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Fried Fish and Tostones with salt and lime

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Fried Fish and Tostones with salt and lime

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If students think the content is important they will most likely learn it. 

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If students think the content is important they will most likely learn it. 

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Collaboration with the communities we teach!

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Collaboration with the communities we teach!

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Aloo paranthas are stuffed bread with potatoes, and my mom's are INCREDIBLE <3 (Getting a little hungry just looking at it haha)

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New Orleans, Louisiana

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I think creating a safe space where students can be themselves is the utmost important. Learning comes when we feel safe and when there is accountability created by community

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My mom makes the crispiest potato latkes, and my dad makes really good paella...

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Either my aunt's baked Ziti or my grandmother's brisket (haven't had in forever and now I don't eat meat)

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Carlos - it should be liberating and empowering with learning centered on the learner.

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Carlos - it should be liberating and empowering with learning centered on the learner.

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I believe teaching and learning happen in relationship and within a human being. It's not always measurable and it doesn't happen on cue...

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Chicken Divan

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We are missing opportunities to open up spaces where young people get to be curious, explore, play, find joy in learning and connecting. We have competition where collaboration belongs, we have testing where reflecting belongs...

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relationships are everything, we need to listen to our students so we can co-construct liberatory educational spaces, we need to empower students' identities, ....

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It's not missing anything. It was structure to maintain white supremacy and does so. We need to abolish it the way it exists today and rebuild it with empowering and liberating all children in mind.

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Actually listening to what students and their communities need! Trying to fit everyone into a standardized system is a recipe for failure.

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Actually listening to what students and their communities need! Trying to fit everyone into a standardized system is a recipe for failure.

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Everywhere I go, you'll know this is where I'm from!

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Gumbeaux

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For me, there isn't enough emphasis on the ways in which our curriculum reflects the cultural values of our students

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That it should be a process of exchange between multiple parties. Cannot be one direction.

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Born and (mostly) raised in New Delhi, India!

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Born and (mostly) raised in New Delhi, India!

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I think many of my students have a history of feeling disconnected from school, or feeling like school is a place where you go to prepare for tests where other people tell you if you're smart or not...

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I believe that we should be teaching our students how to independently think and come to conclusions that reflect their values and concerns about the world. Teaching should be facilitation of thought and a sharing of ideas. It shouldn't be about power and information because we all hold valuable power and information.

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I think we have lost some of the why of education. We do not give students creative time and a chance to explore their world and their interests.

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They come from mostly immigrant and African American backgrounds, all levels of socioeconomic status with the majority living close to the poverty line. They range in experiences, ability, sexual identity and housing status.

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Teaching is learning and learning is teaching

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I believe that teaching and learning requires relationship building, which is constant. Teaching is not always a means to learning. Learning is a means to teaching. I learn with and from my students more than they learn from ____(add adult-centered/power figure here). Youth Leadership and Voice are most important for transformation

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My mother is from Trinidad and I swear she makes theeee best curry! She makes it veggie for me :)

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Teaching and Learning should be intentional to the communities we want and will together

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Teaching and Learning should be intentional to the communities we want and will together

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Human sense

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muted

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Vision and reimagining education in non neo-liberal ways, and using restorative and transformative ways.

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I grew up in East Lansing Michigan... which is why I have lived in BK for 25 years lol

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students coming from histories steeped in traditions, connections, culture, and excellence, who have histories in schools that are disconnected and disengaged from these histories

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students coming from histories steeped in traditions, connections, culture, and excellence, who have histories in schools that are disconnected and disengaged from these histories

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A majority of my students' families have experienced gentrification of their neighborhoods, defunding of community services and centers, and hyperfunding of policing.

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A majority of my students' families have experienced gentrification of their neighborhoods, defunding of community services and centers, and hyperfunding of policing.

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I was born in Yonkers

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The histories of my students are RICH & POWERFUL! there are familial traditions and beauty. There's also the

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more students participated after we talked about getting "uncomfortable" as a space of growth and not just about being "right"

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A student who has never come to live instruction before came! We read a few paragraphs from Teaching to Transgress together, and we got carried away talking about resistance.. I went back to the Google Doc and he was still annotating all over it :)  felt so good

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More engagement using a new platform! Students were able to annotate in real-time and it was great to see a few students who are usually AWOL during class were self-paced while getting necessary teacher support! It was dope.

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More engagement using a new platform! Students were able to annotate in real-time and it was great to see a few students who are usually AWOL during class were self-paced while getting necessary teacher support! It was dope.

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More students are actively speaking up when confused or completely lost, helping me to pivot when they need it.

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To stay young!
To hopefully be a safe space. To pass on love of environment and science

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We have begun our The New Jim Crow Unit and the babes are very engaged. I have not seen them participate as much as they do now and their reflections are deep. Very excited for them!

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This question is like "why are you doing what you are called to do" - learning, growth, connection, building understandings collaboratively, defying the received notions about things that limit and harm, these are what make life worth living and being a part of this with young people is the ultimate honor...

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To help my community in ways friends and families weren't helped when I was growing up

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Young people are incredible! I love working with them and getting to read and write stories with them is the best thing about my day :)

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Young people are incredible! I love working with them and getting to read and write stories with them is the best thing about my day :)

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I love reading and collaborating with others

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I love reading and collaborating with others

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it validates the lived experiences of our students, creates greater access to the material for students, and empowers them to one day dismantle the systems that work against us.

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We want to include ALL learners and come from a place of truth and authenticity. Moving towards equity.

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We want to include ALL learners and come from a place of truth and authenticity. Moving towards equity.

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I truly enjoy it. I am an extrovert so talking daily about books, ideas or current events  with young people fuels me :).

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I truly enjoy it. I am an extrovert so talking daily about books, ideas or current events  with young people fuels me :).

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It is important because for so long our people have been left out of the narrative. We have been treated as if our story is unimportant, when we have been THE blueprint. 

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It is important because for so long our people have been left out of the narrative. We have been treated as if our story is unimportant, when we have been THE blueprint. 

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More students shared stories today and that felt good...

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It's important to teach against oppression

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It's important to teach against oppression

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My scholars are engaged this week in their community research project

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I just love enjoying learning new things from my students everyday and being challenged with new challenges

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As a linguistically and culturally minorotized student I always felt like the adults in my school didn't advocate for me or my peers. I think those feelings are what drove me to pursue education. I wanted to help create the educational experiences that I longed for as student.

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I am an adult ally for students at my school and I support the Student Council. We organized to plan and implement week long activities for Black Lives Matter at schools Week of Action. It was completely youth-led.

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I'm in education because Youth & adolescent voice is important to me. I love building relationships with young people and think that having conversations about important topics around race, gender, sexuality, class... and how to navigate those conversations is so important. There will always be space for conversations and dialogue. and that dialogue is the base building for transformative change in communities and societies.

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It supports the development of young people as human beings, as they are who they are, how they come to classrooms as whole people.

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To liberate my students and myself.

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It's important because a lot of cultures and histories are erased in education. When your curriculum is historically and culturally responsive you send a master to students that THEY MATTER!

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Year round with the same number of days but a more sensible modern division of time.  Start at a reasonable time to actually give students a chance to sleep properly.  No state tests restricting teacher creativity and freedom. Student driven curriculum and electives.

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They say they are but they're not really - talk is cheap

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I think it would be so powerful to have schools that are within a 20 minute commute for each student. Any projects can then be a part of the community with buy-in from families, local businesses, local politicians, etc! Also, outdoor/garden space would be so cool.

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True collaboration and respect between staff, students & families. Including students in all decisions. Project-Based Learning.

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For me, it's a school that is responsive to the needs of the community first and foremost. It's unencumbered from the restraints of state tests. It empowers students and gives them autonomy and choice in what and how they want to learn.

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I rarely talk to them...unless its about logistics!

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I rarely talk to them...unless its about logistics!

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They are the ones who integrated gholdy muhammad's theories into our pd curriculum...which was nice to see when i first joined. but i feel like they are comfortable failing some of the practice of the theories.

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They seem to be.  Our district is working with Dr. Muhammad and have really tried to bring more electives to the school.

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1. enough social workers so that every student could have a standing weekly appointment if they so choose
2. all adults committed to the mission of liberation, through not just words but actions
3. all adults committed to doing the self-work, self-healing, self-criticality necessary to understand our roles in perpetuating systems of oppression
4. a dope ass courtyard where students can chill out, cuz why not (very much thinking Palo Alto/Stanford vibes)

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They would be about this work, but I think some parts of my admin want a "quick fix" that is not implemented for the long haul. It's like a "hey we found this YEAH LET'S DO IT" and then we forget about it...

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includes so many things, but one of the most important includes community spaces that are welcoming for all community members including caretakers, family members, members of the surrounding community, and absolutely...youth!

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It's hard to say. I feel like this work hasn't really been addressed. In many ways, my school is going through a big shift--we all are as we navigate this pandemic--but our curriculum definitely needs work to cultivate an anti-racist framework.

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1) In all sorts of spaces-- restaurants, spaces of work, outdoors
2)  A cooking space everyone engages in, communal tables for eating, discussing, crafts
3) Windows/natural light
4) Tech, books, craft gear
5) Therapists/social workers for all generations and community members (including families, pedagogues)
6) curriculum put together by folks with anti-racist mission

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They would say it, but their actions would not support it. Let's create a new school!!

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Skills since this is a new content for me and I see where having a non "real" curriculum is failing short from engaging my students and leading to other pieces of the framework. I see so much chance for integrating the framework into my curriculum next year and the remainder of this year to better provide my students real chances to see how CS can be impactful.

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At first, I thought that it was Criticality, but on second thought, I really think it's intellectual development. It's hard though, because I feel like intellect should be developed before criticality, but I'm thinking about these developments as less of a linear scale but as a cycle, whereas in the cycle you must be working on/with all of these developments at the same time. I think that I often times jump to the criticality before developing the intellect with students and that has a lot to do with my own identity as a radical educator and really taking time to pause and reflect on that will help me to develop the intellectual aspects of development with students on topics that we're covering in classes and in the other spaces that I work with youth.

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I think connecting where students are to where they need to be is a skill I need to better develop.

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I think that I do too much in each lesson; it would be helpful to list and map out skill progression and choose 1-2 each lesson. Definitely struggling with writing skills the most.

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Criticality--how students will use what they learned to make the world a better place. 

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Criticality--how students will use what they learned to make the world a better place. 

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I feel like teaching discrete skills is just hard for me, period. I've taught for 18 years and it continues to feel like I'm trying to reach into another human being's brain... I also constantly second guess if the skills I'm choosing to focus on are actually worth my students' time, if they will care or want to learn them, because I know for myself, I've never learned a skill I didn't intrinsically care to practice and learn... just a lot of self-doubt around that...

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It's so easy to have lessons and work boxed in within our content areas. I have tested out the idea of interdisciplinary work within our grade, but implementing that is very much "do it on your own time." Providing intellect that goes beyond a content area would be ideal and it's something I'm still playing around with.

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Teaching discrete skills is something I've continued trying to get better at throughout my teaching career, and landing on exactly what skills are the most relevant and most necessary, and what it looks like to assess those skills in an authentic way

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What we learn together should empower us to solve and build for better futures for the more of us. 

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What we learn together should empower us to solve and build for better futures for the more of us. 

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It has me wondering how can I make sure I am teaching the skills my students need to navigate systems of oppression while cultivating the genius that is within them.