating with peers, and considering how historical events shaped the life they live today and their intersectional identities. Students would also engage in critical consciousness by considering how their identities and positionality (esp. considering race and socioeconomic status) were influenced by historical events.

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Language teaching is a field where bringing in the self is particularly important. Being able to connect with the language on a personal level is maybe the most important driver of learning. That means understanding student identities and connecting it to the language. Giving students opportunities to discuss their home culture and compare it to Japanese not only builds personal connections but it encourages cross-cultural thinking. I want to set up in every unit some cultural comparison sections. Lately I've been thinking a lot about food-based units, which are so easy to get kids excited about and really set up lots of opportunities for asking personal cultural and linguistic questions: what foods are similar in the home culture and in Japan? What foods are different? What does that imply about these cultures? How does your home culture talk about love of food versus Japan? What are some flavor words that exist only in your home culture and in Japan? When students can make these kinds of connections, they can feel like their whole selves are in the classroom and that their whole heart is speaking the language, and to me a wholeness of self in the learning is one of the most important parts of teaching. Plus, as the teacher I get to learn about their amazing rich cultures, which brings me to wholeness modeling.

As teachers we also need to model that wholeness, the vulnerability that comes with it, as well as providing safety to be whole and vulnerable. When I make a mistake in Japanese, I am going to pause, admit my error, and model self-repair in language learning. Or even better, my students will point out my mistake, safe in the knowledge that I will respond with gratitude for the learning opportunity. I will also be telling personal stories and sharing my own language learning journey so students can know it's okay to do the same.

A final thing that occurs to me is the explicit incorporation of freedom into the class direction; bell hooks describes concepts of Liberty in Learning, and for language classrooms I think that means embracing tangents as much as possible. The students know what they want to learn, and so if they can use their language skills to try to guide a conversation a certain way, I want to honor that.

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Engaged pedagogy in language teaching is both collective and personal. It is collective in our daily interactions, and in our attempts to make sense of a new language, vocabulary, structure and sounds. I envision engaged pedagogy in my language classroom in the communication students will facilitate amongst themselves, their engagement in their writing, and what they are taking away from my class. Here I also see engaged pedagogy as personal. Motivation is key for students to learn, and it is ultimately a personal decision on what they wish to explore and take away from their language learning. As their teacher and (perhaps) introduction to the Francophone world, I would want my students to take something away for themselves and their personal motivations, as well as how they can extend it towards their communities and others at a larger scale. For instance, encouraging cross-cultural comparisons at a linguistic and social level (idioms, proverbs, how they negate, etc). If students have TikToks are other content that they think applies in the moment, I would encourage them to share, as they know best what direction they want their learning to lead. Further, I envision engaged pedgagogy as an emphasis on their journey, rather than a dead end goal. To this end, I think encouraging students to point out my mistakes models the vulnerability and humility that comes with language learning. I further reflect on encouraging "French first" but not dissuading students from lapsing back to their first language in discussion; honoring and respecting their efforts, but not dissuading their engagement if they do not yet have all requisite skills in French to express their ideas.

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Engaged pedagogy in Math involves students actively thinking and wondering how math fits into their lives, what is math to them, how do they see themselves, their community and families contributing and using math. Students also must be able to examine and analyze the math used in their daily lives to explain and understand the world around them. One of the ways to achieve this is to pull directly from the news. Math, graphs and statistics are thrown around in newspapers and new sources regularly, pulling graphs or other math examples from current news, analyzing and interpreting the math as an activity can enable students to engage and model being critical of the math presented to them.

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I think having students see themselves as scientists and seeing how their hobbies, current events, and more are part of their every day lives is one way to bring engaged pedagogy to science. Take their interests and build lessons around it, like linking baking to cellular respiration or how their family pet came to have certain traits, or what their covid vaccine did to their body. Students might not have to help co create a lesson, but they should at least have some input in what they are learning about, and framing their prior experiences in science can show them that they do belong in science and can succeed in the field.

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I think there is a lot of room and necessity to implement critical consciousness and engaged pedagogy into the Social Studies classroom.
Social Studies teachers can bring engaged pedagogy into how they design their curriculum and engage with students. Instead of the traditional class-long lecture on historical topics, we can shorten lecture time in favor of discussion, group work, and other community based activities. I think that this also helps focus on larger questions of "historical significance", or why a topic was important in the past and how it is still important today. Asking questions like this are important to engage student thinking and connect historical content to today's world and issues. With Social Studies standards focused more on skills than content, teachers have a lot of agency in how they teach in the Social Studies classroom.
Critical consciousness can be brought into the Social Studies classroom through the content that teachers decide to focus on, as well as their assessments. Teachers should constantly be asking why they are choosing to teach what they are, and reevaluating their curriculum. Students should be encouraged to critique and criticize what they are learning in the Social Studies classroom. These are really important skills in Social Studies as one of the key goals is to foster questioning, informed, and curious citizens.

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Engaged pedagogy in my math classroom would include working alongside my students and learning from them to identify projects that involve collecting data about community resources and issues. In the process, I would both model by sharing my own stories and data and learn from them about their own communities.
Teaching for critical consciousness would include identifying ways that math can be (and has been) a tool to create social change. I would seek their input on issues of importance for them and create project or small group work (for example, slow reveal graphs) for them to explore issues in greater detail and provoke thinking and action on social issues
Finally, I would want my curriculum to be flexible enough to include meaningful and current examples so that math can be used in light of breaking social and political issues. I think it's important that math connections to the issues of the day are including in class.

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Engaged Pedagogy for me is being open about where I am from, my lived experiences, and, as a result, my biases. I want young people in my class to be able to read with a critical lens which complicates and problematizes whatever text (in the broad sense) we are reading, even that of a heroes. For this, I as an educator also can't be beyond criticism. And I will have to respond genuinely and in kind. (Partly, we will also have to create classroom practices of loving critique.)
Beyond that, I am a nerd and I want to make the space for my students nerd shit. I want to emphasize that we can do readings of any text (in the broad sense again, movies/music/podcasts/tiktoks/etc) and find meaning and have rich discussions surrounding it. Incorporating those things that are my students interests throughout my course is important to me, in both small and big ways. Early on, this will look like part of getting to know my students and I might have it be part of a quick google form interview so that I can hold on to the answers for later.

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Engaged pedagogy in my math class centers student thinking with authentic problem-based and project-based learning. Students should learn to value each others ideas - learning should come from each other, themselves, their resources, and not exclusively the teacher. I want to build a classroom of cooperation, where the students understand that I learn from them as well. When students feel their thinking is centered and valued, and when the problems and projects selected reflect those values, they’ll be more engaged with learning. The curriculum itself will also reflect my learning from my students. Students should be able to easily see how what they’re learning will impact their real lives based on what I’ve learned from them.

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Evan, Arbiter of Yogg'Sarahn, Creator of Worlds

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Evan, Arbiter of Yogg'Sarahn, Creator of Worlds

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I think one way that engaged pedagogy can manifest itself is through celebration of culture. In the context of math, I think that there's potential for me to teach every subject along with mathematics. I believe that I could collaborate with other subjects to create an unit that is relevant to our students' lives. As an example, learning about how Polynesian sailors figure out distance using their hands. This would be an application of ratios and trig functions.
In methods class, we learned about talk moves. This would be one way that generate critical consciousness. Through the talk moves, we could get students to think deeply about their work.
For example, questions like, "could someone else rephrase what Jacob said?" or "Sharon said ___, I am wondering whether we agree or disagree". These questions help motivate mathematical reasoning, and push students to develop their conceptual understanding.

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Engaged pedagogy and critical consciousness in my future Spanish classroom will look like decolonizing and deconstructing the Spanish language. Even though we don't always see it this way in the U.S., Spanish is an imperial language that destroyed many Indigenous languages and communities. It is important to me that I center my classroom around Indigeneity to honor our global communities still working to keep their cultures alive and well. Asking students to always study beyond the surface and dig into the "why?" of our content will always be part of our tasks.

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Engaged pedagogy and critical consciousness in math context looks like centering the concepts around student/community interests and bringing them into the problems that they wrestle with. Making the math learning apply to a real life problem that affects them and matters to them allows students to become active agents in their own learning. And it ultimately allows them to see the usefulness of math through these small successes— I’m reminded of the one reading where students used the principles of area to argue that the hallways were overcrowded in their school (and prevented the school from taking on more students the following year).

It also looks like opening doors to perspectives they’ve never been exposed to… essentially my entire experience throughout this program. One example is from a reading that utilized Pythagorean theorem in a practical way by building a ramp for accessibility following ADA guidelines. It trains them to see the ways society was not structured for people with disabilities and see how useful math is in making equitable change.

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Darioush, Rightful Heir to the Throne of Yogg'Sarahn, The Vengeful 

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Darioush, Rightful Heir to the Throne of Yogg'Sarahn, The Vengeful 

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Social Studies have the responsibility of helping students unlearn a lot of the commonly held beliefs in this world. While using the framework of culturally sustaining pedagogy, critical consciousness is using applicable techniques. This can work in taking a standard, like 7th grade Native American history, and presenting students with a historic understanding and the common day voices. This would also demand that the Native History would be rooted in the first nation’s people of the Northwest. There can also be a look at the modern-day discord around politics and culture. Students need the skill that comes with debate and critical analysis. This would mean we get our phones out in class and scroll through what information is popping up on their phones. Then looking at who made that information and why they decided to post it. When students learn that it is not just the text that matters, but the author, then they will have acquired the skill of understanding bias.

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When I think of engaged pedagogy and critical consciousness, I think about out unit last quarter on Critical Math. That is, using the content they know to mathematically come up with solutions to problems that are local and pertains to social justice. The reading we had last quarter about the student who only was able to take classes in the basement of the school because the rest of the school was not accessible to them. The math students then designed a ramp that was ADA compliant using their knowledge of slopes and angles that they learning in math class to help their classmate. In the same unit, we learned about the students who used math to prove that their school was overcrowded by comparing area and population and comparing the ratios they found to another school in their district. These local and real problems motivated the students to  solve the problems they and their classmates experience everyday.

Something that I think engaged pedagogy is actively using the students' culture as lessons. Something that we could do is mention how people around the world use math and incorporate the other countries' understanding of math. For example, when teaching about exponents and exponential functions, we could incorporate the "One Grain of Rice" story that comes from India. Doing so will make the lesson more engaging for those who have not really connected with lessons in the past.

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When it comes to a social studies setting, there is a lot of opportunity to implement engaged pedagogy and critical consciousness. For engaged pedagogy, the curriculum should reflect the students’ own personal experiences or interests and have them draw out connections within the content. Instead of long winded lectures, class time should be more student based discussion so they can build connections with one another while engaging with the content. Guest speakers are another way of engaging with the community and having students explore other perspectives when it comes to current social issues.

For critical consciousness, students should be encouraged to critique dominant narratives throughout history and ask why certain narratives are omitted from the story. They should ask questions of how their own identities have been shaped by historical events and how it currently impacts their own lives.

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Engaged pedagogy:
For world language, engaged pedagogy requires students' full participation include their four skills and five senses, not only listening, speaking, reading, writing, but also seeing, hearing, smelling, tasting, and touching. In this case, Total Physical Response (TPR) and authentic material have to be presented in the classroom curriculum. In addition to the communicative classroom, visit the target language community, invite guest speakers, taste and smell cultural food, and more can also be adopted in the classroom.

Critical consciousness:
Critical consciousness is a skill that is necessary to be cultivated. In order to encourage students to think critically, as teachers, we have to accept different views on the same event and encourage them to express their thoughts. At the same time, reading materials with different angles are provided to train students to think about problems from different angles.

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I think engaged pedagogy as well as critical consciousness can be employed in a variety of ways in social studies/history classrooms. Starting with critical consciousness, I think one of the most important strategies is to encourage students to approach all the concepts, issues, and texts we address in the classroom from a critical perspective oriented towards unpacking  power relations. This means encouraging students to question received narratives and to think about why those narratives have been constructed. One way to do this is to emphasize the critical reading of all texts (meaning everything from novels, to newspaper articles, to television programs). Every text contains a variety of meanings and teachers should ask open-ended questions that encourage students  to reach their own interpretations and arguments through reading "against the grain" and thinking about what certain texts reveal about society. For example, students could analyze representations of US patriotism like the use of fighter jets and the national anthem at football games (and the ensuing controversy over Colin Kaepernick) to think about how ideologies of race and empire are propagated throughout society. Such practices of interpretation (which can be delivered through a huge variety of activities) help create critical engagement with the world and encourage actions for social justice. As for engaged pedagogy, to me this means being an authentic, full human who makes clear  that I am taking both the ideas I am teaching and the ideas my students are generating quite seriously. In the NFL broadcast example, this means I make clear to students what my own interpretation is and how my identity and politics influence that interpretation. It also means that I would respect and engage with student interpretations, even if I might personally disagree. Basically, I see engaged pedagogy as a process where teachers see the classroom as a place for their own intellectual engagement and development as well as that of their students. Doing so helps to level the playing field and make clear that we are learning as a collective based on dialogue, and not through the "banking model."

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I am really excited to take Spanish in a more critical and comprehensive direction than I had it taught to me, and I think a great way to keep my students thinking critically about systems, institutions and their past schooling is to teach explicitly about Spanish history, colonization, and modern hegemonies throughout Latin America and Spain. These stories and systems of power can lead to conversations about events and structures closer to home and how systems of power have affected our own lives. This is a form of engaged pedagogy because it is pushing students to apply broader concepts to their own lives and to have new lenses through which to view privilege, oppression and how the interaction of the two shape languages, countries and our whole world.

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In a math classroom, engaged pedagogy and taking up critical consciousness could look like using mathematics as tool to better understand the world around you, both physically and socially, and the ability for everyone to see themselves as a math doer. I envision a classroom driven by student curiosity with me learning alongside them helping facilitate and scaffold discussions. Instead of always assessing student understanding via exams, I plan on assigning projects/presentations on how students are using the mathematics learned in the classroom to better understand social justice issues, environmental impacts, or community issues in their lives. Because mathematics learning and doing has been traditionally taught as an individual activity, I want to intentionally allocate time for community building every class to help me learn from my students and for them to learn from each other. Actively doing this identity work will not only benefit the work we do around content, it will encourage civil discussion and build meaningful relationships.

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I think that a key piece for me will be critically examining the intersections of science and policy and public health and sustainability issues. Chemistry, biology, physics... are all part of our everyday lives and combine into much larger issues. For example, Marine science combines all three, but you cannot talk about marine science without talking about the impact of climate change, ocean acidification and fishing policy, and the impacts that those decisions have on local populations, Indigenous and non-Indigenous alike. Critical consciousness is talking about the carbon cycle and cellular functions by planting a diverse class garden, including growing our own peanuts, and talking about "the Black Leonardo," George Washington Carver. It's talking about the racist and obscure laws and permits required to grow & sell peanuts in the US, Black farmers today, and giving students a foothold & skills to make changes in their own neighborhoods. It's framing massive problems into smaller pieces and highlighting the progress being made by diverse scientists all around the world and pulling historical scientific discoveries from many cultures, not just old, rich, European white guys.

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Culturally engaged pedagogy and critical conciseness in terms of Curriculum Design means making math meaningful by grounding the content in socially relevant contexts. Drew defined this concept as Critical Math.

As David mentioned before, when teaching about exponentials and logarithms, educators can incorporate the "One Grain of Rice" story, or discuss COVID vaccines and COVID transmission. Notably, this real-life event demonstrates key concepts such as exponential growth, geometric sequences, and helps students understand, by visualization, how exponential growth models compare to increasing linear models, which I hope my students learn through this story. Additionally, it draws on the effects of exponential growth. By having students first understand how covid spreads, students will get to picture that it spread like a wildfire. Covid has been described as exponential growth, hence this is a great way for students to see math existing outside of the classroom and learn why math is meaningful.

Notably, math doesn't have to centered around social and political events. Educators can use math as a way to explore different concepts and engage student interest. For example, gardening, space, or basketball. Similarly, this makes math meaningful by fostering an intersectional understanding of math concepts.

An instructional tool to incorporate Critical Math in the classroom is Slow Reveal Graphs, which allows students to interpret graphs and build a story, or make meaning of the visual. As the educator add to the graph, and provides more contexts, students begin to see math being actively used in real-life scenarios.

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Setting up curriculum in a way to challenge ideas like "im not a science person", "I don't have a physics brain" or the notion that a student is not smart.

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Engaged Pedagogy: Choosing phenomena to chancor units and lessons in that are relevant to student's lives; whether its studying local ecosystems, metabolism and energy as it relates to students favorite exercises and traditional family foods (thanks Seattle World School), or how mRNA vaccines work as related to the immune system and the central dogma of biology. Build relationships so that you know which students and families and community members have Funds of Knowledge relevant to he subject matter to show students that what they are learning matters in their world and that they are participants in science.

Critical consciousness is the central tenet of all science so it should be a central tenet of every classroom. Examine HOW we know what we know, and how the perspectives of the scientific authorities color these findings. Examine how science is used and portrayed in popular media and how to critically examine claims and evidence. What is a reliable source? Teachers have long since abandoned the pursuit of perfection, and objectivity falls into that category as well. Objectivity is a theoretical concept that does not exist in science and should in fact be replaced with criticality. If it's perfect or objective, you simply haven't examined it well enough to find the limitations.

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Engaged pedagogy and taking up critical consciousness in math looks like me doing assignments along with students, as Jazmen, Carlos, and Dawit have modeled here. This practice will help me as a teacher anticipate student thinking about problems and be better able to guide them in the right direction. Critical consciousness can also play a huge role in data or statistics units in math classes. Students can collect and analyze their own data about topics meaningful to them in their school or greater community, or students could analyze, interpret, and make predictions based on graphs of real world issues that they are passionate about. As a teacher, I could then lead the class in discussions around the topics that students have chosen to analyze and explore what others in the class can contribute.

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What might engaged pedagogy and taking up critical consciousness look like in the context of your ELA, WL, SS, Math, or Science classroom?

Engaged pedagogy in my future classroom would look like me listening to and learning more about students' perspectives towards the problems and how they would approach solving them and offering my input. The dialogue that would be happening would have equal amount of student contribution as teacher, or maybe even have more student contributions. This not only encourages the idea that math is a collaborative subject in which everyone can learn from each other despite say role, race, gender, whatever but also hopefully make learning the content more engaging and meaningful as it was emphasized a lot in the Methods class.

In terms of critical consciousness, from my understanding of it, how that will look like in the classroom would be presenting problems that would be more apparent and applicable in the students' lives rather than randomly generated or pulled questions (I.e. meaningful math problems/story building). Doing so, will help students to see how applicable math can be in their lives and maybe even encourage them to apply said skills when they face problems outside of classrooms.

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Engaged pedagogy to me looks like centering critical consciousness over storytelling. Whose stories get told? By whom are they being told? How do stories shape our view of the world? More importantly, how do stories shape the way we view each other?

To me, answering these questions is no simple task, but is something that should constantly be explored. By not only reading texts from diverse authors and exposing students to multiple forms of storytelling (audio, visual, textual, etc.), but empowering students to take agency over their own stories, we as ELA teachers can show how powerful controlling one's narrative can be. Through interviews, examining historical pieces of writing (ex: Is the Pledge of Allegiance really accurate?), and sharing our stories authentically, we can cultivate both a safe and engaged classroom environment that goes beyond reading the texts but to examining critical questions of why and how they were created.

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Imagine if every student believed they were a scientist. There are many students who feel that if they aren’t good at science, they can’t be a scientist. I believe that by introducing a more inclusive biology curriculum, more students will not only feel informed, but also accepted into a space that they may have never felt comfortable before. Based on my philosophy of building relationships, empowering students, and building their cultural competency, I feel that developing a more inclusive biology curriculum is a great example of how to do just that.
I believe the first step in creating a relationship of trust and understanding with my students is to reclaim the language of education as to not “dismantle potential futures” (Winn, 2018, p.39). Specifically, making it clear that every student has a right to learn in my classroom and not labeling them before they walk through the door. A couple years ago, I attended the Northwest Teaching for Social Justice Conference where I learned about how to incorporate a more
gender-inclusive biology curriculum. Many transgender and gender-diverse youth
lack the feeling of safety in schools.  Biology class is a big source of frustration for many students since it often omits gender-inclusive material, which intensifies feelings of alienation. Today, it is important for students and educators to understand the ever-changing world of gender and
sexuality. By incorporating gender-inclusive material, it can create a more authentic feel, affirm students who are feeling isolated, provide more student agency in their own learning, and provide a space for students to understand their
identities and experiences of privilege and oppression (Maday-Travis, L. & Long, S., 2019). This small change could not only help to build a relationship between students and educators, but also between students. This creates a space to embrace diversity providing students with a complete picture that includes them and their peers. By reclaiming the language of biology, this begins to break down the walls of who can be a scientist and allows students to see themselves as a scientist rather than just the stereotypical white man in a white lab coat.  A more inclusive biology curriculum strengthens our ability to create relationships, so our students feel brave to ask questions and have more dialogues that establish a foundation to increase our cultural competency. Thus, allowing students to become more open to
new thoughts, ideas, and ways of knowing. There is so much we can learn from our students by giving back some of the power and privilege we hold as educators in the classroom. Let’s work together to empower our students to find
connections, ask questions, and develop the skills to understand multiple perspectives.

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Engaged pedagogy activity: to prioritize collaboration between students and teachers, center curriculum around student interests while also asking teachers to show up fully engaged and as themselves. I see this presenting itself in relationship building and the establishment of classroom norms that are collectively generated, edited, and practiced by students and teachers alike. In a social studies classroom, this is critical when talking about contentions or political topics that students might disagree with one another, or myself, on. Creating collective norms for engaging with our peers in dialogue when they disagree with you, while also working to set up parameters of what to do if hurtful or harmful biases emerge--including educators! (Ex: conversations around gentrification in Seattle.)

Taking up critical consciousness: I can see this being something that is emphasized throughout the whole school year by consistently asking students to think critically about the texts we are engaging with. Whose story is being told? Who is telling this story? Who is missing from all of this? And how does that impact our understanding of the topic or issue? Through practices like “Text-to-Text, Text-to-Self, Text-to-World” as well as “Reading Against the Grain” from the Learning for Justice reading this week, a way to work with students to take up critical consciousness is to develop the skills for critiquing systems, challenge master narratives, and make connections with issues they see and experience today. (Ex: examining the establishment of Seattle by white settlers and challenging the heroic, pioneer-centric version of history that ignores and historicizes Indigenous peoples in this region.)

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I think engage pedagogy in the science classroom and specifically within chemistry looks like making units and lessons have a relation to the students. Some things that come to mind especially is that taking the funds of knowledge with students and applying it to my own chemistry unit, if students like to cook bringing those ideas into the classroom and centering a lesson around it is a way of making students engaged within my own lesson. Along with that I think making different cultures being represented within my chemistry knowledge and therefore my classroom will be so important to how I teach my students. Critical Consciousness I think is mostly something that I will be touching on throughout everything we look at in the classrom as it is so integrated into the reasoning that students have to do within science itself. Making it so students can critically evaluate different sources and materials especially within the science community where alot of times sources are taken as fact instead of critically looking at biases or problems with methods.

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Engaged pedagogy in an ELA class might look like students taking autonomy over the medium they use to engage with assignments. Similar to what we have done in this program, they could create an annotated art piece, a poem, an essay, or a video. Students can also choose the language with which they interact with the material. We discussed in a breakout room for L&L giving students the autonomy to draft or work on ungraded assignments in their chosen language, or potentially to present in their chosen language and have them explain the material to the teacher individually.
Also, materials and discussions will be specifically curated based on the students in the class, taking their identities, funds of knowledge, and funds of identity into account. Discussions will not be centered around questions that have a "right" or "wrong" answer, but instead questions that help students explore the major themes in the work and learn from the author or characters.

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To me, engaged pedagogy and critical consciousness in an ELA classroom begins with community and vulnerability. I want my students to know from day one that we are engaging in the process of learning TOGETHER--I am not an all-knowing being who is responsible for filling their heads with knowledge. All of my students bring a unique perspective into the classroom based on their identities, and they deserve to feel safe and valued in contributing to the learning within the classroom. This will allow for students to have agency and engagement within their learning.

Similarly, this will allow for me to actively incorporate my students' identities into the classroom. For ELA specifically, this looks like actively resisting against the current literature canon and making sure that my students are reading literature from diverse authors that represent and validate their identities. Within this broader scope of texts, I hope to incorporate storytelling into a response to literature so that students are able to reflect on their identities as well as the identities of others. This identity work can serve as a jumping off point for my classroom to become a place of social justice and active resistance to systemic oppression.

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Engaged pedagogy and critical consciousness in Social Studies will actively draw students into the material and attempt to tell stories that have value and meaning in their lives. This the part of the teaching pedagogy that students learn best when they can find a connection to the material. In my future social studies classes I plan to engage with these practices by trying to learn about my students, their identities, and what they find important. Though not possible with every lesson, the goal will be to bring the material to the students. While it is true that students will not always be able to choose what they study, nor will they always want to learn certain subjects, part of the challenge in teaching is educating students about a subject’s relevance. By critical consciousness, students should develop the ability to judge a source, determine its point of view/bias and audience. These skills are especially important when listening for omitted voices from the dominant narrative of schoolbooks.

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Engaged pedagogy within a math classroom would look like building on students funds of knowledge and interests in order to develop lessons that center on authentic problems that matter to them. It needs to be student centered and provide students the opportunity to have their voices heard.

Critical consciousness in our math classroom involves teachers considering how we shape our teaching practice. For instance, student success shouldn’t be defined based on their grades, all students should have ‘windows’ and ‘mirrors’ in their classroom, and teacher’s should strive to build relationships amongst students so they can share their own stories and learn from others. I think even about how the classroom is physically structured. I think that as teachers, critical consciousness is having and continually staying informed on knowledge that will shape your teaching practice to support all of your students. I think it also involves considering the stereotypes that surround mathematics and actively striving to break those.

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In the World Languages context, critical consciousness takes a variety of forms in the classroom. When it comes to curriculum design, in my classroom I want to incorporate and design classroom curriculum on current issues and topics that reflect the culture of the Spanish language, while working with my students to think critically about who is authoring the texts we are reading and what stories or points of view are being left out. This also means including the history of the Spanish language and the colonization that goes along with that and the role that that has played. I also really want to encourage a strong community in my classroom where students and their funds of knowledge are centered in class discussions and students can be seen as knowledge sources in that they can work together or help one another in solving grammar or vocabulary questions  or sharing their funds of knowledge through practicing in the target language or providing background on what they already know. In my classroom, students will be encouraged to make mistakes - since mistakes are a large and important piece of language learning and often times learning through practicing is much more important and productive than speaking perfectly and focusing on that perfectionism in your L2. I also think that World Languages has a lot of opportunity for student agency in the classroom in that students can have freedom in selecting topics or themes to practice vocabulary or grammar or I can provide students the opportunity to vote on which of two or three different readings they would like to engage with during our class time. I also think it is very important to practice vulnerability in front of my students and share anecdotes from my own language learning  and mistakes I made as well as model self-correction in my own speaking to show students that mistakes and error correction are a constant part of the learning process and that it will likely continue for the rest of their language learning.

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I think engaged pedagogy and taking up a critical consciousness in my classroom and lesson planing includes understanding my students identities, how their identities may be impacted or reflected in the lessons, and then choosing material that they are reflected in. Designing my lessons with how these identities have been displayed in the past and centering my lessons on the “omitted voices” and perspectives that have not been traditionally fleshed out is really important for my students to hear their potential histories and shared experiences. Also diving into how the intersectionality of these experiences have been discussed in the past and how we are viewing these experiences today is important. I also think that it is really important to create lessons and experiences in the classroom that are engaging and exciting for students to participate in.

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When I think of engaged pedagogy in World Language classrooms, I often think of ways that my personal experience learning Spanish was disengaged. Specifically, the rote, ATLAS style type of teaching that plagues the way many WL teachers plan their lessons and structure their classes- with them as the only source of knowledge and learning, and the students as empty vessels to be filled (or deposited into). I would like my curriculum design to be based more around the knowledge and experiences of my students, which will not only facilitate communicative self-representation but also personalize the classroom content, making them think critically about peer-driven tasks as they pertain to themselves, and people close to them. To do this, we will design tasks in our classrooms via the leadership of my students, talking about social issues that they care about, and injustices in the Hispanic world that speak to them, all while centering their knowledge while I step back and allow for my students to communicate their thoughts and feelings. Breaking the hierarchical structure of the classroom will also establish more trust between teacher and student, and make students feel less nervous to talk in the target language in class.

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Engaged pedagogy in social studies looks like having the educational space be one of mutual learning and respect. The way I envision doing this is by integrating socio-emotional and identity-building work into the teaching of social studies content so that both educators and students can learn from each other's experiences. Additionally, this looks like utilizing collective knowledge to learn as a group. This is epitomized through group discussion, conversation, and ensuring that the classroom is a space for critical consciousness. Critical consciousness can also be integrated by utilizing every opportunity and conversation possible, whether that be ensuring that omitted voices are centered in curriculum or engaging with the class in a side conversation, to be able to work with students to recognize, analyze, and dismantle structures of oppression in society.

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I'd like to highlight that bell hooks, in Teaching to Transgress, locates engaged pedagogy in the educator's pursuit of spiritual well-being. Specifically in the WL classroom, the engaged educator can care for the spiritual health of her students by rejecting the soul-crushing "assembly-line approach to learning" (p. 13) that haunts grammar instruction. Mechanical drills and formulaic paradigms must be swept away in favor of celebrating language learners as storytellers and communicators. By focusing on linguistic form rather than on linguistic formS, the language teacher allows her students to see themselves as legitimate speakers of and creators in the target language.

As some of my WL classmates have expressed above, teaching colonialist, European languages can offer an in for engaging students in critical reflection. Why are certain languages perceived as more "cultured" than others? Who decides such ridiculous categories? Teaching a gendered language can also open space for students to critically assess male, cishet hegemony through a linguistic lens.

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In my Spanish classroom, engaged pedagogy means creating lessons that center my students voices, ideas and funds of knowledge. A space that fosters sharing ideas, building community, and learning to respect different cultures and ideas. I will be emphasizing learning that takes place through collaborative group work, through student-student discourse, and giving students agency to learn in the way that best fits their needs. Getting to know my students personally, what motivates them to be in my classroom, and what interests and things about them I can incorporate in lessons to get their engagement.

Critical consciousness means not just presenting facts and grammar. for them to memorize, but giving them real material in the target language (i.e. news stories, history, movies, art, and more) that pushes them to think more critically about the source and what it means. It also means learning about colonization, and dismantling the language elitism between Spain and colonized countries. It means giving credit where credit is due when taking a closer look at food, music, dance, and culture which often has African roots. It means pushing beyond the stereotypes and educating students how to ask more questions and gain the skills they need to advocate for themselves and their communities.

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To me engaged pedagogy means providing learning opportunities for my students that are centered around their interest and their communities and tying it into my content area. I personally feel like taking up critical consciousness can be bringing in current world issues and using them as teaching opportunities in my Spanish classroom where my student learn in the target language while staying informed about what is going on in our world. For me as a future teacher I think this would involve me taking an inquiry based approach where students take some sort of control over their own learning through classroom discussions. This is a communicative approach to language learning that allows students to hear various perspective in the target language as they discuss current world issues that affect Spanish speaking countries, and more so topics that talk about current issues “hispanohablantes” (Spanish speakers) face here in the U.S. Through this students will learn from their peers as I the teacher learn from my students as well.

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Engaged pedagogy in science would include engaging with local phenomenon that are relevant to the students in the course. As well as things that spark the interests of students, utilizing the curiosity of students and letting that guide lesson planning. This could be done through allowing students to assist in lesson planning for units, having them take part in teaching their students about content knowledge they have that is culturally significant to them, or just guiding your lesson planning based on what they seem to enjoy.
In science, critical consciousness is the foundation for scientific inquiry and that is a skill that we as teachers need to foster through practice and guidance.

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I think that engaged pedagogy in Biology looks like utilizing relevant and local phenomenon when explaining concepts. If students see that science is present in their everyday lives, in the world around them, students are more engaged with their learning. They can access funds of knowledge and identity and even if they don't pursue a career in science, I hope that my class will have helped them understand the natural world better.

Teaching for critical consciousness in science could look like analyzing science history and acknowledging the injustices present in the past and also present.

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Teaching for critical consciousness in science can often be related to identities, both of my students and of other individuals. It is important that students have a positive view of their identity, so community-focused science activities could be used. Some of these may include a plant walk in the area surrounding school and community projects (such as having students clear invasive plants while learning about their biology). Activities can also allow students to gain a better understanding of identities other than their own. This could be having students research how people in other parts of the world are affected by environmental issues, or learning about environmental racism in their own city

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Engaged Pedagogy:
For me, I would try to build a close relationship with my students. Get to know them, their past experiences in school, hopes, hobbies, and interests. A bond of trust and interactivity is crucial for engaged pedagogy. Then, I would use the knowledge I gather to make adjustments to my learning plans to accommodate for their needs. That would allow them to learn their best and relate mathematics to their lives. Also, I should be prepared to take feedback and be wrong. I should not be forcing students in to one line of thinking. Engaged pedagogy also means actively listening to your students.

Critical consciousness:
The most important thing I want for my students is for them to use math to interpret information correctly and make informed decisions. Math is a incredibly important part of citizenship. To achieve this, I have to make activities for my students that relate mathematics to local, national, and global issues. A lot of people think that math should be taught "neutrally" like it has been for most of educational history. If we keep doing this, we enforce the status quo of citizens thinking that math is useless to their lives. Applied activities get students to realize the impact of mathematics and/or grab their interest.

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There are so many ways to bring engaged pedagogy to the Social Studies Classroom.  I've been thinking a lot recently about how the question, "who am I?" is so central to adolescence.  And positioning the answer in a social context is often a primary struggle for many adolescents.  The opportunity to engage students funds of identity in lessons that bring that awareness forward could be powerful.  A student/teacher relationship that is built on trust and respect will allow for reciprocal dialogue about these important issues.
Critical consciousness in social studies to me is about examining as many perspectives as we can muster. We build empathy in students by diving as deeply as we can into those perspectives and understanding that the course of our conversation will have no definitive answer and that is ok! What is important is that we critique the narratives that are so prevalent in our society, so that we can catch the occasional glimpse behind the curtain.

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I think that one way that science teachers can encourage critical consciousness is by looking at how science works in the fields we are teaching about. Who's voices are being prioritized, who's are being diminished, and being honest about how science works. That in biology there are so many people who have first hand knowledge that is either ignored or exploited by the international Biology community at large. And in a high school Biology class have the time and space to sit with that tension and bring in voices that are important and knowledgeable even if they are not publishing PhDs. I recently read an article a few years old about local indigenous efforts to try to stick large trees/lumber in rivers that fed to the sound or the ocean to allow salmon hiding spots and egg laying locations (this used to happen naturally but because of local lumber companies there were no longer trees large enough to wash in to the rivers and get stuck). A few days later I read an article that talked about UW scientists that were attempting to do the same thing with a larger budget and platform, this second article however did not mention the previous one despite being published after, essentially perpetuating native erasure. This is an example that is important on so many levels; the importance of salmon to Indigenous people, Native folks trying to fix problems created by settler timber industries, the narrative being retold to leave out that Indigenous people started this effort and did not get credit for it, and so much more. I think that there is plenty of room in a science classroom to expand on these tensions and double standards in science, to teach the content while delving in to the complexities that abound in how that information was developed.

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In math, engaged pedagogy is an ongoing conversation between students and teachers on learning from students in order to create a classroom for them that is centered around them. This can be done through creating meaningful mathematical problems that engage with their math knowledge while working towards solving problems that ties in issues that matter to my students.

Looking towards critical consciousness, it is important to teach students that just because the math checks out doesn't mean it is correct. There are oppressive practices within all subjects misinterpreting and pushing for certain ideas while sometimes using math as a justification. Teaching and having critical consciousness is crucial for students to understand the world around them in greater depth and to dismantle oppressive practices that are Eurocentric and does not bring in other cultures into the curriculum.

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Engaged pedagogy in my math classroom would look like applying math concepts around solving issues that relates to the students outside the classroom. Students will use math as a tool to fight for social justice initiatives or build on real world financial literacy. I would create an environment that allows students to engage in lesson planning that fills their curiosity. Also, I will encourage collaborative work through math/data collection to build interpersonal skills.