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Multiracial Affinity Group: Bill of Rights (why you should be proud of your multiracial heritage). Some of these are important for any POC, though!

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Multiracial Affinity Group: Bill of Rights (why you should be proud of your multiracial heritage). Some of these are important for any POC, though!

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Decolonzing Beyond the Can and Celebrating the Joy in every Bite

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Decolonzing Beyond the Can and Celebrating the Joy in every Bite

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Decolonizing vs indigenizing-Decolonization is the removal or undoing of colonial elements. Indigenization could be seen as the addition or redoing of Indigenous elements. Indigenization moves beyond tokenistic gestures of recognition or inclusion to meaningfully change practices and structures.

SPAM-Specially Processed American Meat

Created in 1937, the product was intended to increase the sale of pork shoulder, a cut that did not sell well.

“Due to their long entangled history with the US military, these two places [South Korea and Hawaii] along with Guam lead the world in per capita consumption of the pink gelatinous pork. Immediately following World War II, the American GIs stationed in Asia and the Pacific curried favor with the impoverished natives by handing out such luxuries as chocolate, cigarettes, and Spam, which, as part of the US Army's monotonous C-Ration, was an object of scorn and mockery by most of the rank and file. Here in the US, Spam is widely regarded as vulgar, farcical, and an affront to the very idea of real or whole food. To millions of devotees in and across the Pacific Ocean, however, Spam is not only an essential part of the local indigenous cuisine, but a luxury commodity as well.”

Oppression can show up even in the plates we eat. Racism creates a stigma around certain cultural foods and the people who make and eat them.

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Center Black girls in curriculum design in history classrooms

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Center Black girls in curriculum design in history classrooms

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Black women's contribution to American history even in black American history is consistently overlooked and often skews to a male perspective. I went to a meeting about this topic addressing the problems with public and independent schools with how they treat and perceive black girls and to show how important it is for black girls to see themselves in any curriculum like any other student.

Inclusion and Belonging

There was something the speaker shared while giving his presentation that stuck with me the most “Inclusion is the action belonging is the feeling.” Hearing that word inclusion in workplaces has made it to me something that needs to be said but having someone that feels like they belong in the space they’re in should be the goal. As a black male educator this has always been something I struggled with in education but there was something one of the speakers said who was also a black male educator said something that I whole heartedly agree with is that  black men should show deference to black woman scholars. All of my teaching mentors are black women which starts with my own mother and as much I believe teaching African American women’s history in curriculum would definitely benefit not only young black girls but I believe even more for young black boys.

The Problem
One of the speakers had a survey with his black female students about this subject. One of the student responded “It made me aware of the fact black women are a minor part of curriculum”. Then moving on to the bigger problem of genderd racism in educational institutions were black girls and boys are lumped together and the stereotypes of black girls do better than black boys in school. There is a book about this topic by Frances Beal called Double Jeopardy: To be black and female that critique’s capitalism, reproductive rights, as well as social politicalization and how it effects black womens identity. Another thing that plagues American textbooks is the master narrative such as Lincoln freeing the slaves with most American history having a white male perspective only reinforces the stereotypes of black women and promote racist and sexist conditioning.

The Solution

Affinity groups are gatherings of people who share a common interest or identity. These groups provide a space for individuals to connect, support each other. Having these groups in schools can provide a great space for black girls to be with each other each other and connect in their own space.
Including black women figures from across American history such as Maria Stewart,Phillis Wheatley and Sojourner Truth and including the local history of black women of whatever state you are living in to enforce the local history about black women.

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Here are some notes that I took from the session:

Start with who they are: Their positionality and identity

It is impossible to teach w/o the courage to love.  How can you teach the children effectively without loving who they are and what they bring to class every day?

5 Frameworks

Critical Reflection: Take ownership of the lens you bring. We can not be neutral participants in our classrooms in order to push students to think critically

Prioritize Community: Before knowledge is shared, community must be built. Acknowledge your shared humanity, create a shared learning space where everyone contributes, and create time to connect

Set shared Community Norms

Reflect our Students' Light: Show students their power and gifts. Appreciate all the ways our students express themselves and all the ways they succeed.

Share the power of their stories

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Racial Code Switching: Understanding and Addressing the Double Consciousness in Independent Schools

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Racial Code Switching: Understanding and Addressing the Double Consciousness in Independent Schools

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The inserted clip best displays how POC code-switch. ( Key & Peele are both biracial men who have had the experience of navigating between both POC and NON-POC spaces. The show is hilarious, by the way.)

Key takeaways I gathered:

*These are for NON-POC to consider what POC may experience daily.

>Code switching-ways in which a member of an underrepresented group (consciously or unconsciously) adjusts who they are in one or many facets

>Even in safe spaces, some POC still code-switch because it's so ingrained.

>Code switching can be cultural ( attire & mannerisms) or linguistically.

>Code-switching is emotionally and physically draining . "Studies show that over time, the pressure to conform to a dominant culture can lead to burnout or emotional exhaustion." -Bisma Anwar

This article takes a deeper dive into the impacts of code-switching.

https://hbr.org/2019/11/the-costs-of-codeswitching

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Key takeaways I gathered:

>Consider using "Understanding" instead of "Rules/Norms," as they still operate in the space of supremacy.

>Consider explaining feeling charts and how they are NOT exclusive ( happy on Keisha may not look the same on Tanner, and sad on him may not look the same on Krish.)

>Provide outlet/space and TIME for a child to be dis-regulate safely ( Zen Den, Feelings Corners, Safe Space. Let It Out). Allowing children to feel DOES NOT mean allowing unsafe behavior.

>Model everything! {e.g., My heart raced today when I saw the ambulance fly by! } This helps children realize that feelings are not actions but the sensations that occur with them and where they can be within the body)

>Times when children get in trouble and need to talk it out to admin/counselors/ teachers are called reflections ( not punitive, goal-oriented, and don't count against their school record)

>Daily affirmations!!!!!!! I've attached the ones from my classroom ( different title though) for variety.

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Check out this Presentation designed by Lora McManus.

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African-American Affinity Group: Community Principles that can be used in ANY space. I LOVE THESE!

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African-American Affinity Group: Community Principles that can be used in ANY space. I LOVE THESE!

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"To unearth means to dig into the ground and bring excellence to light- to the sun. Unearthing requires mining, and uprooting, and ultimately, bringing genius to the surface-revealing what hads been pushed educator to genius, justice, & joy."-Gholdy Muhammad.

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In Cultivating Genius , Dr. Gholdy E. Muhammad presents a four-layered equity framework-one that is grounded in history and restores excellence in literacy education. This framework, which she names, Historically Responsive Literacy , was derived from the study of literacy development within 19th-century Black literacy societies. The framework is essential and universal for all students, especially youth of color, who traditionally have been marginalized in learning standards, school policies, and classroom practices. The equity framework will help educators teach and lead toward the following learning goals or pursuits:

Identity Development-Helping youth to make sense of themselves and others

Skill Development- Developing proficiencies across the academic disciplines

Intellectual Development-Gaining knowledge and becoming smarter

Criticality-Learning and developing the ability to read texts (including print and social contexts) to understand power, equity, and anti-oppression

When these four learning pursuits are taught together-through the Historically Responsive Literacy Framework, all students receive profound opportunities for personal, intellectual, and academic success. Muhammad provides probing, self-reflective questions for teachers, leaders, and teacher educators as well as sample culturally and historically responsive sample plans and text sets across grades and content areas. In this book, Muhammad presents practical approaches to cultivate the genius in students and within teachers.

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Scholastic SC-859489 Cultivating Genius, Teacher Resource Book For Grades K-8

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Amazon.com: Scholastic SC-859489 Cultivating Genius, Teacher Resource Book For Grades K-8: 9781338594898: Muhammad, Gholdy: Books

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In this stirring follow-up to Cultivating Genius, Muhammad builds upon the framework she introduced therein, adding the pursuit of joy to the four previously identified pursuits of identity; skills; intellect; and criticality, or "developing the ability to read texts to understand power, authority, and anti-oppression." It is through these pursuits, she argues, that educators can work toward making teaching and learning truly student-centered. The author begins by providing historical context for her framework, relying on the literary and educational practices of Black ancestors. From there, she offers practical examples and applications of the framework, including suggested texts, questions for reflection, and sample lesson plans. Muhammad emphasizes the importance of school and district stakeholders undertaking this work in community with one another. The book is firmly grounded in the need for genius, justice, and joy in education, but is also an example of what that can look like; woven throughout the text are poems, artwork, coloring pages, and curated playlists that encourage joy, creativity, and deep reflection. While the author does provide some discussion of her previous work, it is recommended that readers begin with Cultivating Genius. VERDICT Practical, inspiring, and joyous all at once. Outstanding and highly recommended!-Lauren Strohecker

"Hallelujah! Gholdy Muhammad has elevated the conversation about the education of Black and Brown children from detailing their deficits and sterilizing their instruction to creating curriculum that generates joy and genius-for all students, teachers, communities, and ourselves. Her own joy is palpable. She reminds us that we cannot 'harvest joy and genius' without attending to justice. This work does it all. Hers is a call to embrace our full humanity-in classrooms and in the world." She disperses literature, poetry, and classic song lyrics throughout this masterpiece that speaks to her passion for educating, nurturing, and tilling and watering the souls of our babies-the 'revolutionary petunias' and the beautiful 'Black orchids' who she loves so deeply." is THE most important book for educators in a climate that has betrayed the essence of teaching and learning. Through poignant insights, inspirational images, brilliant analysis, and practical examples, Gholdy welcomes us all to replenish the well that springs forth learning. This is a must-have book!!!" "culturally and historically responsive" theory and practice. Sheer genius!" is a celebration of life in the classroom through pedagogy, curriculum, and the power of the arts. As only Gholdy can do, she presents a breathtaking merging of history, theory, and practice that creates the conditions for joy to blossom and flourish, not only in our schools, but also in our everyday lives. Her book is an instant classic that will be read for years to come." is a clarion call for justice-centered, intellectually engaging teaching that is guided by love and joy." is a roadmap for celebrating the inherent worth in each student, and an indispensable treasure."Dr. Muhammad pushes educators into the next (and often, forgotten) steps of liberation-the pathways to joy and love. While most educators merely critique various forms of oppression, she teaches us how to use ancestral and community knowledge to complete all aspects of our humanity in schools. Without joy and love, humanity cannot exist, and schools cannot truly be spaces of liberation and justice." is revolutionary and revolution at the same time. If you want to (re)member the spirit and purpose of your work, read this book. It is layered with joy, wisdom, and practical ideas for creating the kind of curriculum that will not only save education, but also save those who teach, learn, and lead. Dr. Muhammad's clear-eyed framework will make you exhale anything that does not see the genius in Black and Brown children, and breathe in love and joy. Asè.". What Gholdy has created is a gift to our field that will inspire us all. You can't read this book without smiling, feeling loved, and unearthing your joy for teaching. Gholdy has done it again! She is the curriculum scholar of our time. She is in a lane by herself, and we all need to get behind her and follow because not only will our classrooms be better for it, but our world will be, too. In the words of Stevie Wonder, she is education's 'Golden Lady.'" what can happen in classrooms. It is a revolutionary call to action, as well as a text for healing and enriching the lives of its readers. From layered playlists to actionable examples, it is a revelation. Written from a place of deeply felt love for the possibilities in classrooms, Gholdy Muhammad's latest book demands that we sink our hands deep into the loam of pedagogy and start planting for a joyful harvest." is a soul-stirring, magnificently written book that every educator, policymaker, community organizer, caregiver, and family member should read. Centering the tremendously diverse and robust genius of young people, Muhammad shepherds readers into reflective spaces of the cognitive, the intellectual, the affective, the emotional, and the aesthetic to influence, transform, and shape. This is a transdisciplinary book about hope, healing, joy, imagination, design, love, and the human spirit that teaches as it inspires."is a beautiful blend of music, art, poetry, and educational excellence for teaching and learning in schools and classrooms. Revisiting the Black past, this book is helpful for teachers and leaders who seek to unearth the beauty, justice, and joy within each of their students."
-Lisa Delpit, Felton G. Clark Distinguished Professor of Education at Southern University, emeritus, and author of Other People's Children: Cultural Conflict in the Classroom " It is a privilege to spend time inside the beautiful mind of Dr. Muhammad. Unearthing Joy is a continuation of her unparalleled, pedagogical phenomenon, Cultivating Genius. -Derrick Barnes, National Book Award Finalist for Victory. Stand !, and Newbery Honor winner for Crown: An Ode to the Fresh Cut
"Unearthing Joy -Christopher Emdin, author of For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education " Brilliant. Beautiful. Humanizing. Joyful. These words describe Muhammad's Unearthing Joy, a book that asks us to locate joy at the center of teaching and learning because stories matter, human lives matter, and the literacies of Black students matter. This book is -Valerie Kinloch, Renée and Richard Goldman Endowed Dean of the School of Education at the University of Pittsburgh; President of the National Council of Teachers of English Unearthing Joy -Yolanda Sealey-Ruiz, Professor of English Education, Teachers College, Columbia University; author of Love from the Vortex & Other Poems
and The Peace Chronicles Unearthing Joy -Sonja Cherry-Paul, founder of Red Clay Educators; author of Breathing New Life Into Book Clubs: A Practical Guide for Teachers and adapter of Stamped (For Kids): Racism, Antiracism, and You Unearthing Joy -Andrea Davis Pinkney, New York Times bestselling author of
Because of You, John Lewis Unearthing Joy, -Muhammad Khalifa, Professor of Educational Administration, The Ohio State University; author of
Culturally Responsive School Leadership Unearthing Joy -Cynthia B. Dillard, Dean and Professor, Seattle University College of Education; author of The Spirit of Our Work: Black Women Teachers (Re)member Unearthing Joy -Bettina L. Love, author of

"Everything we need to tap into the greatest sense of our humanity can be found in this book. Drawing upon the brilliance of the ancestors to inform her own genius, Gholdy creates the melody for (re)imagining curriculum, instruction, and ourselves to cultivate educational spaces where all children thrive. We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom "Unearthing Joy
is so much more than a book about -Antero Garcia, Associate Professor, Stanford University; author of Civics for the World to Come : Committing to Democracy in Every Classroom Unearthing Joy

"Gholdy Muhammad has delivered an essential gift to all of us who care deeply about the importance of revealing brilliance in every child. She presents a fascinating cultural history, as well as an interactive guidebook that revolutionizes how we embolden children. -H. Richard Milner IV, author of Start Where You Are, But Don't Stay There:
Understanding Diversity, Opportunity Gaps, and Teaching in Today's Classrooms Unearthing Joy -Joyce E. King, Benjamin E. Mays Endowed Chair for Urban Teaching, Learning & Leadership, Georgia State University

"Our children need every single word of

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Unearthing Joy: A Guide to Culturally and Historically Responsive Curriculum and Instruction

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Unearthing Joy: A Guide to Culturally and Historically Responsive Curriculum and Instruction [Muhammad, Gholdy] on Amazon.com. *FREE* shipping on qualifying offers. Unearthing Joy: A Guide to Culturally and Historically Responsive Curriculum and Instruction