Why teachers must examine their own ideologies to create identity affirming classrooms
Why student voice should be central to school libraries
Everyone is welcome: making school libraries culturally relevant for all students
Learning from students’ families as a step toward equity in literacy instruction
How social-emotional learning became a frontline in the battle against CRT
Identity, mastery, belonging and efficacy: Four ways student agency can flourish
How Do You Cultivate Genius in All Students?
Three Strategies for Advancing Antiracist Practices
How Culturally Relevant Teaching Can Build Relationships While Students Are Home
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FM","link":"/"}},"mindshift_60096":{"type":"posts","id":"mindshift_60096","meta":{"index":"posts_1591205157","site":"mindshift","id":"60096","score":null,"sort":[1673434519000]},"guestAuthors":[],"slug":"why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms","title":"Why teachers must examine their own ideologies to create identity affirming classrooms","publishDate":1673434519,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from \"\u003c/span>\u003c/i>\u003ca href=\"https://www.routledge.com/Identity-Affirming-Classrooms-Spaces-that-Center-Humanity/Buchanan-Rivera/p/book/9781032042930\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Identity Affirming Classrooms: Spaces that Center Humanity\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">\" by Erica Buchanan-Rivera. Published by Routledge.\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>\u003cb>Decolonize Your Mind and Classroom\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">A third-grade teacher attempted to take a brown crayon out of my hand and exchange it for a peach color after she noticed my depiction of Jesus as a Black man—\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">yes, a lot of Crayola curriculum\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">back in those days\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Little did the teacher know, my house was full of Black Jesus (and Santa too) as my mom collected figurines, and I was also intelligent enough at the age of nine to know that a dark pigment (despite all the pale, fair-skinned images of Jesus in school) would be evident in a biblical story that took place near the equator. Yet, this teacher was passionate about “correcting me” and set a standard for my work due to her social construction. She deliberately overlaid her adopted norms over my reality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright wp-image-60156\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/identityaffirmingclassrooms.jpg\" alt=\"Identity Affirming Classrooms\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/identityaffirmingclassrooms.jpg 350w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/identityaffirmingclassrooms-160x240.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">The emotions and practices we bring into the classroom are a product of our experiences. Due to the nature of living in an unjust world that upholds forms of oppression within every system, many of us have been socialized to adopt norms while existing in spaces under the confines of whiteness. Many of the systems, policies, and procedures developed by humans in positions of power reflect the ways they have been conditioned to see and live in the world. Therefore, we must interrogate the dominant ideologies and how whiteness influences the spaces we design for children. Teachers also hold power over the decisions made in the classroom. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">We can \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">determine the content and supplemental materials that need to be taught, and co-construct learning experiences with students. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">We can \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">honor the native languages, culture, and racial experiences of students within the classroom, having critical conversations about social justice. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">We can \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">help students to see that there are different methods to showing proficiency. To hold power means that we also have to engage in a practice of ideological unlearning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of my most powerful teachable moments occurred during my first year of teaching. While administering a math journal problem to a group of kindergarten students, I was approached by a student who was eager to show me her results. The problem read as followed:\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 40px\">\u003ci>\u003cspan style=\"font-weight: 400\">Miss Buchanan only has four chairs in her home. She invited Sydnee, Ashton, Arius, and Jacob over for a snack. Will there be enough chairs for everyone, including Miss Buchanan, to sit down and enjoy the snack?\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sydnee solved the problem and shared that there would be enough seats for everyone. Immediately, this innate non-negotiable feeling emerged, and I advised that she may need to rethink her problem and try it again. The student continued to share that she was confident in her response and came up with a solution. I proceeded to demonstrate multiple strategies that matched my thinking. And again, Sydnee conveyed that there were enough seats because she figured out a way to make things work. Baffled by her reasoning, I took the time to meticulously look at her illustration as all students were required to demonstrate their problem-solving methods. In a combination of lowercase and capital letters she wrote, “Jacob cAnt coM.” Then, Sydnee proceeded to explain that she uninvited a student due to the lack of chairs available so we could all have a place to sit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her math journal taught me a valuable lesson about the importance of decolonizing my mind. I started to question: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">How\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">often do I expect students to fit their thinking into a box that I created? How did I create this box? Why do I hold the notion that things need to be executed in a certain way to meet standards? Where did these standards originate from? How are these standards harming the creativity and brilliance of the students I’m serving, particularly those at the margins?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> While attempting to have Sydnee match my reasoning, I had failed to match \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">her \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">thinking process and see the possibilities beyond the way I conceptualized the problem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Decolonizing our minds is a process of unlearning where we deconstruct the ideologies and binaries that other individuals, repress cultures, or deem people as inadequate due to the categorical, socially constructed hierarchies embedded in thinking—\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">sometimes, without even knowing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. The advancement of educational equity is a combination of mirror work and systems work where we collectively assess and challenge the power structures that yield unequal outcomes. We must understand the role we play in maintaining inequities. When you think of success, how do you define it and are those views tied to your expectations of students? (Kawi, 2020). In Hahnville High School in Boutte, Louisiana (Page, 2021) a student was prohibited from graduating due to the style of shoes he was wearing (which led to a teacher providing the student his own shoes). How were those standards for a dress code determined? A policy that would cost a significant milestone and accomplishment for a student? Considering the subjective nature of disciplinary offenses such as disruption and insubordination, how are we decolonizing our minds when working with human behaviors? The decolonization process starts with us (mirror work), and then we work to develop content with essential identity questions in a physical environment that is designed to value the identity of students.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/ericabrivera\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cem>\u003cimg class=\"alignleft wp-image-60193\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-800x1165.jpg\" alt=\"\" width=\"250\" height=\"364\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-800x1165.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-1020x1485.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-160x233.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-768x1118.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-1055x1536.jpg 1055w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-1406x2048.jpg 1406w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-1920x2796.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-scaled.jpg 1758w\" sizes=\"(max-width: 250px) 100vw, 250px\">Erica Buchanan-Rivera\u003c/em>\u003c/span>\u003c/a>\u003cem>\u003cspan style=\"font-weight: 400\">, Ph.D., is an educational equity scholar, consultant, community organizer, and fierce advocate for children and liberatory spaces where people can be their authentic selves. She has served as a teacher, principal, director of curriculum, and adjunct professor. She is currently the Director of Equity and Inclusion in a K-12 public school district in Indianapolis, Indiana.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"In \"Identity Affirming Classrooms: Spaces that Center Humanity,\" Erica Buchanan-Rivera writes that educators must examine the role they play in maintaining inequities in schools.","status":"publish","parent":0,"modified":1673055489,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":954},"headData":{"title":"Why teachers must examine their own ideologies to create identity affirming classrooms - MindShift","description":"To create spaces that center humanity, educators must examine the role they play in maintaining inequities in schools, writes Erica Buchanan-Rivera.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from \"\u003c/span>\u003c/i>\u003ca href=\"https://www.routledge.com/Identity-Affirming-Classrooms-Spaces-that-Center-Humanity/Buchanan-Rivera/p/book/9781032042930\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Identity Affirming Classrooms: Spaces that Center Humanity\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">\" by Erica Buchanan-Rivera. Published by Routledge.\u003c/span>\u003c/i>\u003c/p>\n\u003ch3>\u003cb>Decolonize Your Mind and Classroom\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">A third-grade teacher attempted to take a brown crayon out of my hand and exchange it for a peach color after she noticed my depiction of Jesus as a Black man—\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">yes, a lot of Crayola curriculum\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">back in those days\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. Little did the teacher know, my house was full of Black Jesus (and Santa too) as my mom collected figurines, and I was also intelligent enough at the age of nine to know that a dark pigment (despite all the pale, fair-skinned images of Jesus in school) would be evident in a biblical story that took place near the equator. Yet, this teacher was passionate about “correcting me” and set a standard for my work due to her social construction. She deliberately overlaid her adopted norms over my reality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright wp-image-60156\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/identityaffirmingclassrooms.jpg\" alt=\"Identity Affirming Classrooms\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/identityaffirmingclassrooms.jpg 350w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/identityaffirmingclassrooms-160x240.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">The emotions and practices we bring into the classroom are a product of our experiences. Due to the nature of living in an unjust world that upholds forms of oppression within every system, many of us have been socialized to adopt norms while existing in spaces under the confines of whiteness. Many of the systems, policies, and procedures developed by humans in positions of power reflect the ways they have been conditioned to see and live in the world. Therefore, we must interrogate the dominant ideologies and how whiteness influences the spaces we design for children. Teachers also hold power over the decisions made in the classroom. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">We can \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">determine the content and supplemental materials that need to be taught, and co-construct learning experiences with students. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">We can \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">honor the native languages, culture, and racial experiences of students within the classroom, having critical conversations about social justice. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">We can \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">help students to see that there are different methods to showing proficiency. To hold power means that we also have to engage in a practice of ideological unlearning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of my most powerful teachable moments occurred during my first year of teaching. While administering a math journal problem to a group of kindergarten students, I was approached by a student who was eager to show me her results. The problem read as followed:\u003c/span>\u003c/p>\n\u003cp style=\"padding-left: 40px\">\u003ci>\u003cspan style=\"font-weight: 400\">Miss Buchanan only has four chairs in her home. She invited Sydnee, Ashton, Arius, and Jacob over for a snack. Will there be enough chairs for everyone, including Miss Buchanan, to sit down and enjoy the snack?\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sydnee solved the problem and shared that there would be enough seats for everyone. Immediately, this innate non-negotiable feeling emerged, and I advised that she may need to rethink her problem and try it again. The student continued to share that she was confident in her response and came up with a solution. I proceeded to demonstrate multiple strategies that matched my thinking. And again, Sydnee conveyed that there were enough seats because she figured out a way to make things work. Baffled by her reasoning, I took the time to meticulously look at her illustration as all students were required to demonstrate their problem-solving methods. In a combination of lowercase and capital letters she wrote, “Jacob cAnt coM.” Then, Sydnee proceeded to explain that she uninvited a student due to the lack of chairs available so we could all have a place to sit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her math journal taught me a valuable lesson about the importance of decolonizing my mind. I started to question: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">How\u003c/span>\u003c/i> \u003ci>\u003cspan style=\"font-weight: 400\">often do I expect students to fit their thinking into a box that I created? How did I create this box? Why do I hold the notion that things need to be executed in a certain way to meet standards? Where did these standards originate from? How are these standards harming the creativity and brilliance of the students I’m serving, particularly those at the margins?\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> While attempting to have Sydnee match my reasoning, I had failed to match \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">her \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">thinking process and see the possibilities beyond the way I conceptualized the problem.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Decolonizing our minds is a process of unlearning where we deconstruct the ideologies and binaries that other individuals, repress cultures, or deem people as inadequate due to the categorical, socially constructed hierarchies embedded in thinking—\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">sometimes, without even knowing\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">. The advancement of educational equity is a combination of mirror work and systems work where we collectively assess and challenge the power structures that yield unequal outcomes. We must understand the role we play in maintaining inequities. When you think of success, how do you define it and are those views tied to your expectations of students? (Kawi, 2020). In Hahnville High School in Boutte, Louisiana (Page, 2021) a student was prohibited from graduating due to the style of shoes he was wearing (which led to a teacher providing the student his own shoes). How were those standards for a dress code determined? A policy that would cost a significant milestone and accomplishment for a student? Considering the subjective nature of disciplinary offenses such as disruption and insubordination, how are we decolonizing our minds when working with human behaviors? The decolonization process starts with us (mirror work), and then we work to develop content with essential identity questions in a physical environment that is designed to value the identity of students.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/ericabrivera\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cem>\u003cimg class=\"alignleft wp-image-60193\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-800x1165.jpg\" alt=\"\" width=\"250\" height=\"364\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-800x1165.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-1020x1485.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-160x233.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-768x1118.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-1055x1536.jpg 1055w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-1406x2048.jpg 1406w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-1920x2796.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Erica-author-photo-scaled.jpg 1758w\" sizes=\"(max-width: 250px) 100vw, 250px\">Erica Buchanan-Rivera\u003c/em>\u003c/span>\u003c/a>\u003cem>\u003cspan style=\"font-weight: 400\">, Ph.D., is an educational equity scholar, consultant, community organizer, and fierce advocate for children and liberatory spaces where people can be their authentic selves. She has served as a teacher, principal, director of curriculum, and adjunct professor. She is currently the Director of Equity and Inclusion in a K-12 public school district in Indianapolis, Indiana.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms","authors":["4354"],"categories":["mindshift_21491"],"tags":["mindshift_21322","mindshift_21371","mindshift_21126","mindshift_20701","mindshift_21015"],"featImg":"mindshift_60429","label":"mindshift"},"mindshift_60123":{"type":"posts","id":"mindshift_60123","meta":{"index":"posts_1591205157","site":"mindshift","id":"60123","score":null,"sort":[1673348139000]},"guestAuthors":[],"slug":"why-student-voice-should-be-central-to-school-libraries","title":"Why student voice should be central to school libraries","publishDate":1673348139,"format":"standard","headTitle":"Why student voice should be central to school libraries | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Warning labels \u003c/span>\u003ca href=\"https://www.nbcnews.com/nbc-out/out-news/florida-school-district-added-parental-advisory-notice-100-books-rcna41779\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">on LGBTQ-themed books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Florida. Challenges to books related to race, sexuality or gender identity in \u003c/span>\u003ca href=\"https://ohiocapitaljournal.com/2022/08/09/as-the-school-year-begins-calls-for-book-bans-begin-to-accelerate-in-ohio/?utm_source=pocket_mylist\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Ohio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://news.stlpublicradio.org/education/2022-08-05/federal-judge-keeps-wentzville-book-review-policy-in-place\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Missouri\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.pilotonline.com/news/education/vp-nw-book-decisions-20220805-ssqazsvn5jgrlowknfmzhf2wte-story.html\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Virginia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2021/09/24/pennsylvania-school-book-ban-diversity/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Pennsylvania\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A \u003c/span>\u003ca href=\"https://www.washingtonpost.com/nation/2021/09/21/james-whitfield-school-board-vote/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Texas principal placed on leave\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after accusations of promoting critical race theory. Across the U.S., the topics kids can learn and read about in school have been hotly contested in recent years. Mostly, these controversies have been driven by adults. That’s the way education decisions education are usually made, even in less contentious times, according to school librarian and language arts teacher \u003ca href=\"https://twitter.com/juliaerin80\" target=\"_blank\" rel=\"noopener noreferrer\">Julia Torres\u003c/a>. “We have a lot of conversations about kids. We will involve them in performative ways, but I have only known of a few organizations that really authentically involve young people at every level of decision-making,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Torres makes a call to action for school librarians to \u003ca href=\"http://kqed.org/mindshift/tag/student-voice\" target=\"_blank\" rel=\"noopener noreferrer\">center student voices\u003c/a> in programming and collection management in the book “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60084/everyone-is-welcome-making-school-libraries-culturally-relevant-for-all-students\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Liven Up Your Library: Design Engaging and Inclusive Programs for Tweens and Teens\u003c/span>\u003c/a>,\u003cspan style=\"font-weight: 400\">” co-authored by Valerie Tagoe.\u003c/span>\u003cspan style=\"font-weight: 400\"> “[W]e cannot claim to serve young people while excluding them from conversations and decision-making about resources and materials that are primarily for their use. We must always prioritize and protect student empowerment as a key right and responsibility when working with young people,” the two educators write.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her school, Torres starts the year by conducting a “reading habits and interest survey” among her students. \u003c/span>\u003cspan style=\"font-weight: 400\">She may be driving toward the same standards with from year to year, but she uses \u003ca href=\"https://www.kqed.org/mindshift/56900/when-kids-say-im-not-a-reader-how-librarians-can-disrupt-traumatic-reading-practices\" target=\"_blank\" rel=\"noopener noreferrer\">what she learns from the surveys\u003c/a> and regular check-ins to chart each group’s path. “When you don’t include them and it feels more like you’re doing education to them, that’s how you get a lot of apathetic students, and it’s a lot harder for things to meet the ends that you’re trying to achieve,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Torres and Tagoe encourage librarians to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56580/how-fan-fiction-inspires-kids-to-read-and-write-and-write-and-write\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">build community around students’ reading interests\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It just takes listening. For example, Tagoe sponsored a graphic novel club at students’ request. She also invited the Japan America Society to present about Japanese high school life after seeing her students’ passion for manga. The presenter also led a tea ceremony. “So the kids took off their shoes, sat in a circle, made matcha tea, and … they soaked it all up,” Tagoe said. “Just giving them experiences to provide context (to what they’re reading) so that they can learn about different cultures and language and people — I think that’s a powerful tool.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Listening and observation also guides Tagoe’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">collection development choices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You have to look at the curricular needs of the students and your requests, what they’re looking at, what they’re checking out,” she said. “Especially in high school, I’ve always tried to kind of move based on what the students are telling me.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not everyone grasps the value of student-centered librarianship. Torres recalled a time when an administrator questioned why her students weren’t completing worksheets along with their independent reading. She sees hypocrisy in some adults’ views about students, reading and productivity. “Many adults do not make time for the things that they’re expecting the young people to do. And they think that just because they graduated, they have degrees, what have you, they no longer need to do a lot of the things that these young people need to do, which is adultism,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help students develop life-long literacy, Torres said educators should be realistic that a reading life has peaks and valleys. While in graduate school, for example, she gravitated toward lighter fare, such as poetry and podcasts, for a break from heavy academic texts. She and Tagoe recommend normalizing those experiences with students. They also said they work to counter messages that teenagers have absorbed from adults about their reading preferences, such as the idea that \u003c/span>\u003ca href=\"https://www.todaysparent.com/family/books/celebrity-authors-childrens-books/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">graphic novels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://time.com/5388681/audiobooks-reading-books/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">audio books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> aren’t “real” reading.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Torres and Tagoe also aim to increase young people’s awareness of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53955/where-did-all-these-teen-activists-come-from\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">their place in a bigger picture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When a student has a great idea, for example, Torres said she encourages them to research who’s done it first. That can lead students to new information and ideas they can build on or respond to, including past achievements and historical injustices.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In their book, Torres and Tagoe write, “Students should absolutely be encouraged to contribute their individual voices and experiences to that of a collective student body, but also understand that their stories and experiences are part of a \u003c/span>\u003cspan style=\"font-weight: 400\">continuum of voices\u003c/span>\u003cspan style=\"font-weight: 400\"> and stories that existed before them and will continue long after they have graduated or moved on.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"School librarians can center student voices in programming and collection management by asking for input, listening, observing and building community around students' reading interests.","status":"publish","parent":0,"modified":1691442817,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":829},"headData":{"title":"Why student voice should be central to school libraries | KQED","description":"School librarians can empower students by listening, observing and building community around young people's reading interests.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"School librarians can empower students by listening, observing and building community around young people's reading interests."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60123/why-student-voice-should-be-central-to-school-libraries","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Warning labels \u003c/span>\u003ca href=\"https://www.nbcnews.com/nbc-out/out-news/florida-school-district-added-parental-advisory-notice-100-books-rcna41779\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">on LGBTQ-themed books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Florida. Challenges to books related to race, sexuality or gender identity in \u003c/span>\u003ca href=\"https://ohiocapitaljournal.com/2022/08/09/as-the-school-year-begins-calls-for-book-bans-begin-to-accelerate-in-ohio/?utm_source=pocket_mylist\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Ohio\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://news.stlpublicradio.org/education/2022-08-05/federal-judge-keeps-wentzville-book-review-policy-in-place\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Missouri\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.pilotonline.com/news/education/vp-nw-book-decisions-20220805-ssqazsvn5jgrlowknfmzhf2wte-story.html\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Virginia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2021/09/24/pennsylvania-school-book-ban-diversity/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Pennsylvania\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. A \u003c/span>\u003ca href=\"https://www.washingtonpost.com/nation/2021/09/21/james-whitfield-school-board-vote/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Texas principal placed on leave\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after accusations of promoting critical race theory. Across the U.S., the topics kids can learn and read about in school have been hotly contested in recent years. Mostly, these controversies have been driven by adults. That’s the way education decisions education are usually made, even in less contentious times, according to school librarian and language arts teacher \u003ca href=\"https://twitter.com/juliaerin80\" target=\"_blank\" rel=\"noopener noreferrer\">Julia Torres\u003c/a>. “We have a lot of conversations about kids. We will involve them in performative ways, but I have only known of a few organizations that really authentically involve young people at every level of decision-making,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Torres makes a call to action for school librarians to \u003ca href=\"http://kqed.org/mindshift/tag/student-voice\" target=\"_blank\" rel=\"noopener noreferrer\">center student voices\u003c/a> in programming and collection management in the book “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60084/everyone-is-welcome-making-school-libraries-culturally-relevant-for-all-students\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Liven Up Your Library: Design Engaging and Inclusive Programs for Tweens and Teens\u003c/span>\u003c/a>,\u003cspan style=\"font-weight: 400\">” co-authored by Valerie Tagoe.\u003c/span>\u003cspan style=\"font-weight: 400\"> “[W]e cannot claim to serve young people while excluding them from conversations and decision-making about resources and materials that are primarily for their use. We must always prioritize and protect student empowerment as a key right and responsibility when working with young people,” the two educators write.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her school, Torres starts the year by conducting a “reading habits and interest survey” among her students. \u003c/span>\u003cspan style=\"font-weight: 400\">She may be driving toward the same standards with from year to year, but she uses \u003ca href=\"https://www.kqed.org/mindshift/56900/when-kids-say-im-not-a-reader-how-librarians-can-disrupt-traumatic-reading-practices\" target=\"_blank\" rel=\"noopener noreferrer\">what she learns from the surveys\u003c/a> and regular check-ins to chart each group’s path. “When you don’t include them and it feels more like you’re doing education to them, that’s how you get a lot of apathetic students, and it’s a lot harder for things to meet the ends that you’re trying to achieve,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Torres and Tagoe encourage librarians to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56580/how-fan-fiction-inspires-kids-to-read-and-write-and-write-and-write\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">build community around students’ reading interests\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. It just takes listening. For example, Tagoe sponsored a graphic novel club at students’ request. She also invited the Japan America Society to present about Japanese high school life after seeing her students’ passion for manga. The presenter also led a tea ceremony. “So the kids took off their shoes, sat in a circle, made matcha tea, and … they soaked it all up,” Tagoe said. “Just giving them experiences to provide context (to what they’re reading) so that they can learn about different cultures and language and people — I think that’s a powerful tool.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Listening and observation also guides Tagoe’s \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57026/diversifying-your-classroom-book-collections-avoid-these-7-pitfalls\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">collection development choices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “You have to look at the curricular needs of the students and your requests, what they’re looking at, what they’re checking out,” she said. “Especially in high school, I’ve always tried to kind of move based on what the students are telling me.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not everyone grasps the value of student-centered librarianship. Torres recalled a time when an administrator questioned why her students weren’t completing worksheets along with their independent reading. She sees hypocrisy in some adults’ views about students, reading and productivity. “Many adults do not make time for the things that they’re expecting the young people to do. And they think that just because they graduated, they have degrees, what have you, they no longer need to do a lot of the things that these young people need to do, which is adultism,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help students develop life-long literacy, Torres said educators should be realistic that a reading life has peaks and valleys. While in graduate school, for example, she gravitated toward lighter fare, such as poetry and podcasts, for a break from heavy academic texts. She and Tagoe recommend normalizing those experiences with students. They also said they work to counter messages that teenagers have absorbed from adults about their reading preferences, such as the idea that \u003c/span>\u003ca href=\"https://www.todaysparent.com/family/books/celebrity-authors-childrens-books/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">graphic novels\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://time.com/5388681/audiobooks-reading-books/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">audio books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> aren’t “real” reading.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Torres and Tagoe also aim to increase young people’s awareness of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53955/where-did-all-these-teen-activists-come-from\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">their place in a bigger picture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When a student has a great idea, for example, Torres said she encourages them to research who’s done it first. That can lead students to new information and ideas they can build on or respond to, including past achievements and historical injustices.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In their book, Torres and Tagoe write, “Students should absolutely be encouraged to contribute their individual voices and experiences to that of a collective student body, but also understand that their stories and experiences are part of a \u003c/span>\u003cspan style=\"font-weight: 400\">continuum of voices\u003c/span>\u003cspan style=\"font-weight: 400\"> and stories that existed before them and will continue long after they have graduated or moved on.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60123/why-student-voice-should-be-central-to-school-libraries","authors":["11487"],"categories":["mindshift_21445","mindshift_193"],"tags":["mindshift_21371","mindshift_21126","mindshift_895","mindshift_444","mindshift_550","mindshift_20779","mindshift_21259"],"featImg":"mindshift_60403","label":"mindshift"},"mindshift_60084":{"type":"posts","id":"mindshift_60084","meta":{"index":"posts_1591205157","site":"mindshift","id":"60084","score":null,"sort":[1672829708000]},"guestAuthors":[],"slug":"everyone-is-welcome-making-school-libraries-culturally-relevant-for-all-students","title":"Everyone is welcome: making school libraries culturally relevant for all students","publishDate":1672829708,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://my.iste.org/s/store?_ga=2.159544378.645381022.1636389062-1268049923.1597085541#/store/browse/detail/a1w1U000004yxGzQAI\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Liven Up Your Library: Design Engaging and Inclusive Programs for Tweens and Teens\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Julia Torres and Valerie Tagoe. Published by ISTE.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>\u003cb>A Space for Building Community\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we think about the school library as a place where reading communities begin and are nurtured, we have to remember that a school is a place where many students do not inherently feel welcome. Historically speaking, school systems have been an instrumental part of systems of colonization and indoctrination. In Ngũgĩ wa Thiong’o’s famous essay “Decolonising the Mind” (1986), we learn that students have been socialized to shame one another for speaking Kikuyu, their mother tongue. The tendency to demonize the unique parts of us that make us individuals, and to praise or reward the parts of people that demonstrate their assimilation with the dominant culture is pervasive throughout all of humankind. From Japan, which kept its borders closed to visitors from the West (until the arrival of Commodore Perry in 1853), all the way to the Hawaiian Islands, whose indigenous population was decimated with the arrival of colonizers and smallpox in 1778, education has been used to dominate and subjugate throughout human history.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what can we do to transform our educational system from one of subjugation and assimilation to one where everyone is truly welcome, a system based upon precepts of liberation and freedom?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Culturally Relevant Librarianship\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"wp-image-60164 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-800x1236.jpg\" alt=\"Liven Up Your Library book cover\" width=\"250\" height=\"386\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-800x1236.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-1020x1577.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-160x247.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-768x1187.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-994x1536.jpg 994w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary.jpg 1294w\" sizes=\"(max-width: 250px) 100vw, 250px\">The idea of culturally relevant librarianship is a natural outgrowth of culturally responsive education. Many have written and taught about culturally relevant pedagogy, or CRP (not to be confused with CRT) and it is the child of what began as multicultural education. When we think about culturally relevant librarianship, we have to consider that librarianship is in essence the curation, preservation, and dissemination of information and story. We must also remember that historically, information and stories have been the record of those who considered themselves to be the winners, the conquerors in societies the world over.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In modern times, what we call CRP was coined by Gloria Ladson-Billings as a way in which we remain responsive to and aware of the need of all children to have an experience (in library and classroom environments) that is empowering, restorative, and validating.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As you begin to explore culturally responsive librarianship, begin by asking yourself the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>How do we make sure students feel empowered?\u003c/b>\u003cspan style=\"font-weight: 400\"> We lift up stories and information that depict all people, not just those of the global majority, as inventors, explorers, discoverers, and victors.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>How do we make sure students are restored through the information they seek and find? \u003c/b>\u003cspan style=\"font-weight: 400\">We make sure information seeking is a collaborative process and one that includes search terms, keywords, and databases that center around people and funds of knowledge outside those of Western Europe.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>How do we validate students in an effort to make sure they truly feel welcome in library space? \u003c/b>\u003cspan style=\"font-weight: 400\">We center their funds of knowledge and make sure they know their stories are valued and valid, even if those from the dominant culture do not understand the cultural norms, language, and value depicted within them.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Developing Cultural Competency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Understanding and undertaking this work is a process. According to Monteil-Overall and Reyes-Escudero (2015, p. 24), a continuum of cultural competency exists, from cultural incapacity to cultural proficiency:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Cultural incapacity.\u003c/b>\u003cspan style=\"font-weight: 400\"> Failure to understand why a person would need to understand anyone else’s culture.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Cultural blindness.\u003c/b>\u003cspan style=\"font-weight: 400\"> Individuals claim not to see differences between individuals and feel it is inappropriate to discuss \u003c/span>\u003cspan style=\"font-weight: 400\">differences.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Cultural awareness.\u003c/b>\u003cspan style=\"font-weight: 400\"> Individuals candidly recognize differences and have some knowledge of what makes individuals ethnically, racially, linguistically, culturally, or in other ways \u003c/span>\u003cspan style=\"font-weight: 400\">unique.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Cultural competence.\u003c/b>\u003cspan style=\"font-weight: 400\"> Individuals who adapt their practice to meet the needs of those around them.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Cultural proficiency.\u003c/b>\u003cspan style=\"font-weight: 400\"> Individuals with the capacity to understand social justice issues and who work to eliminate inequities faced by cultural groups. (Adapted from Mardis & Oberg, 2019.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to support people of any age moving along the continuum, it is important to seek tools that facilitate conversation, to read and study them, and to do the internal work of interrogating our own biases and how they have been formed. For example:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Librarians curating collections can look to \u003c/span>\u003ca href=\"https://socialjusticebooks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">socialjusticebooks.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for examples of book lists or readers’ advisory suggestions that align with specific cultural/ethnic/racial groups.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Librarians looking to develop their understanding of how library classification systems may be exclusionary or biased may read \u003c/span>\u003ca href=\"https://www.smithsonianmag.com/history/remembering-howard-university-librarian-who-decolonized-way-books-were-catalogued-180970890/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">this Smithsonian article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Librarians looking to depart from the Western methods of library classification may choose to organize library materials with an indigenous system of knowledge classification, like \u003c/span>\u003ca href=\"https://guides.library.ubc.ca/c.php?g=307208&p=2049510\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">this example from the University of British Columbia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Many librarians have chosen to genrefy their libraries in an attempt to emulate the organization systems used by bookstores. Genrefication is a step toward student empowerment and away from dependence. Learn more from \u003c/span>\u003ca href=\"https://americanlibrariesmagazine.org/2021/09/01/the-switch-to-genrefication/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">this article in American Libraries magazine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>\u003ca href=\"https://www.juliaetorres.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60177\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-800x1200.jpg\" alt=\"Julia Torres\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-1920x2880.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-scaled.jpg 1707w\" sizes=\"(max-width: 250px) 100vw, 250px\">Julia E. Torres\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a language arts teacher and librarian in Denver, Colorado. An advocate for all students and public education, Torres is a frequent conference and event speaker, and facilitates workshops and professional conversations about equity, anti-bias/anti-racist education, culturally sustaining pedagogies and literacy in the digital age. She is a current member of the Amelia Elizabeth Walden Award Committee, a 2020 Library Journal Mover and Shaker and a past president of the Colorado Language Arts Society (a regional affiliate of the National Council of Teachers of English). She holds a master’s of education in secondary education curriculum and instruction from University of Phoenix, a master’s in creative writing from Regis University and a masters in library and information science from the University of Denver.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cimg class=\"alignleft wp-image-60171\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tagoe_Valerie-800x1201.jpg\" alt=\"Valerie Tagoe\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tagoe_Valerie-800x1201.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tagoe_Valerie-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tagoe_Valerie-768x1153.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tagoe_Valerie.jpg 816w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cem>\u003ca href=\"https://twitter.com/bookmarksllc\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Valerie Tagoe\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a high school librarian in Texas. She’s a winner of the S. Janice Kee Award from Texas Woman’s University, and a past president of the Dallas Association of School Librarians. Currently, she’s a member of the Young Adult Library Services Association board of directors. In addition to serving on the board, Tagoe is also active in the Texas Library Association as a member of its legislative committee. She holds a bachelor’s in French, with a minor in history, from the University of Oklahoma; a master’s of bilingual education from Southern Methodist University; and an MLS from Texas Woman's University.\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The idea of culturally relevant librarianship is a natural outgrowth of culturally responsive education, write school librarians Julia Torres and Valerie Tagoe in “Liven Up Your Library: Design Engaging and Inclusive Programs for Tweens and Teens.\"","status":"publish","parent":0,"modified":1672084563,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":1072},"headData":{"title":"Everyone is welcome: making school libraries culturally relevant for all students - MindShift","description":"The idea of culturally relevant librarianship is a natural outgrowth of culturally responsive education.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60084/everyone-is-welcome-making-school-libraries-culturally-relevant-for-all-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://my.iste.org/s/store?_ga=2.159544378.645381022.1636389062-1268049923.1597085541#/store/browse/detail/a1w1U000004yxGzQAI\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Liven Up Your Library: Design Engaging and Inclusive Programs for Tweens and Teens\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">” by Julia Torres and Valerie Tagoe. Published by ISTE.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>\u003cb>A Space for Building Community\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we think about the school library as a place where reading communities begin and are nurtured, we have to remember that a school is a place where many students do not inherently feel welcome. Historically speaking, school systems have been an instrumental part of systems of colonization and indoctrination. In Ngũgĩ wa Thiong’o’s famous essay “Decolonising the Mind” (1986), we learn that students have been socialized to shame one another for speaking Kikuyu, their mother tongue. The tendency to demonize the unique parts of us that make us individuals, and to praise or reward the parts of people that demonstrate their assimilation with the dominant culture is pervasive throughout all of humankind. From Japan, which kept its borders closed to visitors from the West (until the arrival of Commodore Perry in 1853), all the way to the Hawaiian Islands, whose indigenous population was decimated with the arrival of colonizers and smallpox in 1778, education has been used to dominate and subjugate throughout human history.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So what can we do to transform our educational system from one of subjugation and assimilation to one where everyone is truly welcome, a system based upon precepts of liberation and freedom?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Culturally Relevant Librarianship\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"wp-image-60164 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-800x1236.jpg\" alt=\"Liven Up Your Library book cover\" width=\"250\" height=\"386\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-800x1236.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-1020x1577.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-160x247.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-768x1187.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary-994x1536.jpg 994w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/livenupyourlibrary.jpg 1294w\" sizes=\"(max-width: 250px) 100vw, 250px\">The idea of culturally relevant librarianship is a natural outgrowth of culturally responsive education. Many have written and taught about culturally relevant pedagogy, or CRP (not to be confused with CRT) and it is the child of what began as multicultural education. When we think about culturally relevant librarianship, we have to consider that librarianship is in essence the curation, preservation, and dissemination of information and story. We must also remember that historically, information and stories have been the record of those who considered themselves to be the winners, the conquerors in societies the world over.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In modern times, what we call CRP was coined by Gloria Ladson-Billings as a way in which we remain responsive to and aware of the need of all children to have an experience (in library and classroom environments) that is empowering, restorative, and validating.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As you begin to explore culturally responsive librarianship, begin by asking yourself the following:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>How do we make sure students feel empowered?\u003c/b>\u003cspan style=\"font-weight: 400\"> We lift up stories and information that depict all people, not just those of the global majority, as inventors, explorers, discoverers, and victors.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>How do we make sure students are restored through the information they seek and find? \u003c/b>\u003cspan style=\"font-weight: 400\">We make sure information seeking is a collaborative process and one that includes search terms, keywords, and databases that center around people and funds of knowledge outside those of Western Europe.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>How do we validate students in an effort to make sure they truly feel welcome in library space? \u003c/b>\u003cspan style=\"font-weight: 400\">We center their funds of knowledge and make sure they know their stories are valued and valid, even if those from the dominant culture do not understand the cultural norms, language, and value depicted within them.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cb>Developing Cultural Competency\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Understanding and undertaking this work is a process. According to Monteil-Overall and Reyes-Escudero (2015, p. 24), a continuum of cultural competency exists, from cultural incapacity to cultural proficiency:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Cultural incapacity.\u003c/b>\u003cspan style=\"font-weight: 400\"> Failure to understand why a person would need to understand anyone else’s culture.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Cultural blindness.\u003c/b>\u003cspan style=\"font-weight: 400\"> Individuals claim not to see differences between individuals and feel it is inappropriate to discuss \u003c/span>\u003cspan style=\"font-weight: 400\">differences.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Cultural awareness.\u003c/b>\u003cspan style=\"font-weight: 400\"> Individuals candidly recognize differences and have some knowledge of what makes individuals ethnically, racially, linguistically, culturally, or in other ways \u003c/span>\u003cspan style=\"font-weight: 400\">unique.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Cultural competence.\u003c/b>\u003cspan style=\"font-weight: 400\"> Individuals who adapt their practice to meet the needs of those around them.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Cultural proficiency.\u003c/b>\u003cspan style=\"font-weight: 400\"> Individuals with the capacity to understand social justice issues and who work to eliminate inequities faced by cultural groups. (Adapted from Mardis & Oberg, 2019.)\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to support people of any age moving along the continuum, it is important to seek tools that facilitate conversation, to read and study them, and to do the internal work of interrogating our own biases and how they have been formed. For example:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Librarians curating collections can look to \u003c/span>\u003ca href=\"https://socialjusticebooks.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">socialjusticebooks.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for examples of book lists or readers’ advisory suggestions that align with specific cultural/ethnic/racial groups.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Librarians looking to develop their understanding of how library classification systems may be exclusionary or biased may read \u003c/span>\u003ca href=\"https://www.smithsonianmag.com/history/remembering-howard-university-librarian-who-decolonized-way-books-were-catalogued-180970890/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">this Smithsonian article\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Librarians looking to depart from the Western methods of library classification may choose to organize library materials with an indigenous system of knowledge classification, like \u003c/span>\u003ca href=\"https://guides.library.ubc.ca/c.php?g=307208&p=2049510\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">this example from the University of British Columbia\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Many librarians have chosen to genrefy their libraries in an attempt to emulate the organization systems used by bookstores. Genrefication is a step toward student empowerment and away from dependence. Learn more from \u003c/span>\u003ca href=\"https://americanlibrariesmagazine.org/2021/09/01/the-switch-to-genrefication/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">this article in American Libraries magazine\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>\u003ca href=\"https://www.juliaetorres.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft wp-image-60177\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-800x1200.jpg\" alt=\"Julia Torres\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-1920x2880.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Torres_Julia-scaled.jpg 1707w\" sizes=\"(max-width: 250px) 100vw, 250px\">Julia E. Torres\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a language arts teacher and librarian in Denver, Colorado. An advocate for all students and public education, Torres is a frequent conference and event speaker, and facilitates workshops and professional conversations about equity, anti-bias/anti-racist education, culturally sustaining pedagogies and literacy in the digital age. She is a current member of the Amelia Elizabeth Walden Award Committee, a 2020 Library Journal Mover and Shaker and a past president of the Colorado Language Arts Society (a regional affiliate of the National Council of Teachers of English). She holds a master’s of education in secondary education curriculum and instruction from University of Phoenix, a master’s in creative writing from Regis University and a masters in library and information science from the University of Denver.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg class=\"alignleft wp-image-60171\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tagoe_Valerie-800x1201.jpg\" alt=\"Valerie Tagoe\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tagoe_Valerie-800x1201.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tagoe_Valerie-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tagoe_Valerie-768x1153.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/Tagoe_Valerie.jpg 816w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cem>\u003ca href=\"https://twitter.com/bookmarksllc\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Valerie Tagoe\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a high school librarian in Texas. She’s a winner of the S. Janice Kee Award from Texas Woman’s University, and a past president of the Dallas Association of School Librarians. Currently, she’s a member of the Young Adult Library Services Association board of directors. In addition to serving on the board, Tagoe is also active in the Texas Library Association as a member of its legislative committee. She holds a bachelor’s in French, with a minor in history, from the University of Oklahoma; a master’s of bilingual education from Southern Methodist University; and an MLS from Texas Woman's University.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60084/everyone-is-welcome-making-school-libraries-culturally-relevant-for-all-students","authors":["4354"],"categories":["mindshift_21491"],"tags":["mindshift_972","mindshift_21371","mindshift_21126","mindshift_895","mindshift_21259"],"featImg":"mindshift_60401","label":"mindshift"},"mindshift_60112":{"type":"posts","id":"mindshift_60112","meta":{"index":"posts_1591205157","site":"mindshift","id":"60112","score":null,"sort":[1671706834000]},"guestAuthors":[],"slug":"learning-from-students-families-as-a-step-toward-equity-in-literacy-instruction","title":"Learning from students’ families as a step toward equity in literacy instruction","publishDate":1671706834,"format":"standard","headTitle":"Learning from students’ families as a step toward equity in literacy instruction | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://www.ascd.org/books/literacy-is-liberation?variant=122024\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Literacy is Liberation: Working Toward Justice Through Culturally Relevant Teaching\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">,” by \u003ca href=\"https://twitter.com/TchKimPossible\" target=\"_blank\" rel=\"noopener noreferrer\">Kimberly N. Parker\u003c/a>, Alexandria, VA: ASCD. © 2022 by ASCD. Reproduced with permission. All rights reserved. Visit ASCD at \u003c/span>\u003c/i>\u003ca href=\"http://www.ascd.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">www.ascd.org\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>Culturally Relevant Intentional Literacy Communities (CRILCs) are asset-based\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning about the talents and experiences our students already have when they walk into our doors is imperative to being culturally relevant. After all, it’s difficult to create a community if we don’t take the time to know who is in that community, or if we rely on our own assumptions about who we think is in our community.\u003c/span>\u003c/p>\n\u003cp>We see the world through our own racialized, gendered, complicated lenses. We also must acknowledge that our lenses are biased and that we don’t always have a complete understanding of something because of that bias (take Harvard’s \u003ca href=\"https://implicit.harvard.edu/implicit/takeatest.html\" target=\"_blank\" rel=\"noopener noreferrer\">Implicit Bias surveys \u003c/a> to learn more). We see our students through those same lenses (and they, in turn, see us through their own lenses). Accordingly, we can fail to acknowledge the powerful attributes our students bring with them to school and can, instead, see them as deficits unless we actively work to confront our biases.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-60163\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/literacyisliberation-800x1200.jpg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-1366x2048.jpg 1366w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation.jpg 1707w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, we don’t have to see our students this way. It’s useful to draw on the theory of “funds of knowledge” (Moll et al., 1992) to reframe our thinking. In this study, researchers worked with Latinx households and communities to determine the “strategic knowledge and related activities essential in households’ functioning, development, and well-being” (p. 139). Teachers—who were trained in using ethnographic methods by the researchers who conducted the study, meaning they were attuned to observing and listening—were not casual observers who visited their students’ homes on fact-finding missions. They were not going to count the number of books inside a family’s home, for instance. Instead, teachers were learners, collaborating with families and exchanging ideas.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One important finding from Moll and colleagues’ study is that the people with whom children interacted possessed a multidimensional understanding of a child. They report:\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Thus, the “teacher” in these home based contexts of learning will know the child as a “whole” person, not merely as a “student,” taking into account or having knowledge about the multiple spheres of activity within which the child is enmeshed. In comparison, the typical teacher–student relationships seem “thin” and “single- stranded,” as the teacher “knows” the students only from their performance within rather limited classroom contexts. (pp. 133–134)\u003c/span>\u003c/i>\u003c/p>\n\u003cp>These teacher-learners were intent on learning from and with families, creating a two-way stream of communication that centered the experiences of their students’ households. Students were not separate from their communities. This intention, and the actions of home visits and observations of students’ family networks, established a level of trust with families that helped create a different relationship between home and school. These visits were also an opportunity to understand the rituals and traditions and everyday knowledge that are part of community life, as they also can be points of resonance in classrooms as we work with our students.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How might our own literacy practices benefit from adopting this same perspective? What might our spaces look like if we aimed to make them places that are thick and multistranded? CRILCs are these places. It is far too easy to see children as deficits, especially when we use measures that are strictly ones that do not center their funds of knowledge. For instance, we can see a group of Black youth as “struggling readers” because they fail to meet our expectations for engagement without considering all of the broad ways they practice literacy or how they understand those practices. We can think Latinx or other young people come from “families that don’t care about them” because we haven’t attempted to humble ourselves and learn from what all families have to teach us. We might not understand the linguistic fluency some of our other IPOC students have because we shrug and think they “simply refuse to speak English” without challenging our own biases and lack of understanding about linguistic fluency. These assumptions are deficit-driven and harmful to students, families, and any attempts we might have to be culturally relevant or to build community. Our beliefs have to change if we want to work from an assets-based framework.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we humble ourselves and lear\u003c/span>n from and work with families and students, though, we have a powerful opportunity to engage with them as the experts of their experiences and bridge these home and school literacies in a productive, powerful way. In our literacy work, we can use our broad understandings of multiliteracies to catalogue the vast literacy practices our students have, using that knowledge to invite students into our classrooms as partners, as collaborators, and as valued members of our community.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This information is critical for knowing who our students are, how they experience the world, and how educators develop an intentional community with their students. Adopting an initial stance of humility and openness to learning from families, followed by a thoughtful noting of all of the ways that families and children participate in complex networks of care and support outside school, and finally seeking to understand those networks and participation within them as strengths, is foundational to culturally relevant practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dr. Ernest Morrell provided a powerful way to ask students how they have processed the pandemic. In a \u003c/span>\u003ca href=\"https://twitter.com/ernestmorrell/status/1385537623347929089?lang=en\">\u003cspan style=\"font-weight: 400\">tweet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (2021), he suggested, “What if we asked every kid in America next fall as an assignment to tell us what they learned during the pandemic, how they grew, how they are different, and what they wanted to do next? They could represent this multimodally and share within the community!” The answers to these questions can help educators think about how students define their own learning experiences, in their own words, while providing us with feedback about how to help them process and center those experiences in our work. Also, when we have actual data from our students, we can work from a strengths-based orientation and use that insight to develop and respond to the community’s needs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we recognize and value our students as imbued with funds of knowledge, we see them differently. We see them from a lens of ability and possibility; we know they enter our classrooms teeming with stories, with strengths, with their full humanity. Then, as educators, our work is to figure out how to center our students as we work together to achieve educational excellence, so that we can make our classrooms and our understanding of our students thick and multistranded, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Too many BIPOC students, however, are never allowed even to be acknowledged as human because of our own racism and biases. If we cannot mitigate that racism and bias then we cannot change. If we change how we think we know our students, however, into actually knowing them, we get closer to equity and liberation. Thus, actively interrogating, then reframing and changing our own beliefs about our students is the first value of CRILCs.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/TchKimPossible\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-60159\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/kimberly_parker.jpg\" alt=\"Kimberly Parker\" width=\"250\" height=\"308\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/kimberly_parker.jpg 300w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/kimberly_parker-160x197.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">Kimberly N. Parker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, PhD, has been working in literacy communities with young people for more than 20 years. She has always believed in the power of literacy to normalize the high achievement of all students, especially Black, Latinx, and other students of color. Her career has included public school teaching, preparing preservice teachers, conducting research about how to support the success of Black boy readers, and delivering professional development across the country. She is currently the director of the Crimson Summer Academy at Harvard University, the 2020 recipient of the NCTE Outstanding Elementary Educator Award, a cofounder of #DisruptTexts and #31DaysIBPOC, and the current president of the Black Educators’ Alliance of MA (BEAM).\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Adopting a stance of humility and recognizing all the forms of literacy in children’s lives and homes is part of a culturally relevant teaching practice, writes Kimberly N. Parker in her book \"Literacy is Liberation.\"","status":"publish","parent":0,"modified":1702043152,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1347},"headData":{"title":"Learning from students’ families as a step toward equity in literacy instruction | KQED","description":"Recognizing all the forms of literacy in children’s lives and homes is part of a culturally relevant teaching practice.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Recognizing all the forms of literacy in children’s lives and homes is part of a culturally relevant teaching practice."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60112/learning-from-students-families-as-a-step-toward-equity-in-literacy-instruction","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Excerpted from “\u003c/span>\u003c/i>\u003ca href=\"https://www.ascd.org/books/literacy-is-liberation?variant=122024\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">Literacy is Liberation: Working Toward Justice Through Culturally Relevant Teaching\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">,” by \u003ca href=\"https://twitter.com/TchKimPossible\" target=\"_blank\" rel=\"noopener noreferrer\">Kimberly N. Parker\u003c/a>, Alexandria, VA: ASCD. © 2022 by ASCD. Reproduced with permission. All rights reserved. Visit ASCD at \u003c/span>\u003c/i>\u003ca href=\"http://www.ascd.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>\u003cspan style=\"font-weight: 400\">www.ascd.org\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003ch2>Culturally Relevant Intentional Literacy Communities (CRILCs) are asset-based\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning about the talents and experiences our students already have when they walk into our doors is imperative to being culturally relevant. After all, it’s difficult to create a community if we don’t take the time to know who is in that community, or if we rely on our own assumptions about who we think is in our community.\u003c/span>\u003c/p>\n\u003cp>We see the world through our own racialized, gendered, complicated lenses. We also must acknowledge that our lenses are biased and that we don’t always have a complete understanding of something because of that bias (take Harvard’s \u003ca href=\"https://implicit.harvard.edu/implicit/takeatest.html\" target=\"_blank\" rel=\"noopener noreferrer\">Implicit Bias surveys \u003c/a> to learn more). We see our students through those same lenses (and they, in turn, see us through their own lenses). Accordingly, we can fail to acknowledge the powerful attributes our students bring with them to school and can, instead, see them as deficits unless we actively work to confront our biases.\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-60163\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/literacyisliberation-800x1200.jpg\" alt=\"\" width=\"250\" height=\"375\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-1024x1536.jpg 1024w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation-1366x2048.jpg 1366w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/literacyisliberation.jpg 1707w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet, we don’t have to see our students this way. It’s useful to draw on the theory of “funds of knowledge” (Moll et al., 1992) to reframe our thinking. In this study, researchers worked with Latinx households and communities to determine the “strategic knowledge and related activities essential in households’ functioning, development, and well-being” (p. 139). Teachers—who were trained in using ethnographic methods by the researchers who conducted the study, meaning they were attuned to observing and listening—were not casual observers who visited their students’ homes on fact-finding missions. They were not going to count the number of books inside a family’s home, for instance. Instead, teachers were learners, collaborating with families and exchanging ideas.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One important finding from Moll and colleagues’ study is that the people with whom children interacted possessed a multidimensional understanding of a child. They report:\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Thus, the “teacher” in these home based contexts of learning will know the child as a “whole” person, not merely as a “student,” taking into account or having knowledge about the multiple spheres of activity within which the child is enmeshed. In comparison, the typical teacher–student relationships seem “thin” and “single- stranded,” as the teacher “knows” the students only from their performance within rather limited classroom contexts. (pp. 133–134)\u003c/span>\u003c/i>\u003c/p>\n\u003cp>These teacher-learners were intent on learning from and with families, creating a two-way stream of communication that centered the experiences of their students’ households. Students were not separate from their communities. This intention, and the actions of home visits and observations of students’ family networks, established a level of trust with families that helped create a different relationship between home and school. These visits were also an opportunity to understand the rituals and traditions and everyday knowledge that are part of community life, as they also can be points of resonance in classrooms as we work with our students.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How might our own literacy practices benefit from adopting this same perspective? What might our spaces look like if we aimed to make them places that are thick and multistranded? CRILCs are these places. It is far too easy to see children as deficits, especially when we use measures that are strictly ones that do not center their funds of knowledge. For instance, we can see a group of Black youth as “struggling readers” because they fail to meet our expectations for engagement without considering all of the broad ways they practice literacy or how they understand those practices. We can think Latinx or other young people come from “families that don’t care about them” because we haven’t attempted to humble ourselves and learn from what all families have to teach us. We might not understand the linguistic fluency some of our other IPOC students have because we shrug and think they “simply refuse to speak English” without challenging our own biases and lack of understanding about linguistic fluency. These assumptions are deficit-driven and harmful to students, families, and any attempts we might have to be culturally relevant or to build community. Our beliefs have to change if we want to work from an assets-based framework.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we humble ourselves and lear\u003c/span>n from and work with families and students, though, we have a powerful opportunity to engage with them as the experts of their experiences and bridge these home and school literacies in a productive, powerful way. In our literacy work, we can use our broad understandings of multiliteracies to catalogue the vast literacy practices our students have, using that knowledge to invite students into our classrooms as partners, as collaborators, and as valued members of our community.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This information is critical for knowing who our students are, how they experience the world, and how educators develop an intentional community with their students. Adopting an initial stance of humility and openness to learning from families, followed by a thoughtful noting of all of the ways that families and children participate in complex networks of care and support outside school, and finally seeking to understand those networks and participation within them as strengths, is foundational to culturally relevant practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dr. Ernest Morrell provided a powerful way to ask students how they have processed the pandemic. In a \u003c/span>\u003ca href=\"https://twitter.com/ernestmorrell/status/1385537623347929089?lang=en\">\u003cspan style=\"font-weight: 400\">tweet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (2021), he suggested, “What if we asked every kid in America next fall as an assignment to tell us what they learned during the pandemic, how they grew, how they are different, and what they wanted to do next? They could represent this multimodally and share within the community!” The answers to these questions can help educators think about how students define their own learning experiences, in their own words, while providing us with feedback about how to help them process and center those experiences in our work. Also, when we have actual data from our students, we can work from a strengths-based orientation and use that insight to develop and respond to the community’s needs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we recognize and value our students as imbued with funds of knowledge, we see them differently. We see them from a lens of ability and possibility; we know they enter our classrooms teeming with stories, with strengths, with their full humanity. Then, as educators, our work is to figure out how to center our students as we work together to achieve educational excellence, so that we can make our classrooms and our understanding of our students thick and multistranded, too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Too many BIPOC students, however, are never allowed even to be acknowledged as human because of our own racism and biases. If we cannot mitigate that racism and bias then we cannot change. If we change how we think we know our students, however, into actually knowing them, we get closer to equity and liberation. Thus, actively interrogating, then reframing and changing our own beliefs about our students is the first value of CRILCs.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/TchKimPossible\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-60159\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/kimberly_parker.jpg\" alt=\"Kimberly Parker\" width=\"250\" height=\"308\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/kimberly_parker.jpg 300w, https://cdn.kqed.org/wp-content/uploads/sites/23/2022/11/kimberly_parker-160x197.jpg 160w\" sizes=\"(max-width: 250px) 100vw, 250px\">Kimberly N. Parker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, PhD, has been working in literacy communities with young people for more than 20 years. She has always believed in the power of literacy to normalize the high achievement of all students, especially Black, Latinx, and other students of color. Her career has included public school teaching, preparing preservice teachers, conducting research about how to support the success of Black boy readers, and delivering professional development across the country. She is currently the director of the Crimson Summer Academy at Harvard University, the 2020 recipient of the NCTE Outstanding Elementary Educator Award, a cofounder of #DisruptTexts and #31DaysIBPOC, and the current president of the Black Educators’ Alliance of MA (BEAM).\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60112/learning-from-students-families-as-a-step-toward-equity-in-literacy-instruction","authors":["4354"],"categories":["mindshift_21357","mindshift_21491"],"tags":["mindshift_21503","mindshift_21371","mindshift_21126","mindshift_20701","mindshift_21859","mindshift_444","mindshift_21487"],"featImg":"mindshift_60407","label":"mindshift"},"mindshift_59944":{"type":"posts","id":"mindshift_59944","meta":{"index":"posts_1591205157","site":"mindshift","id":"59944","score":null,"sort":[1664347611000]},"guestAuthors":[],"slug":"how-social-emotional-learning-became-a-frontline-in-the-battle-against-crt","title":"How social-emotional learning became a frontline in the battle against CRT","publishDate":1664347611,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>It's hard to pinpoint when exactly the questions started coming in. Angelyn Nichols, an administrator for Virginia Beach City Public Schools, thinks it was sometime in early 2021.\u003c/p>\n\u003cp>What she does know is that no one really expected them in the first place, and no one expected them to keep coming – week after week, and now, year after year.\u003c/p>\n\u003cp>That's because the questions involved a decades-old teaching concept many educators thought was settled, uncontroversial territory: the idea that, in order to learn, students need to know how to manage themselves and get along with others.\u003c/p>\n\u003cp>\"Principals were being asked, 'Can you talk to me about how you use social-emotional learning in your school? Are there connections to critical race theory?\" says Nichols, who coordinates professional learning for the district. \"Families were asking at a PTA meeting. Parents were asking their child's classroom teacher.\"\u003c/p>\n\u003cp>But one of the most visible places these concerns emerged was at the school board meetings.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Our school board meetings have been tense and they've gotten heated,\" says Natalie Allen, the district's chief communications and community engagement officer. \"We saw multiple terms being linked to critical race theory. Social-emotional learning just seems like the latest.\"\u003c/p>\n\u003cp>Virginia Beach is not an anomaly.\u003c/p>\n\u003cp>Although its core concepts have been around nearly as long as public education itself, \u003ca href=\"https://www.npr.org/sections/ed/2017/08/14/542070550/social-and-emotional-skills-everybody-loves-them-but-still-cant-define-them\">social-emotional learning\u003c/a> is emerging as the latest lightning rod in the battles over what gets taught in schools nationwide.\u003c/p>\n\u003cp>Across the country, parents and community members \u003ca href=\"https://www.nbcnews.com/news/us-news/parents-protesting-critical-race-theory-identify-new-target-mental-hea-rcna4991\">have protested angrily\u003c/a> at school board meetings, administrators \u003ca href=\"https://www.idahoednews.org/news/state-districts-navigate-political-pushback-on-social-emotional-learning/\">have distanced themselves\u003c/a> from the term and legislators have \u003ca href=\"https://kfor.com/news/local/senator-proposes-bill-that-would-prohibit-social-emotional-learning-in-oklahoma-schools/\">introduced bills trying to ban it\u003c/a>. In the last two years, NPR found evidence of disputes specifically concerning social-emotional learning in at least 25 states.\u003c/p>\n\u003ch2>What is social-emotional learning?\u003c/h2>\n\u003cp>Essentially, social-emotional learning teaches students how to manage their emotions, how to make good decisions, how to collaborate and how to understand themselves and others better.\u003c/p>\n\u003cp>It's more common in younger grades: \u003ca href=\"https://www.ncsl.org/research/education/social-emotional-learning.aspx\">All 50 states\u003c/a> have standards related to SEL in preschool, and \u003ca href=\"https://casel.org/systemic-implementation/sel-policy-at-the-state-level/\">more than half\u003c/a> have standards in K-12.\u003c/p>\n\u003cp>It has existed \u003ca href=\"https://www.npr.org/sections/ed/2017/08/14/542070550/social-and-emotional-skills-everybody-loves-them-but-still-cant-define-them\">under different names\u003c/a> across the decades: character education, 21st century skills, noncognitive skills. In the adult world, they're often called soft skills.\u003c/p>\n\u003cp>\"It was just part of what a good teacher does,\" says Aaliyah Samuel, president and CEO of the Collaborative for Academic, Social, and Emotional Learning, or CASEL.\u003c/p>\n\u003cp>Samuel says social-emotional learning can be broken down into five areas: self-awareness, self-management, social awareness, relationship skills and responsible decision-making.\u003c/p>\n\u003cp>\"Let's say a student is working on a really difficult algebra problem and they get so frustrated because they can't remember what the next step is,\" says Samuel. \"They have to be self-aware enough to say, 'You know what? I'm feeling frustrated. How do I handle this?' \"\u003c/p>\n\u003cp>A student solving a hard math problem, for example, might use all these skills to recognize and deal with their frustration and ask another student or a teacher for help. Think of any situation that happens in a school, and social-emotional skills probably come into play.\u003c/p>\n\u003cp>https://youtu.be/anE-_o41B9I\u003c/p>\n\u003cp>\"All academics also have a social-emotional component,\" says Lisa Xagas, an assistant superintendent for student services in Naperville, Ill. \"It's impossible to tease them apart because you can't have academics if you don't have social-emotional learning.\"\u003c/p>\n\u003cp>Research shows this type of approach pays off. In 2011, \u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/full/10.1111/j.1467-8624.2010.01564.x\">researchers looked at\u003c/a> more than 200 SEL programs across the country and saw improvements in behavior and academic achievement. \u003ca href=\"https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2015.302630\">A 2015 study\u003c/a> found students deemed more socially competent in kindergarten were more likely to graduate from high school on time, complete a college degree and get a stable job in young adulthood. From an economic point of view, \u003ca href=\"https://www.researchgate.net/publication/272748098_The_Economic_Value_of_Social_and_Emotional_Learning\">another 2015 study\u003c/a> found SEL programs yield $11 for every $1 spent on them, by reducing crime, increasing earnings and contributing to better health.\u003c/p>\n\u003ch2>Conservatives began connecting social-emotional learning to CRT\u003c/h2>\n\u003cp>All of which is why the educators in Virginia Beach were puzzled when those questions started coming in.\u003c/p>\n\u003cp>\"Everything related to social-emotional learning that we are putting out there is research-based and it's in demand,\" says Allen, who handles community engagement at the district. \"Very often there's been a narrative created that's not accurate.\"\u003c/p>\n\u003cp>In the last year, in states across the country, parents and community members have increasingly been fighting the teaching of social-emotional learning in schools – largely because social-emotional learning has become linked with another flashpoint in public education: critical race theory, or CRT.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2021/07/02/1012696188/how-critical-race-theory-went-from-harvard-law-to-fox-news\">Critical race theory\u003c/a>, a decades-old legal framework, is the concept that racism goes far beyond the individual: It is systemic and deeply entrenched in our laws, policies and institutions. Nearly 900 school districts experienced anti-CRT protests between September of 2020 and August of last year, according to \u003ca href=\"https://idea.gseis.ucla.edu/publications/the-conflict-campaign/publications/files/the-conflict-campaign-report\">a report released this year\u003c/a> from the Institute for Democracy, Education, and Access at the University of California, Los Angeles.\u003c/p>\n\u003cp>\"We've seen a real freak-out on the right about the so-called teaching of critical race theory in schools. And usually the terms of that freak-out are white children are being taught to hate themselves and all children are being taught to hate America,\" says Natalia Mehlman Petrzela, an associate professor of history at the New School in New York City and the author of \u003cem>Classroom Wars: Language, Sex, and the Making of Modern Political Culture.\u003c/em>\u003c/p>\n\u003cp>But critical race theory itself is not something that is explicitly taught in K-12 schools.\u003c/p>\n\u003cp>\"The defense of most educators has been: 'I don't even know what critical race theory is. I've never heard of it until you, the conservative at the school board, brought it to my attention,' \" says Andrew Hartman, a professor and historian of educational trends at Illinois State University. \"But of course, all educators now know what social-emotional learning is. It's something much more tangible. It's a curriculum that is officially being implemented in schools all across the country.\"\u003c/p>\n\u003cp>A few years ago, conservatives began to connect the two concepts. A 2021 article in the \u003cem>Washington Examiner\u003c/em> said conservative activists were calling social-emotional learning a \u003ca href=\"https://www.washingtonexaminer.com/restoring-america/community-family/conservative-activists-call-social-emotional-learning-a-trojan-horse-for-critical-race-theory\">\"Trojan horse\"\u003c/a> for both critical race theory and transgender advocacy. In April of this year, a conservative group referred to it as a \u003ca href=\"https://amac.us/new-variant-of-the-crt-virus-social-emotional-learning/\">\"new variant of the \"CRT-virus.\"\u003c/a>\u003c/p>\n\u003cp>\"It will be concealed as a number of different things,\" \u003ca href=\"https://thefederalist.com/2021/08/18/how-to-see-if-critical-race-theory-is-in-your-kids-school-and-fight-it/\">another article published\u003c/a> on the right-wing website \u003cem>The Federalist\u003c/em> says. \"Most common is something including 'social justice,' 'equity and diversity,' 'multicultural education,' or 'social-emotional learning,' which is the most deceptive because it doesn't sound like it involves race at all!\"\u003c/p>\n\u003cp>An \u003ca href=\"https://defendinged.org/map/\">\"IndoctriNation Map\"\u003c/a> on the website of the conservative group Parents Defending Education tracked \"incidents\" in schools related to gender ideology, ethnic studies and social-emotional learning. The conservative Center for Renewing America includes social-emotional learning in its \u003ca href=\"https://americarenewing.com/issues/glossary-of-crt-related-terms/\">glossary of \"CRT-related terms.\"\u003c/a>\u003c/p>\n\u003ch2>How the SEL-CRT narrative is impacting schools\u003c/h2>\n\u003cp>In some places, these \u003ca href=\"https://www.npr.org/2021/10/22/1048450156/school-boards-a-new-front-line-in-the-culture-wars\">attacks have had real consequences\u003c/a>. In Georgia, an administrator tasked with leading a district's diversity, equity and inclusion efforts was \u003ca href=\"https://www.propublica.org/article/georgia-dei-crt-schools-parents\">forced to resign before she even started\u003c/a>, with one protester referring to social-emotional learning as \"synonymous\" with critical race theory.\u003c/p>\n\u003cp>In Wisconsin, Republican lawmakers \u003ca href=\"https://www.jsonline.com/story/news/politics/2021/09/28/wisconsin-lawmakers-take-up-controversial-bill-teaching-racism/5899255001/\">introduced a bill last year\u003c/a> trying to limit how educators talk about race and racism in the classroom. One of those lawmakers, Rep. Chuck Wichgers, \u003ca href=\"https://docs.legis.wisconsin.gov/misc/lc/hearing_testimony_and_materials/2021/ab411/ab0411_2021_08_11.pdf\">added an addendum\u003c/a> of terms he thought were associated with CRT, including social-emotional learning.\u003c/p>\n\u003cp>And when the Florida Department of Education issued \u003ca href=\"https://www.fldoe.org/core/fileparse.php/5574/urlt/SocialStudies-IM-Spec.pdf\">specifications for this year's social studies textbooks\u003c/a>, it indicated: \"Critical Race Theory, Social Justice, Culturally Responsive Teaching, Social and Emotional Learning, and any other unsolicited theories that may lead to student indoctrination are prohibited.\"\u003c/p>\n\u003cp>Rick Hess, the director of education policy studies at the conservative-leaning American Enterprise Institute, says some of the angry debates about social-emotional learning are a direct reaction to the stories about SEL that conservatives are seeing on social media, Fox News and elsewhere.\u003c/p>\n\u003cp>\"I think a lot of people wind up wedged into these debates about something like SEL, not because they necessarily have paid a lot of attention and have decided that, 'Gosh, you know, in good faith, we really disagree,' \" Hess says. \"It's more a gut level reaction to the other team and to be with your guys, than it is to really parse like, 'What are we arguing about here? And is there a more constructive way to solve this?' \"\u003c/p>\n\u003cp>For some parents, the outrage is rooted in mistrust – particularly of organizations that provide SEL resources and recommendations to school districts.\u003c/p>\n\u003cp>Hess says many parents feel \"this is a case of big, deep-pocketed, liberal, coastal foundations coming in, led by people who went to elite colleges who aren't from their communities, pushing ideological agendas that they find problematic and then calling them racists and idiots when they push back.\"\u003c/p>\n\u003cp>\"If there's anything more likely to turn skepticism into full blown rebellion, it's hard to think of what it might be,\" he added.\u003c/p>\n\u003ch2>SEL has always had an identity component\u003c/h2>\n\u003cp>Hess says many conservatives ultimately feel social-emotional learning spends too much time talking about identity.\u003c/p>\n\u003cp>But Hartman, the Illinois State University historian, says there actually is an important identity component to teaching students how to get along with others.\u003c/p>\n\u003cp>\"It's pretty impossible to do social and emotional learning without larger social issues coming into play. It's not just about individuals. It's about how an individual is situated in a society,\" Hartman says. \"If you're going to be a healthy, emotional individual, you're going to have to understand your own identity relative to society.\"\u003c/p>\n\u003cp>CASEL is quick to emphasize that social-emotional learning is not tied to any political viewpoints. But the organization acknowledges that questions of identity and culture might come up, for example, in conversations about social awareness, one of the organization's key SEL competencies.\u003c/p>\n\u003cp>\"Social awareness is about developing a better understanding of people around you so that you understand different perspectives and build healthy relationships,\" Samuel, the CEO, says. \"For students, this might mean learning about different cultures, reading about different people's experiences and perspectives, or studying historical figures and their strengths.\"\u003c/p>\n\u003cp>Some SEL advocates want those conversations to be more explicit about systemic racism.\u003c/p>\n\u003cp>Dena Simmons, the founder of LiberatED, an organization which aims to center racial social justice in social and emotional learning, says being able to talk about social-emotional learning without talking about identity is an example of white privilege.\u003c/p>\n\u003cp>\"You can't have those conversations without talking about identity ... Social-emotional learning is so that people can get along better. We also have to talk about why people don't get along,\" Simmons says. \"If we don't apply an anti-racist, abolitionist, anti-oppressive, anti-bias lens to social-emotional learning, it can very easily turn into white supremacy with a hug.\"\u003c/p>\n\u003cp>Some prominent SEL programs do talk about racial justice and racism. The website for Second Step, for instance, has a section dedicated to \u003ca href=\"https://www.secondstep.org/anti-racism-and-anti-bias-resources\">Anti-Racism and Anti-Bias Resources\u003c/a>. When educators don't acknowledge that identity component, it can make things worse, Mehlman Petrzela at the New School says.\u003c/p>\n\u003cp>\"I know it's really hard to have these nuanced conversations, especially when often some of these attacks are scary, and they're bad faith, and they're distracting from teaching kids,\" she says. \"But I do think it's really incumbent upon people to paint the full picture of what's going on here. Because without that, I don't really think we can move forward.\"\u003c/p>\n\u003ch2>The fear that teachers are indoctrinating children is not new\u003c/h2>\n\u003cp>The actual term \"social-emotional learning\" has existed since at least the 1990s. In 1997, researchers at CASEL published a book titled \u003cem>Promoting Social and Emotional Learning: Guidelines for Educators.\u003c/em> But social-emotional learning, in a broader sense, has existed for much longer.\u003c/p>\n\u003cp>\"One of the great ironies of the backlash around teaching morality or values in American education through social-emotional learning today is that American schools have always been about teaching values and character,\" says Mehlman Petrzela. \"And for much of American history, that focus has been on pretty conservative values, quite honestly.\"\u003c/p>\n\u003cp>In the mid-1800s, small books called \u003ca href=\"https://loc.gov/rr/rarebook/coll/152.html\">McGuffey readers\u003c/a> sought to instill morals in young readers. Around the same time, Horace Mann, an education reformer and proponent of public education, saw schools as the \"great equalizer\" in society.\u003c/p>\n\u003cp>\"This is where you impart in children not only academic learning, but the sort of beauty of the American experiment that one can transcend,\" Mehlman Petrzela says. \"You work hard. You are industrious. You don't lie. You are a good member of your community. Those are values.\"\u003c/p>\n\u003cp>In the early 20th century, John Dewey advocated for the idea that schools should educate the \u003ca href=\"https://eric.ed.gov/?id=ED533221\">\"whole\" child.\u003c/a> By the 1950s, there was \u003ca href=\"https://scalar.usc.edu/works/constructing-a-culture/life-adjustment-movement\">\"life adjustment\" education\u003c/a>, which focused on social order and patriotism as a response to growing fears of communism. Coronet Instructional Films were shown in schools, with titles like \"marriage is a partnership\" and \"mind your manners.\"\u003c/p>\n\u003cp>Then the 1960s happened. Some teachers began to address topics like social justice and racial equality – and, much like we're seeing today, those teachers faced a backlash.\u003c/p>\n\u003cp>The fear that teachers are trying to brainwash or indoctrinate children has been around for a while. Today, it's present not just in the disputes over SEL and CRT, but also in the current debates around sex education, transgender rights and banned books, says Mehlman Petrzela.\u003c/p>\n\u003cp>\"I sometimes cannot believe how much what we are experiencing right now feels so similar to what we have gone through in other moments, particularly in the 1960s and 70s,\" she says. \"The rhetoric is the same.\"\u003c/p>\n\u003ch2>How one school district is finding common ground with parents\u003c/h2>\n\u003cp>But in places like Virginia Beach, educators weren't there 50 years ago. They're in schools now, stuck in the middle of a political fight that feels new, at a time when \u003ca href=\"https://www.aecf.org/blog/national-state-by-state-data-show-depth-of-youth-mental-health-pandemic\">many students are struggling\u003c/a> and need more support managing their emotions, not less.\u003c/p>\n\u003cp>Angelyn Nichols, the district's lead for social-emotional learning, says 2020 put a heightened scrutiny on public education – one that's been rapidly evolving. First, it was about COVID policies. Then, after the police murder of George Floyd and the subsequent protests against racism, the conversation shifted to critical race theory. Now, it has spread to any topic deemed to be \u003cem>related \u003c/em>to critical race theory.\u003c/p>\n\u003cp>That's when Aaron Spence, superintendent of Virginia Beach City Public Schools, \u003ca href=\"https://www.pilotonline.com/opinion/columns/vp-ed-column-spence-0704-20210703-egpphwsp2bauna2vijnjf2puue-story.html\">wrote an op-ed\u003c/a> for \u003cem>The Virginian Pilot\u003c/em>.\u003c/p>\n\u003cp>\"Conflating good and longstanding work — such as our work around social and emotional learning — with things that simply aren't happening in our schools, debating who is more invested in our children, and undermining the credibility of public education with accusations of indoctrination is disappointing at best and debilitating at worst,\" he wrote.\u003c/p>\n\u003cp>Spence asked community members to look for common ground. For Nichols, that's been easier to find outside of the school board meetings, in one-on-one conversations with parents.\u003c/p>\n\u003cp>\"We can sit down together and say, 'Can you share with me what part of this is a concern for you? Which skill here do you feel is a threat, feels like indoctrination, or is of a concern for you?' \" she says. \"I've never exited one of those conversations where both parties didn't say, 'I actually think this is really important.' \"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She feels good about the progress they've made so far this year. In September, the school board passed a resolution that, in part, supports the continued teaching of social-emotional learning in schools.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+social-emotional+learning+became+a+frontline+in+the+battle+against+CRT&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Nationwide, community members are protesting the teaching of social-emotional learning – largely because conservatives have linked it with another flashpoint in public education: critical race theory.","status":"publish","parent":0,"modified":1664520819,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":63,"wordCount":2680},"headData":{"title":"How social-emotional learning became a frontline in the battle against CRT - MindShift","description":"Nationwide, community members are protesting the teaching of social-emotional learning – largely because conservatives have linked it with another flashpoint in public education: critical race theory.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59944 https://ww2.kqed.org/mindshift/?p=59944","disqusUrl":"https://ww2.kqed.org/mindshift/2022/09/27/how-social-emotional-learning-became-a-frontline-in-the-battle-against-crt/","disqusTitle":"How social-emotional learning became a frontline in the battle against CRT","nprByline":"Meg Anderson","nprImageAgency":"Lucy Engleman for NPR","nprStoryId":"1124082878","nprApiLink":"http://api.npr.org/query?id=1124082878&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/09/26/1124082878/how-social-emotional-learning-became-a-frontline-in-the-battle-against-crt?ft=nprml&f=1124082878","nprRetrievedStory":"1","nprPubDate":"Thu, 29 Sep 2022 19:12:00 -0400","nprStoryDate":"Mon, 26 Sep 2022 05:01:12 -0400","nprLastModifiedDate":"Thu, 29 Sep 2022 19:19:53 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2022/09/20220929_atc_how_social-emotional_learning_became_a_frontline_in_the_battle_against_crt.mp3?orgId=1&topicId=1013&d=435&p=2&story=1124082878&ft=nprml&f=1124082878","nprAudioM3u":"http://api.npr.org/m3u/11126022587-26bade.m3u?orgId=1&topicId=1013&d=435&p=2&story=1124082878&ft=nprml&f=1124082878","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59944/how-social-emotional-learning-became-a-frontline-in-the-battle-against-crt","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2022/09/20220929_atc_how_social-emotional_learning_became_a_frontline_in_the_battle_against_crt.mp3?orgId=1&topicId=1013&d=435&p=2&story=1124082878&ft=nprml&f=1124082878","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's hard to pinpoint when exactly the questions started coming in. Angelyn Nichols, an administrator for Virginia Beach City Public Schools, thinks it was sometime in early 2021.\u003c/p>\n\u003cp>What she does know is that no one really expected them in the first place, and no one expected them to keep coming – week after week, and now, year after year.\u003c/p>\n\u003cp>That's because the questions involved a decades-old teaching concept many educators thought was settled, uncontroversial territory: the idea that, in order to learn, students need to know how to manage themselves and get along with others.\u003c/p>\n\u003cp>\"Principals were being asked, 'Can you talk to me about how you use social-emotional learning in your school? Are there connections to critical race theory?\" says Nichols, who coordinates professional learning for the district. \"Families were asking at a PTA meeting. Parents were asking their child's classroom teacher.\"\u003c/p>\n\u003cp>But one of the most visible places these concerns emerged was at the school board meetings.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Our school board meetings have been tense and they've gotten heated,\" says Natalie Allen, the district's chief communications and community engagement officer. \"We saw multiple terms being linked to critical race theory. Social-emotional learning just seems like the latest.\"\u003c/p>\n\u003cp>Virginia Beach is not an anomaly.\u003c/p>\n\u003cp>Although its core concepts have been around nearly as long as public education itself, \u003ca href=\"https://www.npr.org/sections/ed/2017/08/14/542070550/social-and-emotional-skills-everybody-loves-them-but-still-cant-define-them\">social-emotional learning\u003c/a> is emerging as the latest lightning rod in the battles over what gets taught in schools nationwide.\u003c/p>\n\u003cp>Across the country, parents and community members \u003ca href=\"https://www.nbcnews.com/news/us-news/parents-protesting-critical-race-theory-identify-new-target-mental-hea-rcna4991\">have protested angrily\u003c/a> at school board meetings, administrators \u003ca href=\"https://www.idahoednews.org/news/state-districts-navigate-political-pushback-on-social-emotional-learning/\">have distanced themselves\u003c/a> from the term and legislators have \u003ca href=\"https://kfor.com/news/local/senator-proposes-bill-that-would-prohibit-social-emotional-learning-in-oklahoma-schools/\">introduced bills trying to ban it\u003c/a>. In the last two years, NPR found evidence of disputes specifically concerning social-emotional learning in at least 25 states.\u003c/p>\n\u003ch2>What is social-emotional learning?\u003c/h2>\n\u003cp>Essentially, social-emotional learning teaches students how to manage their emotions, how to make good decisions, how to collaborate and how to understand themselves and others better.\u003c/p>\n\u003cp>It's more common in younger grades: \u003ca href=\"https://www.ncsl.org/research/education/social-emotional-learning.aspx\">All 50 states\u003c/a> have standards related to SEL in preschool, and \u003ca href=\"https://casel.org/systemic-implementation/sel-policy-at-the-state-level/\">more than half\u003c/a> have standards in K-12.\u003c/p>\n\u003cp>It has existed \u003ca href=\"https://www.npr.org/sections/ed/2017/08/14/542070550/social-and-emotional-skills-everybody-loves-them-but-still-cant-define-them\">under different names\u003c/a> across the decades: character education, 21st century skills, noncognitive skills. In the adult world, they're often called soft skills.\u003c/p>\n\u003cp>\"It was just part of what a good teacher does,\" says Aaliyah Samuel, president and CEO of the Collaborative for Academic, Social, and Emotional Learning, or CASEL.\u003c/p>\n\u003cp>Samuel says social-emotional learning can be broken down into five areas: self-awareness, self-management, social awareness, relationship skills and responsible decision-making.\u003c/p>\n\u003cp>\"Let's say a student is working on a really difficult algebra problem and they get so frustrated because they can't remember what the next step is,\" says Samuel. \"They have to be self-aware enough to say, 'You know what? I'm feeling frustrated. How do I handle this?' \"\u003c/p>\n\u003cp>A student solving a hard math problem, for example, might use all these skills to recognize and deal with their frustration and ask another student or a teacher for help. Think of any situation that happens in a school, and social-emotional skills probably come into play.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/anE-_o41B9I'\n title='//www.youtube.com/embed/anE-_o41B9I'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\"All academics also have a social-emotional component,\" says Lisa Xagas, an assistant superintendent for student services in Naperville, Ill. \"It's impossible to tease them apart because you can't have academics if you don't have social-emotional learning.\"\u003c/p>\n\u003cp>Research shows this type of approach pays off. In 2011, \u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/full/10.1111/j.1467-8624.2010.01564.x\">researchers looked at\u003c/a> more than 200 SEL programs across the country and saw improvements in behavior and academic achievement. \u003ca href=\"https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2015.302630\">A 2015 study\u003c/a> found students deemed more socially competent in kindergarten were more likely to graduate from high school on time, complete a college degree and get a stable job in young adulthood. From an economic point of view, \u003ca href=\"https://www.researchgate.net/publication/272748098_The_Economic_Value_of_Social_and_Emotional_Learning\">another 2015 study\u003c/a> found SEL programs yield $11 for every $1 spent on them, by reducing crime, increasing earnings and contributing to better health.\u003c/p>\n\u003ch2>Conservatives began connecting social-emotional learning to CRT\u003c/h2>\n\u003cp>All of which is why the educators in Virginia Beach were puzzled when those questions started coming in.\u003c/p>\n\u003cp>\"Everything related to social-emotional learning that we are putting out there is research-based and it's in demand,\" says Allen, who handles community engagement at the district. \"Very often there's been a narrative created that's not accurate.\"\u003c/p>\n\u003cp>In the last year, in states across the country, parents and community members have increasingly been fighting the teaching of social-emotional learning in schools – largely because social-emotional learning has become linked with another flashpoint in public education: critical race theory, or CRT.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2021/07/02/1012696188/how-critical-race-theory-went-from-harvard-law-to-fox-news\">Critical race theory\u003c/a>, a decades-old legal framework, is the concept that racism goes far beyond the individual: It is systemic and deeply entrenched in our laws, policies and institutions. Nearly 900 school districts experienced anti-CRT protests between September of 2020 and August of last year, according to \u003ca href=\"https://idea.gseis.ucla.edu/publications/the-conflict-campaign/publications/files/the-conflict-campaign-report\">a report released this year\u003c/a> from the Institute for Democracy, Education, and Access at the University of California, Los Angeles.\u003c/p>\n\u003cp>\"We've seen a real freak-out on the right about the so-called teaching of critical race theory in schools. And usually the terms of that freak-out are white children are being taught to hate themselves and all children are being taught to hate America,\" says Natalia Mehlman Petrzela, an associate professor of history at the New School in New York City and the author of \u003cem>Classroom Wars: Language, Sex, and the Making of Modern Political Culture.\u003c/em>\u003c/p>\n\u003cp>But critical race theory itself is not something that is explicitly taught in K-12 schools.\u003c/p>\n\u003cp>\"The defense of most educators has been: 'I don't even know what critical race theory is. I've never heard of it until you, the conservative at the school board, brought it to my attention,' \" says Andrew Hartman, a professor and historian of educational trends at Illinois State University. \"But of course, all educators now know what social-emotional learning is. It's something much more tangible. It's a curriculum that is officially being implemented in schools all across the country.\"\u003c/p>\n\u003cp>A few years ago, conservatives began to connect the two concepts. A 2021 article in the \u003cem>Washington Examiner\u003c/em> said conservative activists were calling social-emotional learning a \u003ca href=\"https://www.washingtonexaminer.com/restoring-america/community-family/conservative-activists-call-social-emotional-learning-a-trojan-horse-for-critical-race-theory\">\"Trojan horse\"\u003c/a> for both critical race theory and transgender advocacy. In April of this year, a conservative group referred to it as a \u003ca href=\"https://amac.us/new-variant-of-the-crt-virus-social-emotional-learning/\">\"new variant of the \"CRT-virus.\"\u003c/a>\u003c/p>\n\u003cp>\"It will be concealed as a number of different things,\" \u003ca href=\"https://thefederalist.com/2021/08/18/how-to-see-if-critical-race-theory-is-in-your-kids-school-and-fight-it/\">another article published\u003c/a> on the right-wing website \u003cem>The Federalist\u003c/em> says. \"Most common is something including 'social justice,' 'equity and diversity,' 'multicultural education,' or 'social-emotional learning,' which is the most deceptive because it doesn't sound like it involves race at all!\"\u003c/p>\n\u003cp>An \u003ca href=\"https://defendinged.org/map/\">\"IndoctriNation Map\"\u003c/a> on the website of the conservative group Parents Defending Education tracked \"incidents\" in schools related to gender ideology, ethnic studies and social-emotional learning. The conservative Center for Renewing America includes social-emotional learning in its \u003ca href=\"https://americarenewing.com/issues/glossary-of-crt-related-terms/\">glossary of \"CRT-related terms.\"\u003c/a>\u003c/p>\n\u003ch2>How the SEL-CRT narrative is impacting schools\u003c/h2>\n\u003cp>In some places, these \u003ca href=\"https://www.npr.org/2021/10/22/1048450156/school-boards-a-new-front-line-in-the-culture-wars\">attacks have had real consequences\u003c/a>. In Georgia, an administrator tasked with leading a district's diversity, equity and inclusion efforts was \u003ca href=\"https://www.propublica.org/article/georgia-dei-crt-schools-parents\">forced to resign before she even started\u003c/a>, with one protester referring to social-emotional learning as \"synonymous\" with critical race theory.\u003c/p>\n\u003cp>In Wisconsin, Republican lawmakers \u003ca href=\"https://www.jsonline.com/story/news/politics/2021/09/28/wisconsin-lawmakers-take-up-controversial-bill-teaching-racism/5899255001/\">introduced a bill last year\u003c/a> trying to limit how educators talk about race and racism in the classroom. One of those lawmakers, Rep. Chuck Wichgers, \u003ca href=\"https://docs.legis.wisconsin.gov/misc/lc/hearing_testimony_and_materials/2021/ab411/ab0411_2021_08_11.pdf\">added an addendum\u003c/a> of terms he thought were associated with CRT, including social-emotional learning.\u003c/p>\n\u003cp>And when the Florida Department of Education issued \u003ca href=\"https://www.fldoe.org/core/fileparse.php/5574/urlt/SocialStudies-IM-Spec.pdf\">specifications for this year's social studies textbooks\u003c/a>, it indicated: \"Critical Race Theory, Social Justice, Culturally Responsive Teaching, Social and Emotional Learning, and any other unsolicited theories that may lead to student indoctrination are prohibited.\"\u003c/p>\n\u003cp>Rick Hess, the director of education policy studies at the conservative-leaning American Enterprise Institute, says some of the angry debates about social-emotional learning are a direct reaction to the stories about SEL that conservatives are seeing on social media, Fox News and elsewhere.\u003c/p>\n\u003cp>\"I think a lot of people wind up wedged into these debates about something like SEL, not because they necessarily have paid a lot of attention and have decided that, 'Gosh, you know, in good faith, we really disagree,' \" Hess says. \"It's more a gut level reaction to the other team and to be with your guys, than it is to really parse like, 'What are we arguing about here? And is there a more constructive way to solve this?' \"\u003c/p>\n\u003cp>For some parents, the outrage is rooted in mistrust – particularly of organizations that provide SEL resources and recommendations to school districts.\u003c/p>\n\u003cp>Hess says many parents feel \"this is a case of big, deep-pocketed, liberal, coastal foundations coming in, led by people who went to elite colleges who aren't from their communities, pushing ideological agendas that they find problematic and then calling them racists and idiots when they push back.\"\u003c/p>\n\u003cp>\"If there's anything more likely to turn skepticism into full blown rebellion, it's hard to think of what it might be,\" he added.\u003c/p>\n\u003ch2>SEL has always had an identity component\u003c/h2>\n\u003cp>Hess says many conservatives ultimately feel social-emotional learning spends too much time talking about identity.\u003c/p>\n\u003cp>But Hartman, the Illinois State University historian, says there actually is an important identity component to teaching students how to get along with others.\u003c/p>\n\u003cp>\"It's pretty impossible to do social and emotional learning without larger social issues coming into play. It's not just about individuals. It's about how an individual is situated in a society,\" Hartman says. \"If you're going to be a healthy, emotional individual, you're going to have to understand your own identity relative to society.\"\u003c/p>\n\u003cp>CASEL is quick to emphasize that social-emotional learning is not tied to any political viewpoints. But the organization acknowledges that questions of identity and culture might come up, for example, in conversations about social awareness, one of the organization's key SEL competencies.\u003c/p>\n\u003cp>\"Social awareness is about developing a better understanding of people around you so that you understand different perspectives and build healthy relationships,\" Samuel, the CEO, says. \"For students, this might mean learning about different cultures, reading about different people's experiences and perspectives, or studying historical figures and their strengths.\"\u003c/p>\n\u003cp>Some SEL advocates want those conversations to be more explicit about systemic racism.\u003c/p>\n\u003cp>Dena Simmons, the founder of LiberatED, an organization which aims to center racial social justice in social and emotional learning, says being able to talk about social-emotional learning without talking about identity is an example of white privilege.\u003c/p>\n\u003cp>\"You can't have those conversations without talking about identity ... Social-emotional learning is so that people can get along better. We also have to talk about why people don't get along,\" Simmons says. \"If we don't apply an anti-racist, abolitionist, anti-oppressive, anti-bias lens to social-emotional learning, it can very easily turn into white supremacy with a hug.\"\u003c/p>\n\u003cp>Some prominent SEL programs do talk about racial justice and racism. The website for Second Step, for instance, has a section dedicated to \u003ca href=\"https://www.secondstep.org/anti-racism-and-anti-bias-resources\">Anti-Racism and Anti-Bias Resources\u003c/a>. When educators don't acknowledge that identity component, it can make things worse, Mehlman Petrzela at the New School says.\u003c/p>\n\u003cp>\"I know it's really hard to have these nuanced conversations, especially when often some of these attacks are scary, and they're bad faith, and they're distracting from teaching kids,\" she says. \"But I do think it's really incumbent upon people to paint the full picture of what's going on here. Because without that, I don't really think we can move forward.\"\u003c/p>\n\u003ch2>The fear that teachers are indoctrinating children is not new\u003c/h2>\n\u003cp>The actual term \"social-emotional learning\" has existed since at least the 1990s. In 1997, researchers at CASEL published a book titled \u003cem>Promoting Social and Emotional Learning: Guidelines for Educators.\u003c/em> But social-emotional learning, in a broader sense, has existed for much longer.\u003c/p>\n\u003cp>\"One of the great ironies of the backlash around teaching morality or values in American education through social-emotional learning today is that American schools have always been about teaching values and character,\" says Mehlman Petrzela. \"And for much of American history, that focus has been on pretty conservative values, quite honestly.\"\u003c/p>\n\u003cp>In the mid-1800s, small books called \u003ca href=\"https://loc.gov/rr/rarebook/coll/152.html\">McGuffey readers\u003c/a> sought to instill morals in young readers. Around the same time, Horace Mann, an education reformer and proponent of public education, saw schools as the \"great equalizer\" in society.\u003c/p>\n\u003cp>\"This is where you impart in children not only academic learning, but the sort of beauty of the American experiment that one can transcend,\" Mehlman Petrzela says. \"You work hard. You are industrious. You don't lie. You are a good member of your community. Those are values.\"\u003c/p>\n\u003cp>In the early 20th century, John Dewey advocated for the idea that schools should educate the \u003ca href=\"https://eric.ed.gov/?id=ED533221\">\"whole\" child.\u003c/a> By the 1950s, there was \u003ca href=\"https://scalar.usc.edu/works/constructing-a-culture/life-adjustment-movement\">\"life adjustment\" education\u003c/a>, which focused on social order and patriotism as a response to growing fears of communism. Coronet Instructional Films were shown in schools, with titles like \"marriage is a partnership\" and \"mind your manners.\"\u003c/p>\n\u003cp>Then the 1960s happened. Some teachers began to address topics like social justice and racial equality – and, much like we're seeing today, those teachers faced a backlash.\u003c/p>\n\u003cp>The fear that teachers are trying to brainwash or indoctrinate children has been around for a while. Today, it's present not just in the disputes over SEL and CRT, but also in the current debates around sex education, transgender rights and banned books, says Mehlman Petrzela.\u003c/p>\n\u003cp>\"I sometimes cannot believe how much what we are experiencing right now feels so similar to what we have gone through in other moments, particularly in the 1960s and 70s,\" she says. \"The rhetoric is the same.\"\u003c/p>\n\u003ch2>How one school district is finding common ground with parents\u003c/h2>\n\u003cp>But in places like Virginia Beach, educators weren't there 50 years ago. They're in schools now, stuck in the middle of a political fight that feels new, at a time when \u003ca href=\"https://www.aecf.org/blog/national-state-by-state-data-show-depth-of-youth-mental-health-pandemic\">many students are struggling\u003c/a> and need more support managing their emotions, not less.\u003c/p>\n\u003cp>Angelyn Nichols, the district's lead for social-emotional learning, says 2020 put a heightened scrutiny on public education – one that's been rapidly evolving. First, it was about COVID policies. Then, after the police murder of George Floyd and the subsequent protests against racism, the conversation shifted to critical race theory. Now, it has spread to any topic deemed to be \u003cem>related \u003c/em>to critical race theory.\u003c/p>\n\u003cp>That's when Aaron Spence, superintendent of Virginia Beach City Public Schools, \u003ca href=\"https://www.pilotonline.com/opinion/columns/vp-ed-column-spence-0704-20210703-egpphwsp2bauna2vijnjf2puue-story.html\">wrote an op-ed\u003c/a> for \u003cem>The Virginian Pilot\u003c/em>.\u003c/p>\n\u003cp>\"Conflating good and longstanding work — such as our work around social and emotional learning — with things that simply aren't happening in our schools, debating who is more invested in our children, and undermining the credibility of public education with accusations of indoctrination is disappointing at best and debilitating at worst,\" he wrote.\u003c/p>\n\u003cp>Spence asked community members to look for common ground. For Nichols, that's been easier to find outside of the school board meetings, in one-on-one conversations with parents.\u003c/p>\n\u003cp>\"We can sit down together and say, 'Can you share with me what part of this is a concern for you? Which skill here do you feel is a threat, feels like indoctrination, or is of a concern for you?' \" she says. \"I've never exited one of those conversations where both parties didn't say, 'I actually think this is really important.' \"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She feels good about the progress they've made so far this year. In September, the school board passed a resolution that, in part, supports the continued teaching of social-emotional learning in schools.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+social-emotional+learning+became+a+frontline+in+the+battle+against+CRT&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59944/how-social-emotional-learning-became-a-frontline-in-the-battle-against-crt","authors":["byline_mindshift_59944"],"categories":["mindshift_21445","mindshift_192"],"tags":["mindshift_21442","mindshift_21126","mindshift_21015","mindshift_943"],"featImg":"mindshift_59945","label":"mindshift"},"mindshift_59104":{"type":"posts","id":"mindshift_59104","meta":{"index":"posts_1591205157","site":"mindshift","id":"59104","score":null,"sort":[1653375872000]},"guestAuthors":[],"slug":"identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish","title":"Identity, mastery, belonging and efficacy: Four ways student agency can flourish","publishDate":1653375872,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Copyright © 2021 by Shane Safir. All rights reserved. Reprinted from \"\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation\u003c/a>,\" by Shane Safir and Jamila Dugan. Corwin Press, Inc., www.Corwin.com. \u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>By Shane Safir and Jamila Dugan \u003c/strong>\u003c/h4>\n\u003cp>The BALMA project was a social experiment where three teachers—one white (Shane), one Afro-Cuban (Lisa), and one Filipino (my teaching partner, Rex de Guia)—linked arms to pull back the curtain on educational inequity and empower our students as changemakers. Through this experience, our students developed college literacy and critical thinking skills; wrote incisive essays about the opportunity gaps they were witnessing, drawing on the work of James Baldwin, Paolo Freire and bell hooks; and created reflective art pieces about who society was molding them to be versus who they wanted to become. As they developed collective efficacy, they designed and led a community forum with over two hundred people from San Francisco and Marin counties to share their findings and attended school board meetings to demand structural change.\u003c/p>\n\u003cp>In short, they developed a profound sense of agency by connecting to each other and to something larger than themselves. Each of the examples above—essays, reflections, public speaking, community advocacy—provided us, their teachers, with rich street data on learning. None of them could have been captured in a “metric.”\u003c/p>\n\u003cp>\u003cimg class=\"alignnone wp-image-59112 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-800x490.jpg\" alt=\"\" width=\"800\" height=\"490\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-800x490.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-160x98.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-768x470.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689.jpg 1000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>If we are serious about creating equitable school systems, we need to stop measuring children on norm-referenced tests and start measuring what matters: student agency. \u003cstrong>Agency \u003c/strong>is the idea that people have the capacity to take action, craft and carry out plans, and make informed decisions based on a growing base of knowledge. In the social ecology of the classroom, agency is about connection to self, peers, adults, the community beyond the classroom, and ultimately the world. Agency doesn’t emerge in a vacuum, nor does it flourish in a traditional classroom where the teacher is positioned as a content expert dishing out knowledge. It emerges in a learning space where power is distributed, knowledge is democratized, diverse perspectives are welcomed, and children are intellectually and emotionally nourished.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Let’s think about agency in relationship to four domains: identity, mastery, belonging, and efficacy. To experience agency, you must first feel that your core \u003cstrong>identity\u003c/strong>—your ways of being, learning, and knowing in the world—is valued. Tunison (2007) notes that “lack of identity, lack of voice, and low self-esteem” can damage the \u003cstrong>learning spirit\u003c/strong>—an Indigenous concept that spirits travel with individuals and guide their learning, providing inspiration and the unrealized potential to be who we are. Author and founder of the abolitionist teaching movement Bettina Love defines \u003cstrong>spirit murdering \u003c/strong>in schools as “the denial of inclusion, protection, safety, nurturance, and acceptance because of fixed, yet fluid and moldable, structures of racism” (Love, 2013).\u003c/p>\n\u003cp>The second component of agency is \u003cstrong>mastery\u003c/strong>, framed as the ability to build knowledge and demonstrate understanding as a learner. To experience mastery, students must be able to show what they know in nontraditional ways. Pencil-and-paper tests not only trigger acute anxiety for many learners, they also lack the nuance and texture of street data. In reality, they are micro-versions of standardized tests that function like satellite data inside the classroom. \u003cem>Why did the student solve the problem the way they did? How were they feeling when they took the test? What happened earlier that day or morning that may have impacted their performance? \u003c/em>With traditional assessments, we are left guessing. Project-based learning, performance assessment, and discussion-based classrooms, on the other hand, create an infrastructure for students to explore, construct, reflect on, and publicly demonstrate knowledge. Students become agents in their own learning rather than consumers of curriculum. For example, when our BALMA students presented their findings to a community forum of two hundred people, they enjoyed an authentic audience to share their learning with. This held them accountable and raised the stakes on their work in the best possible way.\u003c/p>\n\u003cp>At my second teaching job in Oakland, California, I was asked to create a graduate capstone project for seniors. I was teaching ninth and twelfth graders, almost exclusively Black, Latinx, Southeast Asian, and first generation to college students. My seniors would be the first class to present and defend their capstones to a committee of teachers, peers, and community members. I vividly recall Alberto—a young man who had left behind a life of stealing, stripping, and reselling Honda vehicles to become a budding scholar—presenting his capstone in a beautiful \u003cem>guayabera \u003c/em>shirt, translating each part into Spanish for his proud mamá. I was Alberto’s advisor and English teacher, so I had the privilege to coach him through the process. He had meticulously prepared, did a fantastic job, and when the committee announced that he had passed his capstone, he broke down in tears. Why? He felt an overwhelming sense of agency in having shared his knowledge publicly in ways that honored his family, heritage, and language. What test could possibly capture that?\u003c/p>\n\u003cp>The third component of mastery is \u003cstrong>belonging\u003c/strong>, which is encapsulated in the statement, “I see myself, and I am seen and loved here.” Belonging emerges in a classroom characterized by deep and caring relationships. Author Zaretta Hammond frames relationships as the onramp to learning, particularly for marginalized students who may have little reason to trust their educators (Hammond, 2014). Herb Kohl describes the phenomenon of “willed \u003cem>not \u003c/em>learning,” whereby students resist being intellectually vulnerable in the face of teachers who don’t authentically care about them (Kohl, 1995). Deep learning can only happen in a classroom where a child feels a sense of belonging.\u003c/p>\n\u003cp>\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">\u003cimg class=\"alignright wp-image-59428\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data.jpeg\" alt=\"\" width=\"200\" height=\"286\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data.jpeg 490w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data-160x229.jpeg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Despite piles of research on the importance of relationships and connectedness to the neuroscience of learning, many Black and brown students experience an acute \u003cem>lack \u003c/em>of belonging when they enter their school buildings. According to Californians for Justice, a youth organizing group, one out of every three California students cannot identify a single caring adult on campus. I have worked with districts where that number rose to 50 percent. Meanwhile, 30 percent of African American students and 22 percent of Latinx students in California enter high school only to drop out before graduating, a data point replicated in high-poverty regions across the nation. We have a crisis of alienation in our schools, driven at the highest levels by the insidious messages of satellite data, in effect: “You are not achieving on these measures; therefore, we have to fix you with interventions.\u003c/p>\n\u003cp>By extension, you don’t really \u003cem>belong \u003c/em>to this academic community. You are a problem to be solved, a gap to be filled.” It hurts my heart to write those words because I know that so many young people experience school this way.\u003c/p>\n\u003cp>Fostering a sense of belonging does not mean plastering our classrooms and school walls with ethnically diverse posters and inspirational sayings or celebrating “diversity days”—the so-called Heroes and Holidays approach (Lee, Menkart, & Okazawa-Rey, 1998). Rather, it demands rigorous attention to systemic racism, school and classroom cultures, and the micro-interactions that characterize a student’s passage through the school day. This is why shadowing a student delivers such powerful street data: It gives us a ground-level view of the ways in which children are included, excluded, marginalized, or just plain invisible in their learning environments.\u003c/p>\n\u003cp>Finally, agency is about nourishing students’ sense of \u003cstrong>efficacy\u003c/strong>—a feeling that “I can make a difference here.” Collective \u003cem>teacher \u003c/em>efficacy, the shared belief among teachers in their ability to positively affect students, has emerged in John Hattie’s research as the number one influence on student learning (Hattie, 2008). For our purposes of assessing student agency, efficacy means the learner’s ability to set an intention and produce a desired result, and it is absolutely critical to healing from and transforming oppression. Scholar Shawn Ginwright describes the importance of helping young people take “loving action, by collectively responding to political decisions and practices that can exacerbate trauma” (Ginwright, 2018). Taking action via project-based learning, peer surveys, organizing a walkout, or building a resource for your community vests students with a sense of power and control over their lives, which research has shown is one of the most significant factors in restoring well-being for marginalized groups.\u003c/p>\n\u003cfigure id=\"attachment_59114\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-59114\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-800x812.jpg\" alt=\"\" width=\"200\" height=\"203\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-800x812.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-160x162.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-768x780.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20.jpg 1000w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Shane Safir (Courtesy of Corwin Press, Inc.)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Shane Safir provides equity-centered leadership coaching, systems transformation support, and professional learning for schools, districts, and organizations across the U.S. and Canada. After teaching in San \u003c/em>\u003cem>Francisco and Oakland, California and engaging in community organizing to launch a new public high school, Shane became the founding principal of June Jordan School for Equity. You can follow her on Twitter at\u003c/em>\u003cem>\u003ca href=\"https://twitter.com/ShaneSafir?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\"> @ShaneSafir\u003c/a>.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_59113\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-59113\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-800x982.jpg\" alt=\"\" width=\"200\" height=\"245\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-800x982.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-160x196.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-768x942.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21.jpg 1000w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Jamila Dugan (Courtesy of Corwin Press, Inc.)\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Jamila Dugan is a leadership coach, learning facilitator, and researcher. \u003c/em>\u003cem>She began her career as a teacher in Washington D.C.\u003c/em>\u003cem> After being nominated for Teacher of the Year, \u003c/em>\u003cem>she later served as a coach for new teachers in Oakland, California. As a school administrator, Jamila championed equity-centered student \u003c/em>\u003cem>services, parent empowerment, and co-led the development of the first public Mandarin immersion middle school in \u003c/em>\u003cem>the Bay Area. You can follow her on Twitter at \u003ca href=\"https://twitter.com/jamiladugan\">@JamilaDugan. \u003c/a>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In their book, \"Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation,\" Shane Safir and Jamila Dugan recommend teaching techniques like project-based learning, performance assessment, and discussion to improve student agency and learning outcomes.","status":"publish","parent":0,"modified":1655411625,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1590},"headData":{"title":"Identity, mastery, belonging and efficacy: Four ways student agency can flourish - MindShift","description":"In their book, ‘Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation,’ Shane Safir and Jamila Dugan recommend teaching techniques like project-based learning, performance assessment, and discussion to improve student agency and learning outcomes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59104 https://ww2.kqed.org/mindshift/?p=59104","disqusUrl":"https://ww2.kqed.org/mindshift/2022/05/24/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish/","disqusTitle":"Identity, mastery, belonging and efficacy: Four ways student agency can flourish","excludeFromSiteSearch":"Include","path":"/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Copyright © 2021 by Shane Safir. All rights reserved. Reprinted from \"\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation\u003c/a>,\" by Shane Safir and Jamila Dugan. Corwin Press, Inc., www.Corwin.com. \u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>By Shane Safir and Jamila Dugan \u003c/strong>\u003c/h4>\n\u003cp>The BALMA project was a social experiment where three teachers—one white (Shane), one Afro-Cuban (Lisa), and one Filipino (my teaching partner, Rex de Guia)—linked arms to pull back the curtain on educational inequity and empower our students as changemakers. Through this experience, our students developed college literacy and critical thinking skills; wrote incisive essays about the opportunity gaps they were witnessing, drawing on the work of James Baldwin, Paolo Freire and bell hooks; and created reflective art pieces about who society was molding them to be versus who they wanted to become. As they developed collective efficacy, they designed and led a community forum with over two hundred people from San Francisco and Marin counties to share their findings and attended school board meetings to demand structural change.\u003c/p>\n\u003cp>In short, they developed a profound sense of agency by connecting to each other and to something larger than themselves. Each of the examples above—essays, reflections, public speaking, community advocacy—provided us, their teachers, with rich street data on learning. None of them could have been captured in a “metric.”\u003c/p>\n\u003cp>\u003cimg class=\"alignnone wp-image-59112 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-800x490.jpg\" alt=\"\" width=\"800\" height=\"490\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-800x490.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-160x98.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-768x470.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689.jpg 1000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>If we are serious about creating equitable school systems, we need to stop measuring children on norm-referenced tests and start measuring what matters: student agency. \u003cstrong>Agency \u003c/strong>is the idea that people have the capacity to take action, craft and carry out plans, and make informed decisions based on a growing base of knowledge. In the social ecology of the classroom, agency is about connection to self, peers, adults, the community beyond the classroom, and ultimately the world. Agency doesn’t emerge in a vacuum, nor does it flourish in a traditional classroom where the teacher is positioned as a content expert dishing out knowledge. It emerges in a learning space where power is distributed, knowledge is democratized, diverse perspectives are welcomed, and children are intellectually and emotionally nourished.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Let’s think about agency in relationship to four domains: identity, mastery, belonging, and efficacy. To experience agency, you must first feel that your core \u003cstrong>identity\u003c/strong>—your ways of being, learning, and knowing in the world—is valued. Tunison (2007) notes that “lack of identity, lack of voice, and low self-esteem” can damage the \u003cstrong>learning spirit\u003c/strong>—an Indigenous concept that spirits travel with individuals and guide their learning, providing inspiration and the unrealized potential to be who we are. Author and founder of the abolitionist teaching movement Bettina Love defines \u003cstrong>spirit murdering \u003c/strong>in schools as “the denial of inclusion, protection, safety, nurturance, and acceptance because of fixed, yet fluid and moldable, structures of racism” (Love, 2013).\u003c/p>\n\u003cp>The second component of agency is \u003cstrong>mastery\u003c/strong>, framed as the ability to build knowledge and demonstrate understanding as a learner. To experience mastery, students must be able to show what they know in nontraditional ways. Pencil-and-paper tests not only trigger acute anxiety for many learners, they also lack the nuance and texture of street data. In reality, they are micro-versions of standardized tests that function like satellite data inside the classroom. \u003cem>Why did the student solve the problem the way they did? How were they feeling when they took the test? What happened earlier that day or morning that may have impacted their performance? \u003c/em>With traditional assessments, we are left guessing. Project-based learning, performance assessment, and discussion-based classrooms, on the other hand, create an infrastructure for students to explore, construct, reflect on, and publicly demonstrate knowledge. Students become agents in their own learning rather than consumers of curriculum. For example, when our BALMA students presented their findings to a community forum of two hundred people, they enjoyed an authentic audience to share their learning with. This held them accountable and raised the stakes on their work in the best possible way.\u003c/p>\n\u003cp>At my second teaching job in Oakland, California, I was asked to create a graduate capstone project for seniors. I was teaching ninth and twelfth graders, almost exclusively Black, Latinx, Southeast Asian, and first generation to college students. My seniors would be the first class to present and defend their capstones to a committee of teachers, peers, and community members. I vividly recall Alberto—a young man who had left behind a life of stealing, stripping, and reselling Honda vehicles to become a budding scholar—presenting his capstone in a beautiful \u003cem>guayabera \u003c/em>shirt, translating each part into Spanish for his proud mamá. I was Alberto’s advisor and English teacher, so I had the privilege to coach him through the process. He had meticulously prepared, did a fantastic job, and when the committee announced that he had passed his capstone, he broke down in tears. Why? He felt an overwhelming sense of agency in having shared his knowledge publicly in ways that honored his family, heritage, and language. What test could possibly capture that?\u003c/p>\n\u003cp>The third component of mastery is \u003cstrong>belonging\u003c/strong>, which is encapsulated in the statement, “I see myself, and I am seen and loved here.” Belonging emerges in a classroom characterized by deep and caring relationships. Author Zaretta Hammond frames relationships as the onramp to learning, particularly for marginalized students who may have little reason to trust their educators (Hammond, 2014). Herb Kohl describes the phenomenon of “willed \u003cem>not \u003c/em>learning,” whereby students resist being intellectually vulnerable in the face of teachers who don’t authentically care about them (Kohl, 1995). Deep learning can only happen in a classroom where a child feels a sense of belonging.\u003c/p>\n\u003cp>\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">\u003cimg class=\"alignright wp-image-59428\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data.jpeg\" alt=\"\" width=\"200\" height=\"286\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data.jpeg 490w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data-160x229.jpeg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Despite piles of research on the importance of relationships and connectedness to the neuroscience of learning, many Black and brown students experience an acute \u003cem>lack \u003c/em>of belonging when they enter their school buildings. According to Californians for Justice, a youth organizing group, one out of every three California students cannot identify a single caring adult on campus. I have worked with districts where that number rose to 50 percent. Meanwhile, 30 percent of African American students and 22 percent of Latinx students in California enter high school only to drop out before graduating, a data point replicated in high-poverty regions across the nation. We have a crisis of alienation in our schools, driven at the highest levels by the insidious messages of satellite data, in effect: “You are not achieving on these measures; therefore, we have to fix you with interventions.\u003c/p>\n\u003cp>By extension, you don’t really \u003cem>belong \u003c/em>to this academic community. You are a problem to be solved, a gap to be filled.” It hurts my heart to write those words because I know that so many young people experience school this way.\u003c/p>\n\u003cp>Fostering a sense of belonging does not mean plastering our classrooms and school walls with ethnically diverse posters and inspirational sayings or celebrating “diversity days”—the so-called Heroes and Holidays approach (Lee, Menkart, & Okazawa-Rey, 1998). Rather, it demands rigorous attention to systemic racism, school and classroom cultures, and the micro-interactions that characterize a student’s passage through the school day. This is why shadowing a student delivers such powerful street data: It gives us a ground-level view of the ways in which children are included, excluded, marginalized, or just plain invisible in their learning environments.\u003c/p>\n\u003cp>Finally, agency is about nourishing students’ sense of \u003cstrong>efficacy\u003c/strong>—a feeling that “I can make a difference here.” Collective \u003cem>teacher \u003c/em>efficacy, the shared belief among teachers in their ability to positively affect students, has emerged in John Hattie’s research as the number one influence on student learning (Hattie, 2008). For our purposes of assessing student agency, efficacy means the learner’s ability to set an intention and produce a desired result, and it is absolutely critical to healing from and transforming oppression. Scholar Shawn Ginwright describes the importance of helping young people take “loving action, by collectively responding to political decisions and practices that can exacerbate trauma” (Ginwright, 2018). Taking action via project-based learning, peer surveys, organizing a walkout, or building a resource for your community vests students with a sense of power and control over their lives, which research has shown is one of the most significant factors in restoring well-being for marginalized groups.\u003c/p>\n\u003cfigure id=\"attachment_59114\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-59114\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-800x812.jpg\" alt=\"\" width=\"200\" height=\"203\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-800x812.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-160x162.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-768x780.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20.jpg 1000w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Shane Safir (Courtesy of Corwin Press, Inc.)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Shane Safir provides equity-centered leadership coaching, systems transformation support, and professional learning for schools, districts, and organizations across the U.S. and Canada. After teaching in San \u003c/em>\u003cem>Francisco and Oakland, California and engaging in community organizing to launch a new public high school, Shane became the founding principal of June Jordan School for Equity. You can follow her on Twitter at\u003c/em>\u003cem>\u003ca href=\"https://twitter.com/ShaneSafir?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\"> @ShaneSafir\u003c/a>.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_59113\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-59113\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-800x982.jpg\" alt=\"\" width=\"200\" height=\"245\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-800x982.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-160x196.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-768x942.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21.jpg 1000w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Jamila Dugan (Courtesy of Corwin Press, Inc.)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Jamila Dugan is a leadership coach, learning facilitator, and researcher. \u003c/em>\u003cem>She began her career as a teacher in Washington D.C.\u003c/em>\u003cem> After being nominated for Teacher of the Year, \u003c/em>\u003cem>she later served as a coach for new teachers in Oakland, California. As a school administrator, Jamila championed equity-centered student \u003c/em>\u003cem>services, parent empowerment, and co-led the development of the first public Mandarin immersion middle school in \u003c/em>\u003cem>the Bay Area. You can follow her on Twitter at \u003ca href=\"https://twitter.com/jamiladugan\">@JamilaDugan. \u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21428","mindshift_20984","mindshift_108","mindshift_21250","mindshift_21126","mindshift_21015","mindshift_873","mindshift_256","mindshift_21213","mindshift_21395"],"featImg":"mindshift_59117","label":"mindshift"},"mindshift_58492":{"type":"posts","id":"mindshift_58492","meta":{"index":"posts_1591205157","site":"mindshift","id":"58492","score":null,"sort":[1631604416000]},"guestAuthors":[],"slug":"how-do-you-cultivate-genius-in-all-students","title":"How Do You Cultivate Genius in All Students?","publishDate":1631604416,"format":"audio","headTitle":"How Do You Cultivate Genius in All Students? | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">‘Genius’ is a rare title often reserved for adults who have accomplished something extraordinary, like making discoveries after decades of research in their field. \u003c/span>\u003cspan style=\"font-weight: 400\">But we shortchange ourselves by reserving genius to a select few, according to Gholdy Muhammad, a professor, teacher-trainer and author of the best-selling book, “\u003c/span>\u003ca href=\"https://shop.scholastic.com/teachers-ecommerce/teacher/books/cultivating-genius-an-equity-framework-9781338594898.html\">\u003cspan style=\"font-weight: 400\">Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Genius means how are our students intellectually creative, smart, what can they do that is special, intuitive, innovative,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said we have more to gain by starting earlier and seeing genius as the brilliance that can be developed in each person. There are many examples of prominent people who got their start in childhood, often when a caring \u003c/span>\u003ca href=\"https://www.brainpickings.org/2013/06/10/ursula-nordstrom-letter-maurice-sendak/\">\u003cspan style=\"font-weight: 400\">adult\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as a teacher, identified that spark and helped the child reach their potential. After all, those adults who we consider genius got their start somewhere in childhood. For instance, long before \u003c/span>\u003ca href=\"https://www.civilbeat.org/2020/10/lee-cataluna-remembering-the-hilo-teacher-who-inspired-a-nobel-prize-winner/\">\u003cspan style=\"font-weight: 400\">Jennifer Doudna\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> won the Nobel prize for her CRISPR gene editing research, she was a high school student who didn’t even see herself as a scientist. She told the Washington Post she didn’t think about becoming a scientist until one person saw the brilliance in her: 10th grade chemistry teacher Jeannette Wong. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But not everyone gets a Jeanette Wong at the front of their class. And it’s not that teachers \u003c/span>\u003cspan style=\"font-weight: 400\">can’t\u003c/span>\u003cspan style=\"font-weight: 400\"> see potential. As a teacher-trainer, Gholdy Muhammad noticed a gap between how teachers saw the brilliance in their own children vs. what they saw in the students they taught. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Teachers] would say things like, ‘they’re confrontational, defiant,’” said Muhammad, describing what teachers she trained in professional development sessions would say to her about their students. “Teachers would tell me this in high schools where you have to test to get into the high school; you had to test at a college level.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“And then I would ask them to tell me about their own sons and daughters and magically it became a positive. But that positivity did not carry over, particularly to Black children and Latinx children.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cultivating a genius isn’t just about introducing someone to a set of facts or skills and believing in them. Muhammad distilled what matters into the five tenets of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students\">\u003cspan style=\"font-weight: 400\">Historically Responsive Literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework: identity, skills, intellectualism, criticality and joy. \u003c/span>\u003c/p>\n\u003cp>[aside postID=’mindshift_57137′ label=’How Historically Responsive Literacy Can Make Learning More Relevant to Students’, heroLink=’\u003cimg decoding=\"async\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/12/iStock-592385908-e1608542288903-1020x501.jpg\">‘]\u003c/p>\n\u003cp>Take a listen to this episode of the MindShift Podcast to learn more about how the five tenets of historically responsive literacy work together to inspire and engage students. Or you can read more about it \u003ca href=\"https://www.kqed.org/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students\">here\u003c/a>.\u003c/p>\n\u003cp>Subscribe in your favorite podcast app so you won’t miss a single episode. You can listen on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8112288081\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"'Genius' is a rare title often reserved for adults who have accomplished something extraordinary. But we have more to gain by seeing genius as the brilliance that can be developed in each child, according to professor Gholdy Muhammad.","status":"publish","parent":0,"modified":1700528720,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":544},"headData":{"title":"How Do You Cultivate Genius in All Students? | KQED","description":"'Genius' is a rare title often reserved for adults who have accomplished something extraordinary. But we have more to gain by seeing genius as the brilliance that can be developed in each child, according to professor Gholdy Muhammad.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"'Genius' is a rare title often reserved for adults who have accomplished something extraordinary. But we have more to gain by seeing genius as the brilliance that can be developed in each child, according to professor Gholdy Muhammad."},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC8112288081.mp3?updated=1631571504","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/58492/how-do-you-cultivate-genius-in-all-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>You can listen to this episode of the MindShift Podcast on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">‘Genius’ is a rare title often reserved for adults who have accomplished something extraordinary, like making discoveries after decades of research in their field. \u003c/span>\u003cspan style=\"font-weight: 400\">But we shortchange ourselves by reserving genius to a select few, according to Gholdy Muhammad, a professor, teacher-trainer and author of the best-selling book, “\u003c/span>\u003ca href=\"https://shop.scholastic.com/teachers-ecommerce/teacher/books/cultivating-genius-an-equity-framework-9781338594898.html\">\u003cspan style=\"font-weight: 400\">Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Genius means how are our students intellectually creative, smart, what can they do that is special, intuitive, innovative,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said we have more to gain by starting earlier and seeing genius as the brilliance that can be developed in each person. There are many examples of prominent people who got their start in childhood, often when a caring \u003c/span>\u003ca href=\"https://www.brainpickings.org/2013/06/10/ursula-nordstrom-letter-maurice-sendak/\">\u003cspan style=\"font-weight: 400\">adult\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as a teacher, identified that spark and helped the child reach their potential. After all, those adults who we consider genius got their start somewhere in childhood. For instance, long before \u003c/span>\u003ca href=\"https://www.civilbeat.org/2020/10/lee-cataluna-remembering-the-hilo-teacher-who-inspired-a-nobel-prize-winner/\">\u003cspan style=\"font-weight: 400\">Jennifer Doudna\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> won the Nobel prize for her CRISPR gene editing research, she was a high school student who didn’t even see herself as a scientist. She told the Washington Post she didn’t think about becoming a scientist until one person saw the brilliance in her: 10th grade chemistry teacher Jeannette Wong. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But not everyone gets a Jeanette Wong at the front of their class. And it’s not that teachers \u003c/span>\u003cspan style=\"font-weight: 400\">can’t\u003c/span>\u003cspan style=\"font-weight: 400\"> see potential. As a teacher-trainer, Gholdy Muhammad noticed a gap between how teachers saw the brilliance in their own children vs. what they saw in the students they taught. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[Teachers] would say things like, ‘they’re confrontational, defiant,’” said Muhammad, describing what teachers she trained in professional development sessions would say to her about their students. “Teachers would tell me this in high schools where you have to test to get into the high school; you had to test at a college level.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“And then I would ask them to tell me about their own sons and daughters and magically it became a positive. But that positivity did not carry over, particularly to Black children and Latinx children.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cultivating a genius isn’t just about introducing someone to a set of facts or skills and believing in them. Muhammad distilled what matters into the five tenets of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students\">\u003cspan style=\"font-weight: 400\">Historically Responsive Literacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> framework: identity, skills, intellectualism, criticality and joy. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"aside","attributes":{"named":{"postid":"’mindshift_57137′","label":"How Historically Responsive Literacy Can Make Learning More Relevant to Students, src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/12/iStock-592385908-e1608542288903-1020x501.jpg\">‘","herolink":"’\u003cimg","decoding":"async"},"numeric":["Historically","Responsive","Literacy","Can","Make","Learning","More","Relevant","to","Students’,","src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/12/iStock-592385908-e1608542288903-1020x501.jpg\">‘"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Take a listen to this episode of the MindShift Podcast to learn more about how the five tenets of historically responsive literacy work together to inspire and engage students. Or you can read more about it \u003ca href=\"https://www.kqed.org/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students\">here\u003c/a>.\u003c/p>\n\u003cp>Subscribe in your favorite podcast app so you won’t miss a single episode. You can listen on \u003cstrong>\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">Apple Podcasts\u003c/a>, \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\">Google Podcasts\u003c/a>, \u003ca href=\"https://www.npr.org/podcasts/464615685/mind-shift-podcast\">NPR One\u003c/a>, \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\">Spotify\u003c/a>, \u003c/strong>\u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">\u003cstrong>Stitcher\u003c/strong>\u003c/a> or wherever you get your podcasts.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8112288081\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58492/how-do-you-cultivate-genius-in-all-students","authors":["4596"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_21371","mindshift_21126","mindshift_20701","mindshift_20549","mindshift_21597","mindshift_21401"],"featImg":"mindshift_58495","label":"mindshift_21847"},"mindshift_58033":{"type":"posts","id":"mindshift_58033","meta":{"index":"posts_1591205157","site":"mindshift","id":"58033","score":null,"sort":[1624441586000]},"guestAuthors":[],"slug":"three-strategies-for-advancing-antiracist-practices","title":"Three Strategies for Advancing Antiracist Practices","publishDate":1624441586,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">“The water we’re swimming in” or “The smoggy air we’re breathing” are two well-known metaphors for talking about racism. They describe how racism is both everywhere and constant, which means it’s also present in classrooms, even when teachers have the best of intentions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year’s Dismantling White Supremacy Culture in Schools (DWSC) \u003ca href=\"https://culturallyresponsiveleadership.com/\">Conference\u003c/a> focused on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56241/effective-anti-racist-education-requires-more-diverse-teachers-more-training\">\u003cspan style=\"font-weight: 400\">how teachers can work towards antiracist practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to bring about policy changes and create positive outcomes for students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“How do we create more anti-racist schools? That’s the question we've been looking at,” said \u003c/span>\u003ca href=\"https://culturallyresponsiveleadership.com/about/\">\u003cspan style=\"font-weight: 400\">educator and conference founder Joe Truss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The conference spotlights a whole lot of people's work that have been iterating and innovating in their own sphere.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Truss has a legacy of supporting teachers and school leaders in challenging white supremacy culture in their schools through workshops, monthly check-ins and large gatherings. This year marks the first formal DWSC Conference with keynote speakers Dr. Bettina Love, Dr. Ibram X. Kendi and Dr. Ghol\u003c/span>\u003cspan style=\"font-weight: 400\">dy Muhammad.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58035\" class=\"wp-caption alignleft\" style=\"max-width: 184px\">\u003cimg class=\" wp-image-58035\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-800x936.jpg\" alt=\"\" width=\"184\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-800x936.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-1020x1193.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-160x187.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-768x898.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-1313x1536.jpg 1313w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss.jpg 1690w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003cfigcaption class=\"wp-caption-text\">Joe Truss\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Joe's conference really helped us center that schools can be \u003c/span>\u003cspan style=\"font-weight: 400\">liberatory spaces, but it definitely has been historically a space that has been violent towards kids,” said Nguyen Huynh, a teacher at \u003c/span>\u003cspan style=\"font-weight: 400\">DeJean Middle School in California. At the conference, educators are able to reflect, connect with one another and develop plans for better serving the needs of their students. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Grading Quality Over Quantity\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reading \u003c/span>\u003ca href=\"https://www.dismantlingracism.org/uploads/4/3/5/7/43579015/okun_-_white_sup_culture.pdf\">\u003cspan style=\"font-weight: 400\">Tema Okun’s characteristics of white supremacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one of the recommended pre-readings for the conference, Huynh re-examined his grading. This past year, he stopped grading regular assignments because he felt students were doing the assignments in order to get a good grade, not deepen their understanding. He gave them the space to practice self-reviewing skills and gave them all the answers with the assignments. “It helps them build their own skills of checking themselves and also self-reviewing,” he said. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He also prioritized \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53241/how-mastery-based-learning-can-help-students-of-every-background-succeed\">\u003cspan style=\"font-weight: 400\">developing students’ mastery of content and skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He took the pressure off students of having just one shot at demonstrating what they learned in tests and used a variety of assessments instead. For example, if he assigned a quiz, students were able to have unlimited retakes. For one assessment, he had students draw from their personal experience and use their advocacy skills to write a letter to the district superintendent about whether they wanted the school building to open or stay closed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many students preferred having the opportunity to demonstrate their mastery with the letter and show authentic learning. Huynh has received positive feedback about scaling back on grading assignments on the quarterly surveys he gives students. “My kids are saying, ‘I enjoy learning in this class’ or saying that it's much less stressful now that I don't grade everything.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huynh has faced a few issues getting parents on board with nontraditional assessment. While \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51223/can-schools-change-measures-of-success-by-focusing-on-meaningful-work-instead-of-test-scores\">\u003cspan style=\"font-weight: 400\">alternative ways to measure student learning \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">are increasing in popularity, they are not widespread, so it’s hard to get buy-in. There was pushback about the emphasis on reflection and whether students were continuing to build important skills. “I think it definitely highlighted what we need to do next year about how to communicate these new things with grading, especially because it's normally not what people are used to.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58037\" class=\"wp-caption alignnone\" style=\"max-width: 737px\">\u003cimg class=\"size-full wp-image-58037\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Screen-Shot-2021-06-22-at-9.21.52-PM.png\" alt=\"\" width=\"737\" height=\"345\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Screen-Shot-2021-06-22-at-9.21.52-PM.png 737w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Screen-Shot-2021-06-22-at-9.21.52-PM-160x75.png 160w\" sizes=\"(max-width: 737px) 100vw, 737px\">\u003cfigcaption class=\"wp-caption-text\">Part of a letter written by one of Huynh's students (Nguyen Huynh)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Students Seeing Themselves in STEM\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calvin Nellum is a physics and math teacher at Jalen Rose Leadership Academy in Detroit. His work with Joe Truss focused his attention on how STEM education can be more antiracist by bringing in math tools from Black, Indigenous and POC cultures. “\u003c/span>\u003ca href=\"https://www.nsf.gov/news/special_reports/announcements/081920.jsp\">\u003cspan style=\"font-weight: 400\">Allowing scholars to see themselves in science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, that was my task,” said Nellum of bringing culturally responsive lesson plans into his predominantly Black classroom. “Just teaching scholars that science is them. It’s more than just using it to make things. It’s in you. It’s in your culture.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using a site called \u003c/span>\u003ca href=\"https://csdt.org/about/\">\u003cspan style=\"font-weight: 400\">Culturally Situated Design Tools, \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Nellum shifted his curriculum to include coding the curves of Adinkra symbols created by the Ashanti people of Ghana using Scratch programs and calculating the arcs found in Anishinaabe Native American architecture. Students were able to examine visuals from these cultures and use math as a way to explore intricate designs. “These patterns and symbols and circles – all of these things that they use to represent nature, represent honor – represent where they come from. They have embedded mathematics in them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He’s seen growth in his students’ confidence in STEM subjects and he presented the success of his lessons at the DWSC conference during the Anti-Racist Teachers and Leaders Symposium. “We got a lot of growth and I wanted to share the results,” said Nellum. “There are culturally responsive lesson plans for science and math teachers.”\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=Oz2DuI39qxQ\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Community-centered Classwork for Deeper Learning\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beth Vallarino, a humanities teacher at Tahoe Expedition Academy in Truckee, California, has been involved in Truss’s monthly check-ins for educators trying to become more justice-oriented in their teaching practice. She gravitated towards his educator-centered rubrics on anti-racist teachings. “Rubrics allow us to have a shared understanding and shared language about what quality or proficiency or success looks like,” said Truss. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the rubric to reflect on her teaching practice has helped her identify priorities and gaps in the assignments and projects that she assigns students. Additionally, the rubrics provide questions that guide teachers to develop classwork that explores historical and current events in their community. She said rubric questions like “Was there a recent event that was either controversial or celebratory?” and “What's the official history of your area?” are instrumental in helping students learn more about significant local history. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids were able to find out a lot about Truckee that's not necessarily on a plaque,” she said. Using the rubrics as a guide, Vallarino’s class examined \u003c/span>\u003ca href=\"https://www.squawalpine.com/name-change#tab=history-&-etymology\">\u003cspan style=\"font-weight: 400\">Squaw Valley Ski Resort’s decision to change their name\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because it contains an offensive slur against Native Americans. Students discussed the historical context that might have contributed to the naming and why the name should or shouldn’t be changed. “It's interesting to present information in varied ways about what's going on in our community and have them come up with their own ideas and opinions about what's going on.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a conference presentation, Vallarino shared how her students have been identifying and speaking with experts, college students and organizations implementing justice, equity, diversity and inclusion work – also known as “JEDI” work. Students presented what they learned to their school administration alongside recommendations for how their school can be improved. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vallarino plans to identify ways that antiracist teaching can extend even further beyond classroom walls. “I want to be more involved in developing opportunities for parents and families because it can be really challenging if your kids are learning something that you personally don't know about or aren't aware of,” she said. “One thing I've learned is that it's really critical for schools to provide opportunities to educate communities.” She’s exploring ways to develop a shared vocabulary about antiracism and its role in improving humanity with students, caregivers and communities to build deeper understanding and energy around social justice work. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Building Capacity and Sharing the Work\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Vallarino is hoping to build more collective capacity in her community, Huynh is hoping to \u003c/span>\u003cspan style=\"font-weight: 400\">build capacity to take on more antiracism work within his school’s staff. After attending Truss’s workshops last year, he brought five colleagues to the conference\u003c/span>\u003cb>.\u003c/b>\u003cspan style=\"font-weight: 400\"> “A lot of the work has to involve getting enough people on your side and moving forward together. And so for me, I made the decision to try to get many staff members to go just so there's more sustainability,” he said. “We just need to keep building capacity because I think it's really hard on our staff of color and myself.” Sharing the work helps \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57280/strategies-for-retaining-teachers-of-color-and-making-schools-more-equitable\">\u003cspan style=\"font-weight: 400\">reduce burnout among POC educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and gives co-conspirators an opportunity to help.\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Truss agrees that one of the merits of the conference is getting everyone together to immerse themselves in a topic. He’s hoping that people not only learn from the sessions, but also are able to learn from the model of how the conference handles conversations about challenging and disrupting the status quo. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Seeing what quality professional learning looks like allows them to go back and lead it,” said Truss.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"For educators looking to root their curricula in antiracism, these three teachers from Joe Truss's Dismantling White Supremacy in Schools Conference share their journeys, reflections and lesson plans.","status":"publish","parent":0,"modified":1664480202,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1566},"headData":{"title":"Three Strategies for Advancing Antiracist Practices - MindShift","description":"For educators looking to root their curricula in antiracism, these three teachers from Joe Truss' Dismantling White Supremacy in Schools Conference share learning journeys, reflections, and lesson plans from their classrooms.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58033 https://ww2.kqed.org/mindshift/?p=58033","disqusUrl":"https://ww2.kqed.org/mindshift/2021/06/23/three-strategies-for-advancing-antiracist-practices/","disqusTitle":"Three Strategies for Advancing Antiracist Practices","excludeFromSiteSearch":"Include","path":"/mindshift/58033/three-strategies-for-advancing-antiracist-practices","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">“The water we’re swimming in” or “The smoggy air we’re breathing” are two well-known metaphors for talking about racism. They describe how racism is both everywhere and constant, which means it’s also present in classrooms, even when teachers have the best of intentions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year’s Dismantling White Supremacy Culture in Schools (DWSC) \u003ca href=\"https://culturallyresponsiveleadership.com/\">Conference\u003c/a> focused on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56241/effective-anti-racist-education-requires-more-diverse-teachers-more-training\">\u003cspan style=\"font-weight: 400\">how teachers can work towards antiracist practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to bring about policy changes and create positive outcomes for students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“How do we create more anti-racist schools? That’s the question we've been looking at,” said \u003c/span>\u003ca href=\"https://culturallyresponsiveleadership.com/about/\">\u003cspan style=\"font-weight: 400\">educator and conference founder Joe Truss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The conference spotlights a whole lot of people's work that have been iterating and innovating in their own sphere.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Truss has a legacy of supporting teachers and school leaders in challenging white supremacy culture in their schools through workshops, monthly check-ins and large gatherings. This year marks the first formal DWSC Conference with keynote speakers Dr. Bettina Love, Dr. Ibram X. Kendi and Dr. Ghol\u003c/span>\u003cspan style=\"font-weight: 400\">dy Muhammad.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58035\" class=\"wp-caption alignleft\" style=\"max-width: 184px\">\u003cimg class=\" wp-image-58035\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-800x936.jpg\" alt=\"\" width=\"184\" height=\"215\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-800x936.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-1020x1193.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-160x187.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-768x898.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss-1313x1536.jpg 1313w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Joe-Truss.jpg 1690w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003cfigcaption class=\"wp-caption-text\">Joe Truss\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Joe's conference really helped us center that schools can be \u003c/span>\u003cspan style=\"font-weight: 400\">liberatory spaces, but it definitely has been historically a space that has been violent towards kids,” said Nguyen Huynh, a teacher at \u003c/span>\u003cspan style=\"font-weight: 400\">DeJean Middle School in California. At the conference, educators are able to reflect, connect with one another and develop plans for better serving the needs of their students. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Grading Quality Over Quantity\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">After reading \u003c/span>\u003ca href=\"https://www.dismantlingracism.org/uploads/4/3/5/7/43579015/okun_-_white_sup_culture.pdf\">\u003cspan style=\"font-weight: 400\">Tema Okun’s characteristics of white supremacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one of the recommended pre-readings for the conference, Huynh re-examined his grading. This past year, he stopped grading regular assignments because he felt students were doing the assignments in order to get a good grade, not deepen their understanding. He gave them the space to practice self-reviewing skills and gave them all the answers with the assignments. “It helps them build their own skills of checking themselves and also self-reviewing,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He also prioritized \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53241/how-mastery-based-learning-can-help-students-of-every-background-succeed\">\u003cspan style=\"font-weight: 400\">developing students’ mastery of content and skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He took the pressure off students of having just one shot at demonstrating what they learned in tests and used a variety of assessments instead. For example, if he assigned a quiz, students were able to have unlimited retakes. For one assessment, he had students draw from their personal experience and use their advocacy skills to write a letter to the district superintendent about whether they wanted the school building to open or stay closed. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many students preferred having the opportunity to demonstrate their mastery with the letter and show authentic learning. Huynh has received positive feedback about scaling back on grading assignments on the quarterly surveys he gives students. “My kids are saying, ‘I enjoy learning in this class’ or saying that it's much less stressful now that I don't grade everything.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huynh has faced a few issues getting parents on board with nontraditional assessment. While \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51223/can-schools-change-measures-of-success-by-focusing-on-meaningful-work-instead-of-test-scores\">\u003cspan style=\"font-weight: 400\">alternative ways to measure student learning \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">are increasing in popularity, they are not widespread, so it’s hard to get buy-in. There was pushback about the emphasis on reflection and whether students were continuing to build important skills. “I think it definitely highlighted what we need to do next year about how to communicate these new things with grading, especially because it's normally not what people are used to.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_58037\" class=\"wp-caption alignnone\" style=\"max-width: 737px\">\u003cimg class=\"size-full wp-image-58037\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Screen-Shot-2021-06-22-at-9.21.52-PM.png\" alt=\"\" width=\"737\" height=\"345\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Screen-Shot-2021-06-22-at-9.21.52-PM.png 737w, https://ww2.kqed.org/app/uploads/sites/23/2021/06/Screen-Shot-2021-06-22-at-9.21.52-PM-160x75.png 160w\" sizes=\"(max-width: 737px) 100vw, 737px\">\u003cfigcaption class=\"wp-caption-text\">Part of a letter written by one of Huynh's students (Nguyen Huynh)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Students Seeing Themselves in STEM\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Calvin Nellum is a physics and math teacher at Jalen Rose Leadership Academy in Detroit. His work with Joe Truss focused his attention on how STEM education can be more antiracist by bringing in math tools from Black, Indigenous and POC cultures. “\u003c/span>\u003ca href=\"https://www.nsf.gov/news/special_reports/announcements/081920.jsp\">\u003cspan style=\"font-weight: 400\">Allowing scholars to see themselves in science\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, that was my task,” said Nellum of bringing culturally responsive lesson plans into his predominantly Black classroom. “Just teaching scholars that science is them. It’s more than just using it to make things. It’s in you. It’s in your culture.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using a site called \u003c/span>\u003ca href=\"https://csdt.org/about/\">\u003cspan style=\"font-weight: 400\">Culturally Situated Design Tools, \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">Nellum shifted his curriculum to include coding the curves of Adinkra symbols created by the Ashanti people of Ghana using Scratch programs and calculating the arcs found in Anishinaabe Native American architecture. Students were able to examine visuals from these cultures and use math as a way to explore intricate designs. “These patterns and symbols and circles – all of these things that they use to represent nature, represent honor – represent where they come from. They have embedded mathematics in them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He’s seen growth in his students’ confidence in STEM subjects and he presented the success of his lessons at the DWSC conference during the Anti-Racist Teachers and Leaders Symposium. “We got a lot of growth and I wanted to share the results,” said Nellum. “There are culturally responsive lesson plans for science and math teachers.”\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/Oz2DuI39qxQ'\n title='//www.youtube.com/embed/Oz2DuI39qxQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>\u003cspan style=\"font-weight: 400\">Community-centered Classwork for Deeper Learning\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beth Vallarino, a humanities teacher at Tahoe Expedition Academy in Truckee, California, has been involved in Truss’s monthly check-ins for educators trying to become more justice-oriented in their teaching practice. She gravitated towards his educator-centered rubrics on anti-racist teachings. “Rubrics allow us to have a shared understanding and shared language about what quality or proficiency or success looks like,” said Truss. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Using the rubric to reflect on her teaching practice has helped her identify priorities and gaps in the assignments and projects that she assigns students. Additionally, the rubrics provide questions that guide teachers to develop classwork that explores historical and current events in their community. She said rubric questions like “Was there a recent event that was either controversial or celebratory?” and “What's the official history of your area?” are instrumental in helping students learn more about significant local history. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids were able to find out a lot about Truckee that's not necessarily on a plaque,” she said. Using the rubrics as a guide, Vallarino’s class examined \u003c/span>\u003ca href=\"https://www.squawalpine.com/name-change#tab=history-&-etymology\">\u003cspan style=\"font-weight: 400\">Squaw Valley Ski Resort’s decision to change their name\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because it contains an offensive slur against Native Americans. Students discussed the historical context that might have contributed to the naming and why the name should or shouldn’t be changed. “It's interesting to present information in varied ways about what's going on in our community and have them come up with their own ideas and opinions about what's going on.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a conference presentation, Vallarino shared how her students have been identifying and speaking with experts, college students and organizations implementing justice, equity, diversity and inclusion work – also known as “JEDI” work. Students presented what they learned to their school administration alongside recommendations for how their school can be improved. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Vallarino plans to identify ways that antiracist teaching can extend even further beyond classroom walls. “I want to be more involved in developing opportunities for parents and families because it can be really challenging if your kids are learning something that you personally don't know about or aren't aware of,” she said. “One thing I've learned is that it's really critical for schools to provide opportunities to educate communities.” She’s exploring ways to develop a shared vocabulary about antiracism and its role in improving humanity with students, caregivers and communities to build deeper understanding and energy around social justice work. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Building Capacity and Sharing the Work\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While Vallarino is hoping to build more collective capacity in her community, Huynh is hoping to \u003c/span>\u003cspan style=\"font-weight: 400\">build capacity to take on more antiracism work within his school’s staff. After attending Truss’s workshops last year, he brought five colleagues to the conference\u003c/span>\u003cb>.\u003c/b>\u003cspan style=\"font-weight: 400\"> “A lot of the work has to involve getting enough people on your side and moving forward together. And so for me, I made the decision to try to get many staff members to go just so there's more sustainability,” he said. “We just need to keep building capacity because I think it's really hard on our staff of color and myself.” Sharing the work helps \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57280/strategies-for-retaining-teachers-of-color-and-making-schools-more-equitable\">\u003cspan style=\"font-weight: 400\">reduce burnout among POC educators\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and gives co-conspirators an opportunity to help.\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cspan style=\"font-weight: 400\">Truss agrees that one of the merits of the conference is getting everyone together to immerse themselves in a topic. He’s hoping that people not only learn from the sessions, but also are able to learn from the model of how the conference handles conversations about challenging and disrupting the status quo. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Seeing what quality professional learning looks like allows them to go back and lead it,” said Truss.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58033/three-strategies-for-advancing-antiracist-practices","authors":["11721"],"categories":["mindshift_21357"],"tags":["mindshift_21322","mindshift_21126","mindshift_21107","mindshift_231","mindshift_96","mindshift_391"],"featImg":"mindshift_58041","label":"mindshift"},"mindshift_56450":{"type":"posts","id":"mindshift_56450","meta":{"index":"posts_1591205157","site":"mindshift","id":"56450","score":null,"sort":[1597141101000]},"guestAuthors":[],"slug":"how-culturally-relevant-teaching-can-build-relationships-while-students-are-home","title":"How Culturally Relevant Teaching Can Build Relationships While Students Are Home","publishDate":1597141101,"format":"standard","headTitle":"How Culturally Relevant Teaching Can Build Relationships While Students Are Home | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003ch4>Listen and subscribe to our podcast from your mobile device\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share/\">via Stitcher\u003c/a> | \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbWluZHNoaWZ0L2NhdGVnb3J5L21pbmRzaGlmdHBvZGNhc3QvZmVlZC8/episode/ODA5YmZmOTgtZGI2MC0xMWVhLWI3N2UtNmYzODM1MTM3YWI4?hl=en&ved=2ahUKEwiftIO69JLrAhVFsp4KHcblAloQieUEegQIChAE&ep=6\">via Google\u003c/a> | \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\"> via Spotify\u003c/a> | \u003ca href=\"https://tunein.com/podcasts/Kids--Family-Podcasts/Mindshift-Podcast-p1139823/?topicId=155253294\">via TuneIn\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When schools began to close because of COVID-19 in March, teachers and students had to rapidly adjust to learning online. For many students, finding a quiet place at home to learn with reliable technology was difficult, especially when family members were dealing with the pandemic. And teachers tried to figure out what was appropriate for the new online reality when it came to synchronous learning, attendance and grades, among many other issues.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coronavirus also created an opportunity for teachers to be creative in order to meet students’ needs. \u003c/span>\u003ca href=\"https://culturallyresponsiveleadership.com/\">\u003cspan style=\"font-weight: 400\">Joe Truss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, principal of Visitacion Valley Middle School in San Francisco, saw the inequities created by coronavirus and called upon teachers via social media to create resources for teaching during the pandemic in a way that was relevant to what students were experiencing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We actually wanted to shift even the verbiage from ‘distance learning’ to ‘connecting through crisis’ because primarily we wanted our students to experience connection,” said Truss. “Because right now we’re fractured as a society and our kids are at home. They’re not with their friends and not with their teachers and their normal routine.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Truss started a Google doc called “\u003c/span>\u003ca href=\"https://docs.google.com/document/d/1RpwwrZVS8f5OWYiI14IR5QuenF_LC8zskX8UlPLLYH4/edit#\">\u003cspan style=\"font-weight: 400\">Connecting Across the Distance” #Covid19pbl\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with contributions from about 150 educators around the country. In May, educators and students hosted a \u003ca href=\"https://padlet.com/covid19pbl20/gallery\">virtual exhibition\u003c/a> of their work. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://twitter.com/trussleadership/status/1250800577052676098\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers submitted resources and lesson plans relevant to the times and students’ experiences. There were resources on understanding the virus and how to interpret pandemic data. Coronavirus brought renewed attention to systemic racism because of the way Black, Indigenous and Latino people died from the infection at disproportionate rates. The Black Lives Matter protests that emerged from the killing of George Floyd by a white police officer in Minneapolis also amplified the need for systemic change. Mental health was a top priority as students were seeing trauma unfold around them. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pivoting to Student Pandemic Journal \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the coronavirus outbreak, keeping a journal wasn’t exactly part of the curriculum for English teacher \u003c/span>\u003ca href=\"https://twitter.com/avoulgarides?lang=en\">\u003cspan style=\"font-weight: 400\">Anthony Voulgarides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He submitted a pandemic journal lesson plan to “\u003c/span>\u003ca href=\"https://docs.google.com/document/d/1RpwwrZVS8f5OWYiI14IR5QuenF_LC8zskX8UlPLLYH4/edit#\">\u003cspan style=\"font-weight: 400\">Connecting Across the Distance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” and it proved to be an essential way to help his students stay connected to one another and to him during the crisis. Every week, students published journal entries to a document called “\u003ca href=\"https://padlet.com/a_voulgarides/exemplars\">Unprecedented Times\u003c/a>.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56462 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Voulgarides1-e1597137171556.jpg\" alt=\"\" width=\"250\" height=\"290\">“As a teacher, I feel like it’s my job to try to understand what’s most relevant for our students right now, in this moment, and try to tap into that,” said Voulgarides, who teaches at \u003c/span>\u003ca href=\"https://www.wheelsnyc.net/\">\u003cspan style=\"font-weight: 400\">Washington Heights Expeditionary Learning School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in New York City. At the time, the city was a \u003c/span>\u003ca href=\"https://www.nbcnewyork.com/news/local/once-the-nations-epicenter-ny-virus-death-toll-drops-to-5/2489489/\">\u003cspan style=\"font-weight: 400\">hotspot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for coronavirus infections and his students’ families were not spared. Some had to quarantine at home with an infected family member, others had a parent on a ventilator for a month. Senior Diane Arevalo’s uncle died after contracting the virus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56458 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Diane-1-scaled-e1597137239341.jpeg\" alt=\"\" width=\"250\" height=\"333\">“My family, we call him ‘The Newspaper’ because, you know, he knew everybody and everyone knew about him,” she said of her uncle. “And he’d go through the whole neighborhood in the morning. He’ll wake up at six o’clock in the morning, go to his mom’s house, give her food, and then he would go back home and take care of his kids.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Safety measures meant family members were physically cut off from patients in hospitals and loved ones at funerals. Arevalo, who didn’t get to say goodbye to her uncle or send him a final message, decided to write him a letter as part of her journal assignment. Last spring, she wrote:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">When I told you I got into Brandeis, the first thing you did was come over and bring me a cake. That was the last time I got to see you, Tío. I want to say it’s unfair that you were taken already, but I know you were in pain and now you are better alongside Tía now. Your kids were raised as if they were my siblings. I gained two older brothers and an amazing big sister through you. All I want is that, with your loss, it can bring us all even closer. Thank you for the love, laughter, and support you have given all of us every day.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journal entries took many forms. Some students submitted drawings. Some shared what they were watching on Netflix. Someone wrote an essay on shelter-in-place from the perspective of a house cat. Others got really vulnerable and shared details they normally keep to themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56465 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Yohely-1-e1597137331377.jpg\" alt=\"\" width=\"250\" height=\"322\">“Even if I FaceTime my friends for hours, you know, we’re not just sitting talking about our feelings for hours,” said senior Yohely \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\">. “And so I read their journal for English class and I learned more than I learned in the FaceTime call.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Comprés’s\u003c/span>\u003cspan style=\"font-weight: 400\"> journal entry was about how she had to stay distant from her family members inside their home. In March, she wrote:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">Today, my mom didn’t wake up feeling so good. I haven’t touched her warm skin since Friday and I haven’t been able to cuddle her in the mornings either. In order to see her I have to FaceTime her or open the bedroom door just enough so I can peek. I got yelled at by my aunt for opening the door without a mask. I just wanted her to see that I was awake. We’re now waiting for the test results and it’s haunting me thinking about it. Tía tested positive last week. I hope mom doesn’t.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moments after publishing to the class journal website, Yohely received a text message from a worried Mr. Voulgarides. He was checking in on her after reading her journal entry. He offered to bring groceries to her home and let her know she can reach out to him if she needed anything.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56461 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Julio2-e1597137432776.jpg\" alt=\"\" width=\"250\" height=\"336\">Senior Julio Jimenez’s father caught coronavirus and spent a month in the intensive care unit. The family could only see him through a phone connection. Suddenly, Jimenez was thrust into the position of medical translator for his family while being strong for his mother and siblings. As the eldest son, he was now preparing to be the head of the household and thinking differently about his future. Everyday high school activities and starting college felt more distant when his family needed him most. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That took a big toll out of me, like, every day,” he said. Before the pandemic, Julio said writing wasn’t exactly his favorite thing to do at school, but the journal turned out to be a way for him to organize his emotions, calm himself down and focus on building emotional strength for his family.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It has helped me out of writing it down,” he said. “Getting my emotions on paper – that helped me out. You know, it built some stamina in me to get on with my day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Typically, writing a journal entry is a private activity. But publishing to a class website for trusted classmates and teachers who have spent years relationship-building helped create an opening for help. It also strengthened the community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The fact that those kids were comfortable sharing those journals with one another says a lot about what the teacher did beforehand,” said Tia Madkins, Assistant Professor in the Department of Curriculum and Instruction at the University of Texas at Austin. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Culturally Relevant Teaching and Trust\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers at WHEELS spend a lot of time on activities that are outside the more traditional curricula and it’s proven to be a success. WHEELS is part of the \u003c/span>\u003ca href=\"https://eleducation.org/\">\u003cspan style=\"font-weight: 400\">EL Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> network and an \u003c/span>\u003ca href=\"https://www.wheelsnyc.net/expeditionary-learning\">\u003cspan style=\"font-weight: 400\">Outward Bound School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Core to the school is creating authentic learning experiences for students, some of which is grounded in the three tenets of culturally relevant teaching: academic success, cultural competence and critical consciousness. The three pillars of CRT were developed by \u003c/span>\u003ca href=\"https://www.the74million.org/article/74-interview-researcher-gloria-ladson-billings-on-culturally-relevant-teaching-the-role-of-teachers-in-trumps-america-lessons-from-her-two-decades-in-education-research/\">\u003cspan style=\"font-weight: 400\">Gloria Ladson-Billings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after observing teachers who taught African-American students successfully. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every classroom has culture,” said professor \u003c/span>\u003ca href=\"https://www.tc.columbia.edu/faculty/fm2140/\">\u003cspan style=\"font-weight: 400\">Felicia Moore Mensah\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Teachers College Columbia University who researches CRT in science education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What teachers have to realize is that [culture is] there and it’s present, but how do you make it much more part of the process of learning when you have a classroom that is full of African-American, Latinx children or children with racial, ethnic, linguistic diversity within the classroom?” CRT can help address some of the inequities created by schooling that centers a white, middle-class worldview, which is important to address when more than half of students in public schools are kids of color.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It does take an extra effort for a lot of white teachers to be able to do this, to be able to focus in on who the students are, bringing them in and asking about aspects of their life as part of the curriculum because our curriculum is not written this particular way.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For WHEELS students like Diane Arevalo, cultural competence can look like talking about the differences between Ecuadorian and Dominican cultures, while knowing how to write a professional email to teachers. It also means having the critical consciousness to advocate for the change she wants to see in her community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not fair to me, it’s not fair to my brother, to my family, to the people that live here that we’re stuck in the middle of a highway next to the George Washington Bridge, that we’re stuck with all this pollution,” said Arevalo of her neighborhood.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Diane and her classmates formed a group to address local environmental issues. The group looked specifically at the health of trees in their neighborhood. The students noticed that in other neighborhoods, trees looked nicer and were protected at the roots by tree guards. \u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignnone size-full wp-image-56456\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-768x432.jpg 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s kind of sad because our tree guards are destroyed,” said Arevalo. “We don’t even have them. And they’re very full of cigarette butts, needles and needle caps. And it’s kind of sad seeing that because we have to go through that every day to go to school.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students attended community board meetings to advocate for a \u003c/span>\u003ca href=\"https://shareabouts-pbnyc-2018.herokuapp.com/place/598641/response/599327\">\u003cspan style=\"font-weight: 400\">Clean Air/Green Corridor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They also applied for grants from local organizations, which is not \u003c/span>\u003ca href=\"https://www.safepassageproject.org/wheels-hight-school-wins-grant-for-safe-passage-project/\">\u003cspan style=\"font-weight: 400\">uncommon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for WHEELS students who are passionate about causes relevant to their lives. They succeeded and recently \u003c/span>\u003ca href=\"http://www.nyc.gov/html/mancb12/downloads/pdf/h_and_e_committee_minutes_5-2-19.pdf\">\u003cspan style=\"font-weight: 400\">received funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for new tree guards in their neighborhoods. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school also goes to great lengths to value students’ cultural identity. When Yohely \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> was a sophomore, she and a half-dozen students traveled to Peru for a week to learn more about critical theory and Afro-Peruvian culture. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“And through that, you know, I was able to find that Afro-Latinx culture that I knew I had in me,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\">, who is Afro-Dominican. “There are programs [at school] that have helped me, with lessons that have helped me, in terms of my identity,” she said. “Even though my teachers are mostly white, they’re very there. I feel like they’ve become an ally to our community and they do the work that they do in our school because they care.”\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> is also aware of the cultural competence she’ll need when she attends college at Wesleyan in the fall. She’s been at WHEELS since middle school so starting college in a new community will be a challenge. She feels like the teachers have prepared her for this transition, and one way they do that is letting students know they are there for them even after graduation. “They’re always offering their help,” she said. In reference to another teacher, David Lenzner, \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> said, “he’s always like, ‘you know, when when you leave, we’re going to be here and we’re going to be here to support you no matter what.’”\u003c/span>\u003c/p>\n\u003cp>Support will be essential to students who graduated high school during extraordinary times and will start college amidst great uncertainty.\u003cspan style=\"font-weight: 400\"> WHEELS students have the support network they built at school and some have one more new tool: \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I actually think about getting an actual journal because this has been helping me,” said \u003cspan style=\"font-weight: 400\">Comprés.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Culturally relevant teaching can be a helpful way for students to develop cultural competence, advocate for change in their lives and excel academically in meaningful ways. ","status":"publish","parent":0,"modified":1700528794,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":2196},"headData":{"title":"How Culturally Relevant Teaching Can Build Relationships While Students Are Home | KQED","description":"Culturally relevant teaching can be a helpful way for students to develop cultural competence, advocate for change in their lives and excel academically in meaningful ways. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/traffic.megaphone.fm/KQINC7354233725.mp3","path":"/mindshift/56450/how-culturally-relevant-teaching-can-build-relationships-while-students-are-home","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch4>Listen and subscribe to our podcast from your mobile device\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share/\">via Stitcher\u003c/a> | \u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbWluZHNoaWZ0L2NhdGVnb3J5L21pbmRzaGlmdHBvZGNhc3QvZmVlZC8/episode/ODA5YmZmOTgtZGI2MC0xMWVhLWI3N2UtNmYzODM1MTM3YWI4?hl=en&ved=2ahUKEwiftIO69JLrAhVFsp4KHcblAloQieUEegQIChAE&ep=6\">via Google\u003c/a> | \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\"> via Spotify\u003c/a> | \u003ca href=\"https://tunein.com/podcasts/Kids--Family-Podcasts/Mindshift-Podcast-p1139823/?topicId=155253294\">via TuneIn\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When schools began to close because of COVID-19 in March, teachers and students had to rapidly adjust to learning online. For many students, finding a quiet place at home to learn with reliable technology was difficult, especially when family members were dealing with the pandemic. And teachers tried to figure out what was appropriate for the new online reality when it came to synchronous learning, attendance and grades, among many other issues.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Coronavirus also created an opportunity for teachers to be creative in order to meet students’ needs. \u003c/span>\u003ca href=\"https://culturallyresponsiveleadership.com/\">\u003cspan style=\"font-weight: 400\">Joe Truss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, principal of Visitacion Valley Middle School in San Francisco, saw the inequities created by coronavirus and called upon teachers via social media to create resources for teaching during the pandemic in a way that was relevant to what students were experiencing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We actually wanted to shift even the verbiage from ‘distance learning’ to ‘connecting through crisis’ because primarily we wanted our students to experience connection,” said Truss. “Because right now we’re fractured as a society and our kids are at home. They’re not with their friends and not with their teachers and their normal routine.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Truss started a Google doc called “\u003c/span>\u003ca href=\"https://docs.google.com/document/d/1RpwwrZVS8f5OWYiI14IR5QuenF_LC8zskX8UlPLLYH4/edit#\">\u003cspan style=\"font-weight: 400\">Connecting Across the Distance” #Covid19pbl\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with contributions from about 150 educators around the country. In May, educators and students hosted a \u003ca href=\"https://padlet.com/covid19pbl20/gallery\">virtual exhibition\u003c/a> of their work. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1250800577052676098"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers submitted resources and lesson plans relevant to the times and students’ experiences. There were resources on understanding the virus and how to interpret pandemic data. Coronavirus brought renewed attention to systemic racism because of the way Black, Indigenous and Latino people died from the infection at disproportionate rates. The Black Lives Matter protests that emerged from the killing of George Floyd by a white police officer in Minneapolis also amplified the need for systemic change. Mental health was a top priority as students were seeing trauma unfold around them. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Pivoting to Student Pandemic Journal \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before the coronavirus outbreak, keeping a journal wasn’t exactly part of the curriculum for English teacher \u003c/span>\u003ca href=\"https://twitter.com/avoulgarides?lang=en\">\u003cspan style=\"font-weight: 400\">Anthony Voulgarides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He submitted a pandemic journal lesson plan to “\u003c/span>\u003ca href=\"https://docs.google.com/document/d/1RpwwrZVS8f5OWYiI14IR5QuenF_LC8zskX8UlPLLYH4/edit#\">\u003cspan style=\"font-weight: 400\">Connecting Across the Distance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” and it proved to be an essential way to help his students stay connected to one another and to him during the crisis. Every week, students published journal entries to a document called “\u003ca href=\"https://padlet.com/a_voulgarides/exemplars\">Unprecedented Times\u003c/a>.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56462 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Voulgarides1-e1597137171556.jpg\" alt=\"\" width=\"250\" height=\"290\">“As a teacher, I feel like it’s my job to try to understand what’s most relevant for our students right now, in this moment, and try to tap into that,” said Voulgarides, who teaches at \u003c/span>\u003ca href=\"https://www.wheelsnyc.net/\">\u003cspan style=\"font-weight: 400\">Washington Heights Expeditionary Learning School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in New York City. At the time, the city was a \u003c/span>\u003ca href=\"https://www.nbcnewyork.com/news/local/once-the-nations-epicenter-ny-virus-death-toll-drops-to-5/2489489/\">\u003cspan style=\"font-weight: 400\">hotspot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for coronavirus infections and his students’ families were not spared. Some had to quarantine at home with an infected family member, others had a parent on a ventilator for a month. Senior Diane Arevalo’s uncle died after contracting the virus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56458 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Diane-1-scaled-e1597137239341.jpeg\" alt=\"\" width=\"250\" height=\"333\">“My family, we call him ‘The Newspaper’ because, you know, he knew everybody and everyone knew about him,” she said of her uncle. “And he’d go through the whole neighborhood in the morning. He’ll wake up at six o’clock in the morning, go to his mom’s house, give her food, and then he would go back home and take care of his kids.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Safety measures meant family members were physically cut off from patients in hospitals and loved ones at funerals. Arevalo, who didn’t get to say goodbye to her uncle or send him a final message, decided to write him a letter as part of her journal assignment. Last spring, she wrote:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">When I told you I got into Brandeis, the first thing you did was come over and bring me a cake. That was the last time I got to see you, Tío. I want to say it’s unfair that you were taken already, but I know you were in pain and now you are better alongside Tía now. Your kids were raised as if they were my siblings. I gained two older brothers and an amazing big sister through you. All I want is that, with your loss, it can bring us all even closer. Thank you for the love, laughter, and support you have given all of us every day.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">The journal entries took many forms. Some students submitted drawings. Some shared what they were watching on Netflix. Someone wrote an essay on shelter-in-place from the perspective of a house cat. Others got really vulnerable and shared details they normally keep to themselves.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56465 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Yohely-1-e1597137331377.jpg\" alt=\"\" width=\"250\" height=\"322\">“Even if I FaceTime my friends for hours, you know, we’re not just sitting talking about our feelings for hours,” said senior Yohely \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\">. “And so I read their journal for English class and I learned more than I learned in the FaceTime call.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Comprés’s\u003c/span>\u003cspan style=\"font-weight: 400\"> journal entry was about how she had to stay distant from her family members inside their home. In March, she wrote:\u003c/span>\u003c/p>\n\u003cblockquote>\n\u003cp class=\"p1\">Today, my mom didn’t wake up feeling so good. I haven’t touched her warm skin since Friday and I haven’t been able to cuddle her in the mornings either. In order to see her I have to FaceTime her or open the bedroom door just enough so I can peek. I got yelled at by my aunt for opening the door without a mask. I just wanted her to see that I was awake. We’re now waiting for the test results and it’s haunting me thinking about it. Tía tested positive last week. I hope mom doesn’t.\u003c/p>\n\u003c/blockquote>\n\u003cp>\u003cspan style=\"font-weight: 400\">Moments after publishing to the class journal website, Yohely received a text message from a worried Mr. Voulgarides. He was checking in on her after reading her journal entry. He offered to bring groceries to her home and let her know she can reach out to him if she needed anything.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-56461 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Julio2-e1597137432776.jpg\" alt=\"\" width=\"250\" height=\"336\">Senior Julio Jimenez’s father caught coronavirus and spent a month in the intensive care unit. The family could only see him through a phone connection. Suddenly, Jimenez was thrust into the position of medical translator for his family while being strong for his mother and siblings. As the eldest son, he was now preparing to be the head of the household and thinking differently about his future. Everyday high school activities and starting college felt more distant when his family needed him most. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That took a big toll out of me, like, every day,” he said. Before the pandemic, Julio said writing wasn’t exactly his favorite thing to do at school, but the journal turned out to be a way for him to organize his emotions, calm himself down and focus on building emotional strength for his family.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It has helped me out of writing it down,” he said. “Getting my emotions on paper – that helped me out. You know, it built some stamina in me to get on with my day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Typically, writing a journal entry is a private activity. But publishing to a class website for trusted classmates and teachers who have spent years relationship-building helped create an opening for help. It also strengthened the community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The fact that those kids were comfortable sharing those journals with one another says a lot about what the teacher did beforehand,” said Tia Madkins, Assistant Professor in the Department of Curriculum and Instruction at the University of Texas at Austin. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Culturally Relevant Teaching and Trust\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers at WHEELS spend a lot of time on activities that are outside the more traditional curricula and it’s proven to be a success. WHEELS is part of the \u003c/span>\u003ca href=\"https://eleducation.org/\">\u003cspan style=\"font-weight: 400\">EL Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> network and an \u003c/span>\u003ca href=\"https://www.wheelsnyc.net/expeditionary-learning\">\u003cspan style=\"font-weight: 400\">Outward Bound School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Core to the school is creating authentic learning experiences for students, some of which is grounded in the three tenets of culturally relevant teaching: academic success, cultural competence and critical consciousness. The three pillars of CRT were developed by \u003c/span>\u003ca href=\"https://www.the74million.org/article/74-interview-researcher-gloria-ladson-billings-on-culturally-relevant-teaching-the-role-of-teachers-in-trumps-america-lessons-from-her-two-decades-in-education-research/\">\u003cspan style=\"font-weight: 400\">Gloria Ladson-Billings\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after observing teachers who taught African-American students successfully. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every classroom has culture,” said professor \u003c/span>\u003ca href=\"https://www.tc.columbia.edu/faculty/fm2140/\">\u003cspan style=\"font-weight: 400\">Felicia Moore Mensah\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of Teachers College Columbia University who researches CRT in science education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What teachers have to realize is that [culture is] there and it’s present, but how do you make it much more part of the process of learning when you have a classroom that is full of African-American, Latinx children or children with racial, ethnic, linguistic diversity within the classroom?” CRT can help address some of the inequities created by schooling that centers a white, middle-class worldview, which is important to address when more than half of students in public schools are kids of color.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It does take an extra effort for a lot of white teachers to be able to do this, to be able to focus in on who the students are, bringing them in and asking about aspects of their life as part of the curriculum because our curriculum is not written this particular way.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For WHEELS students like Diane Arevalo, cultural competence can look like talking about the differences between Ecuadorian and Dominican cultures, while knowing how to write a professional email to teachers. It also means having the critical consciousness to advocate for the change she wants to see in her community. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s not fair to me, it’s not fair to my brother, to my family, to the people that live here that we’re stuck in the middle of a highway next to the George Washington Bridge, that we’re stuck with all this pollution,” said Arevalo of her neighborhood.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Diane and her classmates formed a group to address local environmental issues. The group looked specifically at the health of trees in their neighborhood. The students noticed that in other neighborhoods, trees looked nicer and were protected at the roots by tree guards. \u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignnone size-full wp-image-56456\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st.jpg\" alt=\"\" width=\"960\" height=\"540\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Clean-Air-Green-Corridor-of-182nd-st-768x432.jpg 768w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s kind of sad because our tree guards are destroyed,” said Arevalo. “We don’t even have them. And they’re very full of cigarette butts, needles and needle caps. And it’s kind of sad seeing that because we have to go through that every day to go to school.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The students attended community board meetings to advocate for a \u003c/span>\u003ca href=\"https://shareabouts-pbnyc-2018.herokuapp.com/place/598641/response/599327\">\u003cspan style=\"font-weight: 400\">Clean Air/Green Corridor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. They also applied for grants from local organizations, which is not \u003c/span>\u003ca href=\"https://www.safepassageproject.org/wheels-hight-school-wins-grant-for-safe-passage-project/\">\u003cspan style=\"font-weight: 400\">uncommon\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for WHEELS students who are passionate about causes relevant to their lives. They succeeded and recently \u003c/span>\u003ca href=\"http://www.nyc.gov/html/mancb12/downloads/pdf/h_and_e_committee_minutes_5-2-19.pdf\">\u003cspan style=\"font-weight: 400\">received funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for new tree guards in their neighborhoods. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school also goes to great lengths to value students’ cultural identity. When Yohely \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> was a sophomore, she and a half-dozen students traveled to Peru for a week to learn more about critical theory and Afro-Peruvian culture. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“And through that, you know, I was able to find that Afro-Latinx culture that I knew I had in me,” said \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\">, who is Afro-Dominican. “There are programs [at school] that have helped me, with lessons that have helped me, in terms of my identity,” she said. “Even though my teachers are mostly white, they’re very there. I feel like they’ve become an ally to our community and they do the work that they do in our school because they care.”\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> is also aware of the cultural competence she’ll need when she attends college at Wesleyan in the fall. She’s been at WHEELS since middle school so starting college in a new community will be a challenge. She feels like the teachers have prepared her for this transition, and one way they do that is letting students know they are there for them even after graduation. “They’re always offering their help,” she said. In reference to another teacher, David Lenzner, \u003c/span>\u003cspan style=\"font-weight: 400\">Comprés\u003c/span>\u003cspan style=\"font-weight: 400\"> said, “he’s always like, ‘you know, when when you leave, we’re going to be here and we’re going to be here to support you no matter what.’”\u003c/span>\u003c/p>\n\u003cp>Support will be essential to students who graduated high school during extraordinary times and will start college amidst great uncertainty.\u003cspan style=\"font-weight: 400\"> WHEELS students have the support network they built at school and some have one more new tool: \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I actually think about getting an actual journal because this has been helping me,” said \u003cspan style=\"font-weight: 400\">Comprés.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56450/how-culturally-relevant-teaching-can-build-relationships-while-students-are-home","authors":["4596"],"programs":["mindshift_21847"],"categories":["mindshift_21358","mindshift_21130","mindshift_21848","mindshift_193"],"tags":["mindshift_21344","mindshift_21343","mindshift_21371","mindshift_21126","mindshift_358","mindshift_21181","mindshift_20865","mindshift_21132","mindshift_21372","mindshift_256","mindshift_21359"],"featImg":"mindshift_56452","label":"mindshift_21847"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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