# data[].attributes.attachment_link.readable_text
Hiring Event + Professional Development

FORUM/DEIB (Diversity, Equity, Inclusion, and Belonging) is a hiring conference and a professional development symposium for members of, allies of, and those who are learning how to better support underserved communities.

Its mission is twofold: to help build strong, diverse, and inclusive school communities by facilitating connections between job seekers and schools, and to support schools' work in equity and inclusion through robust professional development.

Register Now

Register and view hotel information.

Click Here

CS&A DEIB Mission Statement At Carney, Sandoe & Associates, we are committed to the importance of increasing diversity, equity, inclusion, and belonging - both within our own organization and among the educational communities with whom we partner. Cognizant of our ability to reach a wide variety of schools, teachers, and educational leaders, it is our goal to provide educators with resources that help foster diverse and inclusive environments. We aim to facilitate continued learning and to encourage valuable networking opportunities.

Carney, Sandoe & Associates | (617) 542-0260 | Interested in finding a school job you love?

Apply Now

# data[].attributes.attachment_link.description
A hiring conference and professional development symposium, FORUM/DEIB helps underserved groups find jobs at K-12 schools.

# data[].attributes.attachment_link.readable_text
Since its inception, IDSJ has been a professional development program for individuals who want to build inclusive and affirming learning environments that foster social justice for their students and the broader community. Our programs are designed to support educators in their personal and professional growth, regardless of their prior knowledge or familiarity with the subject matter.

We will be joined by Antonio C. Williams, president and founder of Leaders At Work (LAW) Consulting, on Thursday, January 11th for a new IDSJ WEBINAR* designed specifically for individuals who are responsible for, or otherwise involved with, the task of hiring, recruiting, and retention of faculty, staff and administrators at their schools. In particular, "How to Find Them...and Make Them Stay: Hiring and Retaining Faculty, Staff & Administrators of Color" is designed to explore different recruiting techniques, and help you identify and address biases that can show up in the hiring process. Additionally, we will discuss different ways to create an inclusive environment and sense of community for people of color, and all participants will leave with best practices and a plan of action to attract and retain faculty, staff, and administrators of Color in independent schools.
* Zoom link for this online event will be emailed to attendees after paid registration (before the event).

# data[].attributes.attachment_link.keywords[]
idsj webinar: how to find them and make them stay

# data[].attributes.attachment_link.keywords[]
idsj webinar: how to find them and make them stay tickets

# data[].attributes.attachment_link.title
IDSJ WEBINAR: How to Find Them and Make Them Stay

# data[].attributes.attachment_link.description
Eventbrite - Institute for Teaching Diversity & Social Justice presents IDSJ WEBINAR: How to Find Them and Make Them Stay - Thursday, January 11, 2024 - Find event and registration information.

# data[].attributes.body
From Charlene Chuang (91st Street): I want to pass along these food + drink resources that were shared by the NAIS PoCC AAPI Affinity Facilitators.

If you are attending the PoCC, please see below for Alison Park's email from Blink.

… for those of you who want to support DEI on the ground in St. Louis (not just in conference sessions), please check out these lists of local restaurants, cafes and bars owned by under-represented business owners (shout out to Daniel Harris for sourcing and sharing!)

Recommendations for where to eat and drink from POCC’s local planning committee
“St. Louis Diverse Restaurant Guide,” which also includes businesses that train workers who have developmental disabilities (from Stanton Barton)

Alison

# data[].attributes.attachment_link.description
St. Louis POCC planning committee recommendations for places to eat and drink that are POC, LGBTQ+, women and immigrant owned: Kain Tayo Filipino Cuisine Restaurant 2700 Locust St, St. Louis, MO 63103 (314) 396-2110 Turn 3224 locust St., St. Louis, MO, United States, Missouri (314) 240-5157 Ki...

# data[].attributes.attachment_link.readable_text
Sister Kim King sits down with Suzanne Cooke, a Religious of the Sacred Heart and long-time educator. Suzanne currently serves as head of the Conference of Sacred Heart Education. She shares about how the work of anti-racism is an expression of the Society of the Sacred Heart's mission and her insights about this ongoing work as it pertains to Sacred Heart education.

# data[].attributes.attachment_link.title
‎For The Sake Of: For The Sake Of: Education to Mission on Apple Podcasts

# data[].attributes.attachment_link.description
Sister Kim King sits down with Suzanne Cooke, a Religious of the Sacred Heart and long-time educator. Suzanne currently serves as head of the Conference of Sacred Heart Education. She shares about how the work of anti-racism is an expression of the Society of the Sacred Heart's mission and her insig...

# data[].attributes.headline
Jill Webb-Enhancing Dialogue With Parents

# data[].attributes.subject
Jill Webb-Enhancing Dialogue With Parents

# data[].attributes.body
Start Here, Start Now - Kleinrock (Lower & Middle School)
Anti-Bias Education for Young Children and Ourselves - Edwards & Derman-Sparks (Preschool and Primary School)
The Person You Mean to Be - Chugh (Staff)

# data[].attributes.body
Please add your name and conference website...
https://divinemercyparish.org/nolacyc

# data[].attributes.attachment_link.readable_text
Lecturer on Education

Degree: Ed.D., Harvard University, (2015)
Email: [javascript protected email address]
Phone: 617.384.8905
Office: Gutman 443
Faculty Assistant: Ela Sikorska

Profile

Aaliyah El-Amin is a practitioner and researcher committed to ensuring that educators have the knowledge and tools they need to disrupt systems of oppression. Her specific interest areas include liberatory education models, social justice schooling, critical pedagogy and youth participatory action research. She is currently conducting an ethnographic inquiry of three emancipatory schools in the United States to better understand what it looks like to operate a school with a focus on preparing young people to work towards a more just society. She also works along Professor Scott Seider (Boston University) and Professor Daren Graves (Simmons College, Harvard Graduate School of Education) on a longitudinal mixed-methods study of six schools across New England that aim to nurture critical consciousness in their students. Prior to her time at HGSE, El-Amin was an elementary classroom teacher and a school instructional dean in Atlanta, GA as well as the executive director of Teach For America in Charlotte, NC. She holds a B.A. in sociology from Davidson College, an M.A. in elementary education from Georgia State University, Principal Licensure from the University of Georgia, an Ed.M. in Education Policy from HGSE and an Ed.D. in Education Policy, Leadership, and Instructional Practice from HGSE.
Click here to see a full list of Aaliyah El-Amin's courses.

HGSE Dissertation Fellowship Winner,(2015)

# data[].attributes.attachment_link.description
Aaliyah El-Amin is a practitioner and researcher committed to ensuring that educators have the knowledge and tools they need to disrupt systems of oppression. Her specific interest areas include liberatory education models, social justice schooling, critical pedagogy and youth participatory action research.

# data[].attributes.headline
Summer 2022 Reading Recommendations From DEIJ Meetup 9/13

# data[].attributes.subject
Summer 2022 Reading Recommendations From DEIJ Meetup 9/13

# data[].attributes.body
Rolling Warrior,by Judith Heumann and Kristen Joiner

You'll Never Believe What Happened To Lacey, by Amber Ruffin and Lacey Lamar
What Makes Education Catholic, by Thomas Groome
Promoting Diversity and Social Justice. Educating People from Privileged Groups, by Diane J. Goodman
How to Raise an Adult, by Julie Lythcott-Haims
Let Us Dream: The Path to a Better Future, by Austen Ivereigh and Pope Francis

# data[].attributes.attachment_link.readable_text
We find both our mandate and our inspiration for our mission as learning communities of Christ's Heart in the Goals and Criteria. Our mission as Sacred Heart Schools calls us to renew and to strengthen our commitment to justice, diversity, and inclusion. We are called to fight institutional racism as we address our own implicit bias. We continue our work of constructing school communities reflective of the attitudes of Christ's Heart.

In our work to foster just communities, we are encouraged by the commitment of the Religious of the Sacred Heart:
Religious of the Sacred Heart continue our work humbly to acknowledge our history with enslavement, to build relationships with the descendants of the enslaved persons, to work with the descendants towards racial equity and the end to systemic racism in our institutional structures.

# data[].attributes.attachment_link.description
We find both our mandate and our inspiration for our mission as learning communities of Christ's Heart in the Goals and Criteria. Our mission as Sacred Heart Schools calls us to renew and to strengthen our commitment to justice, diversity, and inclusion. We are called to fight institutional racism as we address our own implicit bias.

# data[].attributes.attachment_link.readable_text
Introduction

This document grounds the rationale for diversity, equity and inclusion (DEI) practices and initiatives at Convent of the Sacred Heart, 91st Street in the Goals and Criteria of Sacred Heart Education, Themes of Catholic Social Teaching and the National Association for Independent Schools' (NAIS) Principles of Good Practice for Equity and Justice. The intent of this document is to illuminate how our identities as a Catholic, independent and Sacred Heart School intertwine to root our DEI program.

We are a community animated by the love of God symbolized in the Sacred Heart of Jesus, an image that invites us to think and act with awareness, humility, empathy, solidarity and care in relationship with all. We are guided by the Attitudes of Christ's Heart exemplified in the Beatitudes and called to the prophetic service of justice and mercy for all, especially people living in poverty and alienation. The School's DEI vision and program enhance the life and dignity of the human person, center those at the margins and, above all, pursue justice rooted in love.

Rationale

Like vines, the Goals and Criteria of Sacred Heart Education, themes of Catholic Social Teaching and NAIS DEI best practices intertwine and root our DEI commitment in the following ways:

Goal I: A personal and active faith in God serves as the foundation for the work of equity and belonging at Sacred Heart. To educate students to actively participate in their spiritual lives, we create an infrastructure that nurtures a sense of belonging and an ethos of hope, locating every individual in a relational web of compassion, love and faith. In prayer, we find stillness, open our hearts, and listen and speak with God. Through contemplation and action, we experience God's love and greet the face of God in one another; we cultivate equity with intention. We educate students to interiority, reflection, self-awareness and discernment so that they may act in accordance with their faith both within our community and beyond.

Goal II: The foundations of Catholic Social Teaching were laid out by Pope Leo XIII in 1891 in a push to read the 'signs of the times' and pursue justice in new ways that faced the wider world. Today, when developing dynamic curricula that educate students to a deep respect for intellectual values, we continue to draw from Sacred Heart and Catholic Social Teaching traditions. Intellectual pursuits have a high moral goal, which is to apply critical thinking, analytic skills, ethical judgement and creativity in pursuit of the common good. Sacred Heart educators and students commit to lifelong learning and intercultural competence-critical foundations in the ever-evolving and advancing fight for human dignity, equity and justice. Illuminated by research and evaluation, training and support, members of the professional community and students grow to exemplify the theory and practice of Catholic Social Teaching.

Goal III: Our reading of the 'signs of the times' is grounded in Goal III: Schools of the Sacred Heart educate to a social awareness which impels to action. Specifically, we look to Criterion 3, which states, "The school, drawing from Catholic Social Teaching, educates students to analyze and work to eradicate social structures, practices, systems, and values that perpetuate racism and other injustices." Goal III calls us to immerse students in diverse perspectives and develop language facility and cultural literacy. We educate to a shared responsibility for God's sacred creation and the global climate crisis. In solidarity, we engage in direct service, advocacy, outreach and partnerships, and promote informed, active citizenship-all in pursuit of justice, peace and the integrity of an interdependent world.

Goal IV: Our commitment to educate to the building of community is an expression of the wider Catholic tradition of which we are a part; our sacramental view of the world holds that the Body of Christ is composed of people. As a school in the Sacred Heart tradition, we find it important to recognize the centrality of equity and belonging in integrating all of our members into this body-and in ensuring that this body attracts and centers students and professionals of diverse identities, races, ethnicities, faiths and backgrounds. Our commitment to recruit and retain an inclusive community reaffirms Catholic Social Teaching's call to family, community and participation in a just society. Outward expressions of accountability include but are not limited to mechanisms for learning and communion, leadership development, staffing, resourcing, data collection and analysis, policy development and messaging across constituencies. Adults model, teach and practice direct and open communication, conflict management and peace-making with a spirit of love, reconciliation and non-violence. Affirming that all are created in the image and likeness of God, the School promotes the inherent dignity of the human person in an atmosphere of interdependence and mutual respect.

Goal V: Educating to personal growth in an atmosphere of wise freedom requires us to cultivate introspection and interiority, a precondition of social awareness. Members of the community pursue personal growth and well-being within a dynamic network animated by love, hope and pluralism. Criterion 1 calls adults and students to "grow in courage and confidence as they discover new abilities, cultivate strengths, learn from mistakes, develop empathy and exercise resilience in meeting challenges." In sustaining relationships, we practice generosity, share joy and build stamina. Wise freedom requires a reciprocity between freedom and accountability, individually and in relationship with the global society and environment. Educators, students and alumnae of the Sacred Heart freely turn toward justice, grace and love, co-creating an atmosphere of dignity, reverence and respect.

Conclusion

We hope this rationale helps to clarify how the DEI program at 91st Street is derived from the mission of Sacred Heart education, Catholic Social Teaching and established DEI principles of good practice, and that it helps all who read it to cultivate new shoots and fruits of these vines. We invite you to learn more about how Vinescame to be and how you can adapt it for your own use here.

# data[].attributes.attachment_link.title
Intertwining Vines - Convent of the Sacred Heart

# data[].attributes.attachment_link.description
This document grounds the rationale for diversity, equity and inclusion (DEI) practices and initiatives at Convent of the Sacred Heart, 91st Street in the Goals and Criteria of Sacred Heart Education, Themes of Catholic Social Teaching and the National Association for Independent Schools' (NAIS) Principles of Good Practice for Equity and Justice .

# data[].attributes.body
If you are attending POCC 2023, please add your information to our contact list.

# data[].attributes.attachment_link.readable_text
PoCC offers a variety of programming that allows people of color and allies of all backgrounds in independent schools to come together, reflect on their individual experiences, and learn from one another. This schedule will be updated and is subject to change. All times listed are Central Time.

For Attendees: Download the App
To prepare for the conference, download the mobile app. Search for "NAIS Conferences" in your app store. (To use the app, you'll need your Conference/Registration ID, which you received in your email confirmation. Let us know if you need assistance.)

# data[].attributes.attachment_link.description
PoCC offers a variety of programming that allows people of color and allies of all backgrounds in independent schools to come together, reflect on their individual experiences, and learn from one another. This schedule will be updated and is subject to change. All times listed are Central Time.

# data[].attributes.headline
Institute for Teaching Diversity and Social Justice

# data[].attributes.subject
Institute for Teaching Diversity and Social Justice

# data[].attributes.attachment_link.title
IDSJ - Institute for teaching diversity and social justice

# data[].attributes.attachment_link.description
At the IDSJ conference, I was personally challenged to look at the history of our country from perspectives beyond my personal experiences. During our sessions, I was constantly reminded of the importance of those perspectives for my students.

# data[].attributes.headline
From the DEI team at 91st Street (Anastazia, Michaela, Charlene and Elizabeth)

# data[].attributes.subject
From the DEI team at 91st Street (Anastazia, Michaela, Charlene and Elizabeth)

# data[].attributes.body
Summer 2022 All Community Read
The Sum of Us

Summer 2021 Options For Summer Reading

Caste and My Grandmother's Hands

Summer 2020 Options For Summer Reading

How to be an Anti-Racist, So You Want to Talk About Race, White Fragility,  We Want to Do More than Survive

# data[].attributes.headline
Feel free to add your specific resources to the comment section of each topic...

# data[].attributes.subject
Feel free to add your specific resources to the comment section of each topic...

# data[].attributes.body
Thanksgiving
https://americanindian.si.edu/nk360
Land Acknowledgement https://drive.google.com/drive/folders/1-HHS-ci0mpHajvC50-sSsxBEHe7bYC_m?usp=sharing

# data[].attributes.attachment_link.readable_text
Rock and roll was born in the United States, and it makes sense that some of its forerunners would be the original Americans. The people are the land and the music comes from the land. Iconic artists like Charley Patton, Mildred Bailey, Jimi Hendrix, Robbie Robertson, and Redbone were among the first to express this Native perspective through popular music. We can connect the dots from Patton, the "Father of the Delta Blues," on through a musical narrative that runs like a powerful river through today's blues, rock and jazz music. The film RUMBLE helps us understand why, and to actually now these indigenous influences present themselves in rhythm, tonality, phrasing, and attitude.

This process has not stopped, just as Native cultures continue to thrive and evolve, adding new bits of influence into American culture. But what about the other direction? One often hears the question "why does today's Native music sound so much like other styles?" The answer would have to be that today's Native peoples are full participants in modern culture and engage in the same cultural give and take as everyone else.

In recent decades, these artists have melded their own traditions with forms of expression to give us the Navajo (Diné) drum & bass sounds of Sihasin, the Inuit a cappella of Pamua, the country-rock storytelling of Arigon Starr, the Standing Rock-inspired folk of Raye Zaragoza and the topical lightning of Prolific the Rapper and A Tribe Called Red.

They have each chosen a way to express their "indigeneity," purposefully trading bits of art and culture with others as Native peoples have always done throughout time.

This accounts for how Native values and instincts were present in the crucible of rock, and why so many other musical traditions are woven Native works.

Mainly living and working outside of the mainstream music industry, Native musicians have joined (or created) small labels, touring below the radar to Indian events and world music festivals, some enjoying greater success in Europe than at home. You won't find most of them on late night TV shows or commercial radio. But they are regulars on Native radio around the U.S. and occasionally on public radio. Today's Native music remains somewhat underground, which makes the discovery process both challenging and deliciously rewarding.

In that spirit, we've created both this list and a Spotify playlist to introduce to you to some Native artists you should know about. Each in their own way carries forward deep traditional values, incorporated musical strands such as reggae, punk, funk, techno, and alternative.
Pamyua
In the Arctic Circle, the only indigenous instruments are the drum and the voice, used to accompany dance, often with masks. From this starting point, and inspired by the ethnic gumbo of The Meters, Pamyua (pron: BUM-you-wah) invented what they call "tribal funk," a melding of traditional circumpolar chants of Inuit, Yupic and Greenlandic origin, in powerful four-part harmony, propelled by funky percussion, keyboards and occasionally, didgeridoo. Alaskans are very proud of Pamyua and they're a big inspiration for Native youth.
Nadjiwan
You can hear the chill of Toronto winters in his every song, yet each burns with passion and intelligence. Much of it is driven by the Redbone-style "King Kong Beat" with mesmerizing vocals floating above double-time guitars. Marc Meriläinen records under his own name and as NADJIWAN. He also collaborates in the electronic side-project Quillbox, where he continually explores rock and electronic soundscapes while giving voice to his Ojibway and Finnish heritage.
Lila Downs
On the reservation, Mexicans can be viewed as outsiders. And Native music circles have tended not to include them. But when thousands of 1st Nation peoples gathered in full regalia for concerts celebrating the grand opening of the NMAI (National Museum of the American Indian) in Washington, D.C., an artist not known to them, Lila Downs, took the stage and completely wowed the crowd. Her intricate interweaving of Latin, jazz, and indigenous Mexican grooves was instantly recognizable as American Indian, but with a Pan-American perspective.

Powerful, polished and deeply folkloric, Lila Downs bridges the same distance that her parents, a White Minnesota professor and a Mixtec singer from Oaxaca, crossed. Downs' artistic stance and her music remind us that so many people from south of the border are Indians too, that we're all cousins. Her song "La Linea" ("The Border") challenges the imaginary line:
Cornflower The sky is watching over you Plain of fire The earth which gave birth to you Spirit of the earth Spirit of the sea Spirit of luck Meant to wander Arigon Starr
This Native woman has so much talent, she restlessly moves from one medium to the next. Through her own record label, Wacky Productions, Arigon Starr recorded four albums of her original songs. Her songcraft ranges from tender old-school country ballads ("Daddy's Records") to the punk of "Salmon Song" ("I will come back!). "Honor Me" takes a direct shot at team mascots while "California Indians" delivers a well-researched history lesson that takes us from The Senator Hotel to Alcatraz. She created radio a theater series, then a one-woman show in LA ( The Red Road), and is now publishing her original comics, Super Indian. Starr is an enrolled member of the Kickapoo-Creek Nation Tribe of Oklahoma.

In all of her creative pursuits, she seems to most enjoy skewering tired stereotypical images of Indians.
Prolific The Rapper
A lot of early rap was born as a socio-political critique of a brutal system of oppression. Think NWA. Prolific The Rapper (a.k.a. Aaron Sean Turgeon) has grabbed the baton of resistance rap with the anthem "Black Snakes a full-throated takedown of the oil industry, specifically the Dakota Access Pipeline, site of massive protests at Standing Rock in the Dakotas. Backed by Canadian First Nation samplers A Tribe Called Red Prolific comes through with a plainspoken message that is made even more powerful by his blistering videos - documenting ongoing assaults on the land and its people, truth-telling activities that could have sent him to jail for seven years had the charges not been dropped.
What is goin' on, have we lost our minds? Every human needs clean water to survive. Sihasin
Long a traditional Navajo (Dine') dance group led by their father Jones Banally, the kids were emotionally struck by lightning the first time they heard The Ramones. So as young teens in Northern Arizona, they formed a punk band, Blackfire. They burned hot with a message of resistance, touring the world many times, mainly playing small clubs and festivals. As they grew up and had their own kids, brother and sister Clayson and Jeneda Benally formed a new band, (See-ha-sin), the Dine' word 'to think with hope and assurance.' They continue to dance, record, make videos and tour the world with a message of hope for social and environmental justice. "Fight Like a Woman" comes from their most recent album, produced by Ed Stasium (Talking Heads, Ramones).
Keith Secola
Keith Secola is Anishinabe (Ojibwa) from the Iron Range of Northern Minnesota, now living in Arizona. Through his own record label Akina he has been prolific, recording six albums and winning seven Native American Music Awards. Secola is gifted with a naturally funny and magnetic personality, easily able to instigate big jams and sing-alongs whether they be at major stage productions or intimate benefit shows.

If there is a Native American national anthem, it's "Indian Cars." With wry Native humor, it celebrates a reservation one-eyed junker, its bumper held on by a sticker that says "Indian Power." This fun remix brings Secola together with a host of rockers and rappers.
Cary Morin
connected the dots from Southeast traditional tribal rhythm and vocals right on through the delta blues - which is where we find Cary Morin right at home. He's a masterful finger picker and an earthy, soulful singer with an impressive collection of original and distinctive songs to his credit, a perfect road trip companion. A member of the Crow Nation, and collaborator with Tuscaroran artist Pura Fé on her extensive European tours, Morin was a founding member of The Atoll which specialized in electronic world beats, then went solo and now also collaborates with John Magnie and Steve Amedée (of the Subdudes) in the band Young Ancients.

Live Acoustic Set:
Nahko
Author Sherman Alexie answers the question "How do you know you're Indian?" with a very straightforward "When your tribe says you are." Yet identity is still complicated for many Native peoples given sometimes difficult family backstories with adoptions and cross-cultural marriages. Native artists such as Buffy Sainte-Marie and Michael Franti were raised by White adoptive parents far from a day-to-day tribal experience. As was , whose roots are Apache, Puerto Rican, and Filipino.

From desperate beginnings (his mother was a prostitute) to his advantaged Portland upbringing with classical piano lessons, then travel and his discovery of guitar, folk, and songwriting, Nahko's path has been one of deep self-discovery. His band, Nahko and Medicine for the People, has garnered a passionate following, with avid young fans memorizing his rapid-fire lyrics and turning out in force for live shows.
Debora Iyall
Adopted by a working single-mother in Fresno, CA, Deborah Iyall (Cowlitz) always had teenage babysitters who introduced her to The Rolling Stones and all the current music on AM radio. She was raised to be proud of her heritage, and at 14 she took part in the All Nations Occupation of Alcatraz (1969). Instead of going straight to college, Iyall purchased a VW camper van and joined the salmon protests on the Klamath River where Yurok people demanded return of their fishing rights. She wrote poetry and entered the San Francisco Art Institute where she joined forces with other students to form a band, Romeo Void, got a record deal and toured colleges all across the country. They even opened for U2.

To this day, "Never Say Never" and "A Girl in Trouble (Is a Temporary Thing)" are staples of modern rock radio.

In those days, Iyall's distinctive talents and strong work ethic were thwarted by her not fitting in with the MTV "look" of the day. Lithe model-like waifs were and sturdy dark-haired Indian women were . But her power as a non-puritanical Native woman was fully felt and appreciated by her fans.

With her pride and Native identity completely intact, she has moved forward performing and recording with her own band (Debora Iyall Band) and developing her visual art. Iyall is an accomplished printmaker, and by day is a credentialed art teacher in Southern California.
Ronnie Spector
Ronnie Spector was known as "The Bad Girl of Rock & Roll," performed with all four of The Beatles, and was such a big star in Europe that The Rolling Stones once opened for Spector's mother was African American/Cherokee and her father Irish American. Her singing career began with a family group, the Ronettes ("Walking in the Rain," "Be My Baby"), leading to a tumultuous marriage to record producer Phil Spector, and most recently to a successful album of British '60's covers titled English Heart. Here she is doing the Ramones song "She Talks To Rainbows."
Gregg McVicar (Tlingit) is host and producer of the daily eclectic music show UnderCurrents, heard nationwide on Native Voice One, The Native American Radio Network ( NV1.org undercurrentsradio.net

# data[].attributes.attachment_link.title
RUMBLE On: More Native American Musicians You Should Definitely Know

# data[].attributes.attachment_link.description
Today's Native music remains somewhat underground, which makes discovery both challenging and rewarding. In that spirit and in connection with the PBS premiere of RUMBLE, we created a playlist to introduce to you to Native artists you need to know.

# data[].attributes.headline
What has been the most helpful DEI-related book that you have read in the past 6 months?Write your name, school and book(s)

# data[].attributes.subject
What has been the most helpful DEI-related book that you have read in the past 6 months?Write your name, school and book(s)

# data[].attributes.body
Elizabeth, 91st Street
This Book Is Anti-Racist, By Tiffany Jewell

# data[].attributes.body
Other resources:
https://www.oprahdaily.com/life/a34715827/three-kings-day-celebration/

# data[].attributes.attachment_link.readable_text
Editor's note: January 6th is Three Kings Day. Magdalena Mieri, director of the Program in Latino History and Culture at the museum, shares her personal connection to the holiday as well as two artifacts from the museum's collection.
Growing up in my home country, Argentina, I remember anxiously waiting for Los Reyes Magos (The Three Kings) to arrive. We would prepare all day on January 5th to greet and receive them that night, in the early hours of the 6th. We baked cookies, gathered hay, and filled three buckets of water for the thirsty camels. You see, the camels the Reyes ride are as important and magical as the Reyes themselves! A very important part of the day was spent polishing the shoes we were going to leave by the window to show the Reyes where to leave the presents they were bringing to us. Of course, my sisters and I always fell asleep before seeing them and the next morning it was a mix of enjoyment to see the gifts they had left us and sadness that once again, we missed seeing the Reyes and their camels.

Three Kings Day is an important celebration among Latino families in the United States. It is celebrated throughout Latin America and each country celebrates it in a special way. It is both a religious celebration and a cultural one. According to Ivonne Figueroa, in her article "Los Reyes Magos," published by El Boricua, the story of the Three Kings comes originally from a chapter in the book of Matthew of the Bible which talks about three wise men or kings who journeyed, following a star, to meet the newborn Jesus. Along the way, they stopped to see Herod, the king of Judea, who was threatened by the birth of Jesus and commanded the kings to first find Jesus and then tell him where Jesus was.

The kings found Jesus in Bethlehem and they brought him gifts of gold, frankincense, and myrrh. There is no record in the Bible of the names of these kings, but it has been determined that each came from a different place and brought a different gift. Melchior was known as the sultan of Arabia. He brought gold, the symbol of a king. Balthazar was the ruler of Ethiopia and brought myrrh, the symbol of man. Gaspar, the third king, was known as the emperor of the Orient. He was said to have traveled the farthest and brought frankincense, the symbol of God.

Music is a very important element of the celebration of Reyes Magos, parrandas (parades) are organized to go house to house singing villancicos (carols) and playing instruments. This tradition is particularly important in Puerto Rico. And it is from Puerto Rico that the museum has a unique and marvelous collection of Reyes Magos santos (wood carvings) that were originally collected by Teodoro Vidal, a Puerto Rican collector of both "high art" and everyday objects, as well and musical instruments used during the parrandas.

It is quite fascinating to observe regional differences during the festivities, and how each culture has adapted specific elements. For example, as you see from this artifact, the Reyes are not riding camels, but burros, and sometimes they do not even ride animals. Can you guess why? Of course! Camels are not as popular in the Americas as they are in Middle East, where the story of the Reyes originated!
Magdalena Mieri has also blogged about the Day of the Dead and why we commemorate the Mexican Revolution.

# data[].attributes.attachment_link.title
Waiting for Los Tres Reyes Magos, The Three Kings

# data[].attributes.attachment_link.description
Editor's note: January 6th is Three Kings Day. Magdalena Mieri, director of the Program in Latino History and Culture at the museum, shares her personal connection to the holiday as well as two artifacts from the museum's collection. Growing up in my home country, Argentina, I remember anxiously waiting for Los Reyes Magos (The Three Kings) to arrive.

# data[].attributes.headline
The Sum of Us: What Racism Costs Everyone And How We Can Prosper Together -- Heather McGhee

# data[].attributes.subject
The Sum of Us: What Racism Costs Everyone And How We Can Prosper Together -- Heather McGhee

# data[].attributes.body
See, Judge Act: Catholic Social Teaching & Service Learning by Erin Brigham

# data[].attributes.headline
Katie, Stone Ridge, See, Judge, Act; This Book is Antiracist; You'll Never Believe What Happens to Lacey: Crazy Stories About Racism

# data[].attributes.subject
Katie, Stone Ridge, See, Judge, Act; This Book is Antiracist; You'll Never Believe What Happens to Lacey: Crazy Stories About Racism

# data[].attributes.attachment_link.title
Lunar New Year Celebration - Freer Gallery of Art & Arthur M. Sackler Gallery

# data[].attributes.attachment_link.description
Lunar New Year is a celebration of the arrival of spring and the beginning of a new year on the lunisolar calendar. It is the most important holiday in China, and it is also widely celebrated in South Korea, Vietnam, and countries with a significant overseas Chinese population.

# data[].attributes.headline
Despite the Best Intentions, Amanda Lewis and John Diamond

# data[].attributes.subject
Despite the Best Intentions, Amanda Lewis and John Diamond

# data[].attributes.body
Ben Su - Atherton

# data[].attributes.body
https://nmaahc.si.edu

# data[].attributes.attachment_link.description
Get the latest information about timed passes and tips for planning your visit

# data[].attributes.headline
We are reading Grading for Equity as a faculty as Villa Duchesne 

# data[].attributes.subject
We are reading Grading for Equity as a faculty as Villa Duchesne 