# data[].attributes.headline
Archaeology of Self by Yolanda Sealey-Ruiz

# data[].attributes.subject
Archaeology of Self by Yolanda Sealey-Ruiz

# data[].attributes.body
How do issues of race, class, religion, and sexual orientation live within us? How does our societal conditioning shape the way educators show up in classrooms? Learn why we need to do deep self-excavation to understand our own beliefs before we can fully be open to our students’ cultural identities.

# data[].attributes.body
What assumptions do you think others make about you because of your physical features or the way that you dress? What don’t they see when they look at you?

What are some privileges (think broadly: social class, age, height, nationality, ethnic or racial category, gender, neurology, sexual orientation, family, religion, etc.) you have had in your life that have led to your success?

# data[].attributes.headline
Education or Assimilation by Dr. Anthony Muhammad 

# data[].attributes.subject
Education or Assimilation by Dr. Anthony Muhammad 

# data[].attributes.body
What are the dangers of asking your students to assimilate into the dominant culture?

How might your school be penalizing students for bringing their cultures/suitcases with them; reflect on all three levels of the culture tree?  Provide examples.

# data[].attributes.body
Step 1: Find a shoebox, large jar, or a container.
Step 2: Think about every "culture" you have experienced.
Step 3: Collect items around your home or neighborhood that represent the cultures you have experienced.

# data[].attributes.headline
Who are you in the classroom? Who do you want to be?

# data[].attributes.subject
Who are you in the classroom? Who do you want to be?

# data[].attributes.body
Data Collection

How am I reaching learners?

What processes do I know/use?

What are the real-life connections that I can make?

What do I want them to know?

# data[].attributes.headline
What can CRT look like in your classroom?

# data[].attributes.subject
What can CRT look like in your classroom?

# data[].attributes.body
Implementation Implicitly and Explicitly

First Day Surveys:

Multiple Intelligences

Family Background - preferred name, language
Learning Interests

Teacher Can Do's:

Open to accept their appropriate language

Ask for feedback

Ask how they are doing
Cultural References

# data[].attributes.attachment_link.title
#AskYaritza | Culturally Responsive Teaching

# data[].attributes.attachment_link.title
Chimamanda Ngozi Adichie: The Danger of a Single Story | TED

# data[].attributes.attachment_link.title
What does my headscarf mean to you? | Yassmin Abdel-Magied

# data[].attributes.attachment_link.title
Cultural Pedagogy: Educational Equality for Our Youth | Isael Torres | TEDxSaltLakeCity

# data[].attributes.body
Select 5 works of art and have educators examine the works.
Follow questions like:
- What's going on in this picture?
- What makes you say that?
- What else can we find?

# data[].attributes.attachment_link.readable_text
People have always moved around the world. Early humans were nomadic, traveling in search of food, shelter, and safety. Today, people move for many different reasons, including economic, political, cultural, religious, and environmental. Sometimes, events beyond people's control, like war or natural disaster, leave them displaced and forced to migrate. Other times, people migrate voluntarily, perhaps in search of better work opportunities or a different lifestyle. For many artists, their own migrations and those of their ancestors shape their identities and the art they produce.

As people move, they bring their traditions, knowledge, and beliefs with them. Often, as much as they absorb the culture of their new home, they influence it with their own traditions.
To explore more, click on each artwork thumbnail, then click again on the larger image that appears in the box above.
Related Artists: El Anatsui, Yto Barrada, Mona Hatoum, Yun-Fei Ji, Jacob Lawrence, Mateo López, Zarina

1. On the Move
Why do people migrate? Brainstorm a list of reasons why people move from one place to another.

Look at the works of art in this theme. How would you describe the types of migrations these artists portray? In discussion with a partner, compare and contrast the ways these artists portray migration.

2. Migrant Stories
Jacob Lawrence's Migration Series (1940-41) tells the story of African Americans moving from the southern United States to the North.

Interview someone who migrated from one place to another. It could be someone who immigrated to a new country or someone who moved from one town to the next town. Gather background information about why they left and how they chose their new home.

Tell your interviewee's story. Illustrate scenes from their journey by drawing a series of images, just as Jacob Lawrence did, or by writing several one-paragraph vignettes.

3. Home Dictionary
What does home mean to you? For Zarina, the images in Home Is a Foreign Place (1999) serve as a visual vocabulary of things related to home. She created abstract renderings of words like "afternoon," "hot-breeze," and "threshold."

Make a list of words that remind you of your home (or homes). They can be nouns, adjectives, and verbs; they can refer to tangible objects or abstract ideas.

In a notebook, write one word from your list at the bottom of each page. This notebook will be your home dictionary.

Over the next month, fill in the pages of the notebook with images that illustrate these words. Collect photographs, ticket stubs, ribbons, images and words from magazines, and other materials that represent your words, and them into your notebook.

4. Make a Family-Immigration Map
Where in the world has your family been? Print out a copy of the map of the world.

Identify the different places where you have lived and mark them on the map.

Next, research immigration in your family history. Interview relatives about how your ancestors traveled, both within your country and across continents. Mark your family's movement on the map.

Share your map with a partner. How was your family's journey different from that of your partner's family?

# data[].attributes.attachment_link.readable_text
People have been creating maps since ancient times. The earliest map, thought to be a schematic representation of the night sky, was found in the caves of Lascaux, France. It dates to 14,500 BCE.

While we often regard maps as objective representations, they are in fact laden with subjective views of the world. And maps change over time. Borders and boundaries are constantly in flux, shifting with wars and politics and in response to changes in international relations. Many artists have used maps to tell wide-ranging stories about conflict, migration, identity, and social, cultural, or political networks.
To explore more, click on each artwork thumbnail, then click again on the larger image that appears in the box above.
The customs, arts, social institutions, and achievements of a particular nation, people, or other social group.

A work of art made with a pencil, pen, crayon, charcoal, or other implements, often consisting of lines and marks (noun); the act of producing a picture with pencil, pen, crayon, charcoal, or other implements (verb, gerund).

The visual portrayal of someone or something.

Related Artists: Alighiero Boetti, Juan Downey, Mona Hatoum, Hong Hao, Barrett Lyon, The Opte Project, Grayson Perry, Rirkrit Tiravanija

Questions & Activities

1. Make a Mental Map
A mental map is a person's internalized representation of the world, combining objective knowledge of the world and your own, subjective perspective.

Draw your city, town, or neighborhood from your own perspective. What places do you often visit? How do you get there? Without looking at an official map, draw and label places such as your school, the stores you visit, routes you take frequently, your home and the homes of your friends, and other favorite landmarks.

Compare your map with a partner's map. What kind of information did your partner include, and what does it reveal about him or her? Did you find anything surprising?

2. Identity Mapping
Grayson Perry's Map of an Englishman (2004) could be interpreted as a representation of his identity and ideas.

Create a map of your own identity using colored pencils and paper. Your map should encompass aspects of your outer, physical world as well as your inner self and state of mind.

Before drawing your map, brainstorm a list of words to include. Consider your ambitions, fears, and character traits as well as geographic places of interest. Then think about how to best represent these elements on your map. What kind of geographic landmarks represent the different aspects of your identity?

3. Shifting Borders
Alighiero Boetti's Map of the World depicts international borders at the time it was made, in 1989. Some countries and borders that exist today did not exist then.

Identify at least 10 flags on Boetti's map. Use Wikipedia or search elsewhere online to identify which countries the flags belong to.

Compare Boetti's map to a map of the world today. What differences do you see between them?

Pick an area of the map that has changed, and research what has happened with those countries. Has there been conflict in that area? Describe your findings in one or two paragraphs.

# data[].attributes.headline
Culturally Responsive Teaching with Yaritza

# data[].attributes.subject
Culturally Responsive Teaching with Yaritza

# data[].attributes.body
Based on the 7 Principles of CRT, how does Yaritza integrate CRT into her classroom?
What are the ways that you already follow these principles? What are some opportunities you see?

# data[].attributes.headline
Danger of a Single Story by Chimamanda Ngoza 

# data[].attributes.subject
Danger of a Single Story by Chimamanda Ngoza 

# data[].attributes.body
What are the benefits and hindrances of a Single Story?

What is your awareness of your students' cultural norms at the three levels of culture (surface, shallow, deep)?  What Single Stories might you have about your students? What are the stereotypes* you bring into your classroom?

# data[].attributes.body
How did the story of La Maleta make you feel? How does this reflect your own experiences?  What is in your suitcase(s)? Think about this question at all three levels of the culture tree!