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Find a space to uplift our students' communities and ancestors. Recognizing their personal histories and struggles will pave the way for joy.

Always be reflective! Constantly ask yourself questions like "who am I?" "DO I only care for people who share my beliefs?" Answering these may be uncomfortable but its necessary work.

Ask students what their joy looks like. Only then can we know if we're activating joy.

Choose engaging literature! Ask students for their input. Do they like the text?

Ask for help!

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Connecting all 5 pursuits into teaching is similar in implement UDL to how you expect your classroom environment. One way to grab students interest and engage in joy is Looking for texts where students can see themselves reflected positively, with characters who thrive, dream, love, and laugh. Moving into the idea to engage in student interaction to expand knowledge and questions beliefs or statements.

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-teachers must unlearn and relearn to use all 5 pursuits in order to teach them to their students

-there cannot be joy without justice

-reclaim self-determination and self empowerment leads to feeling free and joy

-work as a group to build community

-read-alouds lead towards Joy if there communication

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Grab your students' attention and start with joy. Pick books that uplift their identities and culture while centering around music, art, and creativity

Identity needs to emphasize empowerment and agency, not just victimhood while also learn about groups different from their own and the relationships between different groups.

Skills need to be applied in context with the lesson, not just as technical skills but skills that can be applied to real life.

Intellect, have students connect the story with their own and the world at large. Explore overarching themes and philosophies.

Criticality: have students think criticality about what they've just read. Not only to blindly agree but to also question the text on what's said and isn't said.

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1. Centering on love, music and art when choosing books to help students associate reading with positive emotions

2. Creating space for students voices and truths empowering students to feel safe, and valued to express their own perspecrtirves

3. Promoting justice and criticality by embracing truthful narratives and representations of diverse people of the world

4. Fostering self-determination and self-empowerment by creating an environment where students are supported and encouraged to make their own choices

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1. Connect what you want learned from the book to prior knowledge the students already have.

2. Offer a diverse amount of stories.

3. Give context before starting the story with an activity that connects to the story of the book.

4. Connect the learning to goals of self-awareness.

5. Educators should instill the four pursuits into themselves and unlearn practices that get in the way of CHRE

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1) Center marginalized voices

2) Use multicultural text that empower students

3) Create inclusive learning spaces

4)Use literature to promote self empowerment

5) Celebrate diverse experiences and culture through literacy

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Joy can be fully experienced when we have intentional effort and action towards teaching

Practices of (re) claiming self determination and seld empowerment

Artistic sensibilities: love, music, art, poetry into learning

Embrace truthful narratives and representation of diverse people of the world

Encourage educators to first assess their own sociolocultural knowledge

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1. Choose books that students can relate to, culturally or socioeconomically.

2. Choose books written by non-white, often marginalized authors.

3. Ask probing questions that call on students to look deeper into the text and pull from their background knowledge to understand it.

4. Choose multicultural narratives and informal texts that deal with racism, oppression, and systemic marginalization to engage students with material they can relate to, empowering them to dig deep and search for solutions.

5. To activate joy, we must choose books that celebrate the child and their histories, something they can relate to, and are passionate about. This engagement could lead to open communication with their peers and self-empowerment.

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1. The CHRE framework is to be a transformative intellectual; we need to teach identity, skills, intellect, criticality, and joy.

2. As educators, when we elevate beauty in humanity and embrace truth-filled narratives and representations of diverse people of the world (including our students), we are creating spaces for students to be in the presence of joy in the classroom.

3. We must offer joy and genius in the stories they curate for their classroom read-alouds.

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1. Use multicultural children's literature that centers the voices of the "other" people

2. Share diverse texts in order to show understanding of their resistance and triumph, and shift away from oppression and violence

3. Teachers as reflective practitioners - reflect on their own positionality

4. Activate joy by celebrating people's lived experiences

5. Students experience joy through read-alouds that offer joy and genius.

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Identity: Cultivating self-awareness and cultural pride, and honoring students' selfhood.

Skill: building a strong foundational ability.

Intellectualism: Building knowledge and cognitive strength and fostering deep critical thinking.

Criticality: Analyzing power and equity in text and society and encouraging students to recognize power and injustice.

Joy: Celebrating learning as an engaging, joyful process. Also, joy is an expression of celebrating your resilience and self-empowerment.

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In the classroom:

- use co-constructed dialogues, encourages students to share reflections and make personal connections during read-alouds.

- joy centered stories that affirm students' identities and histories

-pair read-alouds with creative intergrations

-provide reflection and discussion prompts that explore social justice themes and self-awareness

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Consider the political climate of the community and pose critical thought question that ask the students to discuss their positionality and why ?

Be sure to consider how different cultures define and express joy. Analyze how joy manifests within specific cultural groups , and connect these insights to the key themes of the lesson.

when implementing CHRE, educators should begin with self-reflection. Regularly examining their own beliefs and biases helps ensure and inclusive and respectful learning environment that welcomes the aspects of joy when learning

Be sure to select read alouds that tell the truth and showcase the genius in black and historically marginalized communities , aligning with CHRE’s call to affirm identity as checklist item

Understand your own positionality on these various cultures and be aware of how you are presenting information and whether in context your being bias or not, if so make changes

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Start with Joy: Pick books that make students feel proud and happy, not just sad or hurt.

Teach the Whole Child: Help students learn about who they are, new skills, big ideas, fairness, and joy.

Use Diverse Books: Choose stories by authors who share the same culture or background as your students.

Plan Your Read-Alouds: Think about what you’ll do before, during, and after reading to make it meaningful.

Look at Yourself Too: Think about your own beliefs so you can better support all students.

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1. Identity Historically Responsive Literacy - Use texts that connect to students' lives, cultures, communities; allows students to engage, reflect, and feel like they can relate/connect to the work.

2. Skills: Summarizing Key Ideas - Students use the text to cite information that supports their answer. Conversation Starters: "Claudia, in the text what did the author mention that supports your thinking.." Student: "In the text, the author stated ____________. I relate to it because _____________."

3. Intellect: Open-Ended Questions/Critical Thinking/Art Gallery - To allow students to critically think, knowledge check, and ask questions such as: "What are some examples of it can relate to the world today?" (allows for an open conversation/options to share)

4. Criticality: Story Map - Build a map of the characters, cultures, neighborhoods - allows students to think about oppression, equity, and anti racism.

5. Joy: Presentation/Activity - Allow students to choose how they feel more comfortable sharing what they have learned. Students might feel proud of their artistry, rapping skills, or presenting whole class in a slide deck/poster.

Omar Vazquez

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ways to have joy in the classroom

1. use instrumental music that they hear at home

2. ensure that they can see themselves in books they read or have available in the classroom

3. the way you set up your classroom will help create joy (decorations, colors, etc.)

4. when doing read-alongs make sure to use voices for different characters

5. when asking students what they have read creating multiple creative outlets for them to do so

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1. Have meaningful dialogue about equity, justice, history, and identity.

2. Choose books that reflect the diverse backgrounds and lived experiences of your students.

3. Create space for joy in classroom reading by selecting texts that celebrate cultures.

4. Create a classroom environment where all students feel seen, valued, and safe to express themselves.

5. Invite students to share their own stories, perspectives, and cultural knowledge.

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"Joy is a special enlightenment of one’s heart and mind...When we learn and practice love of self and humanity, and care deeply for humanity and the earth, joy is enhanced" p.1

"there is no joy without justice...As long as there is injustice in the world, we must rethink literacy instruction to help children use their skills in ways that help them build a better world. " p.2

"How will you change as a result of your teaching? In other words, it is key to encourage educators to first assess their own sociocultural knowledge (Brown, 2010) and consider how their commitment to CHRE starts with themselves, specifically in the areas of justice and equity." p. 3

"As we strive to activate joy during read-alouds, we return to the genius of Black teachers, families, and communities historically, and we (re)consider the possibilities of learning through readaloud with the pursuits of the CHRE framework." p.4

"Teachers will have to slow down and consider how many days they will need to plan to provide space and time for students to engage with all five pursuits." p. 8

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1. Bring art, music, poetry, and other creative texts into literacy experiences.

2. Focus on the joy and perspectives in education when choosing the reading material.

3. Ask yourself, the teacher, "who am I?", "am I an anti-racist educator?", "what thoughts and ideals do I have that need disruption?", and "do I only care for people who share my beliefs?".

4. Use multicultural children's literature and diverse texts in the read-alouds.

5. Choose stories that focus on the triumph and resistance of marginalized groups rather than their victimhood.

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Joy is necessary in creating collaborative environments that push for the pursuit of embracing different cultures, especially ones that have been pushed to be erased

A student's self-awareness, social awareness, and integration of their own comprehension allows for expanding on lessons.

Connect real-life experiences through content articles or readings to adopt collaboration of personal experiences and the classroom learning to foster greater discussion

Educators need to reflect and ask themselves questions to remove unwanted tension "no joy without justice"

Integrate and emphasize creating lessons that teach but also foster joy for learning to be engaging and responsive

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1.)"Joy is situated will in the culturally and historically responsive framework because as students are learning, joy they should also learn about who they are, about the cultural lives of diverse people, new skills, and a justice oriented education. "

2.) Educators must engage in their own deep dive into unlearning as part of there enactment of CHRE and pursue their own empowerment before being able to make space for the empowerment of our young people.

3.) Central goal of read-a-loud is to make meaning of a text as a collective.

4.) In culturally and historically responsive read alouds- We start with the recognition and celebration rather than victimhood of any group of peoples.

5.) Joy is always in conversation with justice and consciousness-"no joy without justice"

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1. Give joy the recognition that it deserves bringing joy to the classroom it builds character based on people personal experiences when they voice what they think and feel.

2. Bringing identity to the classroom and learning from each other backgrounds it can beneficial and eye opening.

3. Educators need to provide the students with options. Have the students to have a say.

4. Teach students that is okay to ask for help there is never a dumb question. Encourage them to speak to learn.

5. Set and create clear goals as a whole class. Meet in the middle.

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1. As teachers, we must first interrogate our own learning of the framework and how we understand issues of identity, intellect, and criticality

2. Center stories about marginalized people as they experience joy, do not begin with stories of victimhood

3. multi-cultural read alouds that are situated in joy-- offering stories that elevate beauty

4. Share young people's voices, allow students multiple modalities to express their thoughts and opinions, show them the value in their voice

5. Encourage collectivism and community in the classroom

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1) Identity: allowing students to learn more about themselves. Making content more relatable to students.

2) Skills: Set clear goals for students on what the teacher is expecting. This can be in reading fluency or vocabulary

3)Intellect: Applying student knowledge to literacy. Sustaining cultural pedagogy based on their experiences.

4)Criticality: Exposing students to social issues in the world. Having an uncomfortable conversation helps them think critically.

5) Joy: Making literacy joyful through music, dance, and art. Having different topics on what joy looks like and sounds like for students to engage in.

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Have students share about themselves to help them understand their identities.

Joy cannot be obtained without going through the first four steps

Teach students to question the reasons why they are learning about a specific topic

Educators must unlearn what they know about how to teach and pursue their empowerment before they can empower their students

When teaching about oppressed communities, teach about their resistance and triumph instead of their victimhood.