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From Being Woke to Doing #theWork
Using Culturally Relevant Practices to Support Student Achievement & Sociopolitical Consciousness
Series: - Urban Education, Cultures and Communities, Volume: 3
Becoming a culturally relevant teacher is a journey, not a destination. It is a choice that an educator must make daily, to ensure that all students have equitable opportunities to learn. This edited book is designed to support educators in building their responsive educator muscles with the aid of reliable research-based content related to mindset, knowledge, and skills. The book includes: (1) explicit guidance on unpacking self, (2) guidance on how to explore the community and lived experiences of students, and (3) exemplar practitioner curriculum strategies in Humanities and STEM classrooms. Educators will pick up this book from different entry points, based on their personal journey. There is space for all educators to shift.
Kisha Porcher, Ph.D. (2016), George Mason University, is Assistant Professor of English for the University of Delaware. She has published articles on centering Blackness in English Education and preparing preservice teachers to teach Black students.
Reshma Ramkellawan-Arteaga, Ed.D. (2017), Teachers College Columbia University, is an educational consultant and part time lecturer for Rutgers University. Her areas of research include unpacking cultural identities as it intersect with pedagogical practice.
Colleen Hinds-Rodgers, doctoral candidate, Johns Hopkins University, is a National Senior Managing Director of STEM Teacher Leadership Development at a national teacher preparation non-profit. Her areas of research include healing academic trauma and teacher preparation in culturally relevant and affirming mathematics.
JacobÄ Bell, doctoral candidate, Teachers College, Columbia University, is the Network Director of Networked School Improvement for a national nonprofit. Her areas of research include Black joy for Black women educators, humanizing pedagogies, and asset-based teaching and learning.
Reshma Ramkellawan-Arteaga, Ed.D. (2017), Teachers College Columbia University, is an educational consultant and part time lecturer for Rutgers University. Her areas of research include unpacking cultural identities as it intersect with pedagogical practice.
Colleen Hinds-Rodgers, doctoral candidate, Johns Hopkins University, is a National Senior Managing Director of STEM Teacher Leadership Development at a national teacher preparation non-profit. Her areas of research include healing academic trauma and teacher preparation in culturally relevant and affirming mathematics.
JacobÄ Bell, doctoral candidate, Teachers College, Columbia University, is the Network Director of Networked School Improvement for a national nonprofit. Her areas of research include Black joy for Black women educators, humanizing pedagogies, and asset-based teaching and learning.
Series Editor's Foreword
âEdmund Adjapong
List of Figures and Tables
Notes on Contributors
1 Unpacking Identity: #theWork Is You
âKisha Porcher
2 Understanding Colorism, Interrogating Personal Identity, and Grappling with the Implications of It All in the Classroom
âCrystal Watson
3 You Have to Survive in Order to Thrive: Building a Trauma-Informed Culturally Responsive Classroom
âRacquel L. Armstrong
4 Creating Humanizing Homeplaces as a Way to Embrace and Protect My Blackness
âJacobÄ Bell
5 You Canât Be a Teacher Teaching Talking Like That: Decolonizing Raciolinguistic Identities for Teachers of Color
âFreyca Calderon-Berumen, Alexandra Babino and Altheria Caldera
6 Get Right to Do Right: Using Recursive Practice to Unpack White Supremacist Ideology
âReshma Ramkellawan-Arteaga
7 Dear White Teachers: What Are We Waiting For?
âLance W. Ozier
8 You Are Your Community and Your Community Is You
âReshma Ramkellawan-Arteaga
9 Itâs Black Brilliance for Me: Seeing and Supporting All Black Girls
âMargaret (Mimi) Osowu and Kisha Porcher
10 âThe Healing of a Nationâ: Fostering a Positive Mathematical Identity for Students and Teachers by Attending to the Academic Trauma Caused
âColleen M. Hinds-Rodgers
11 Too Deep for the Intro: Using Hip Hop Pedagogy in Science and ELA Classrooms
âJessica McClain and Dianne Wellington
12 Everybody Ainât Got It, But They Should: Photovoice, Teacher Candidates, and Supporting Black and Brown Students
âShamaine Bazemore-Bertrand
13 What Does It Mean to Be a Scholar Activist?: Integrating Studentsâ Lived Experiences and Communities within Classroom Practice
âGeneviève DeBose
14 Restoring the Village through Radical Self Care
âDawn Brooks-DeCosta and Ife Lenard
15 Itâs All Connected: #theWork, Students, and Practices
âJacobÄ Bell
16 Keepinâ It Real: Culturally Relevant Curriculum in a Mathematics Classroom
âDeborah Woods
17 Mathematics in the City: Using Transformations to Address the National Housing Crisis
âCrystal Watson
18 Culturally Relevant Practices That Promote Student Critical Consciousness through a STEM, Social Justice, and Activism Framework
âYvonne Thevenot
19 Literacy as a Revolutionary Act in Early Learning Classrooms
âJhanae Wingfield
20 We Are the Faith of Our Ancestors: Criticality in Literacy Classrooms
âSharon Jessé Edwards and Jessica Edwards
21 Modeling Cultural Competence: Digital Reflective Journaling in Teacher Preparation
âTasha Austin
âEdmund Adjapong
List of Figures and Tables
Notes on Contributors
PART 1: Unpacking Self
1 Unpacking Identity: #theWork Is You
âKisha Porcher
SECTION 1: Doing #theWork within Myself
2 Understanding Colorism, Interrogating Personal Identity, and Grappling with the Implications of It All in the Classroom
âCrystal Watson
3 You Have to Survive in Order to Thrive: Building a Trauma-Informed Culturally Responsive Classroom
âRacquel L. Armstrong
SECTION 2: Doing #theWork with Others
4 Creating Humanizing Homeplaces as a Way to Embrace and Protect My Blackness
âJacobÄ Bell
5 You Canât Be a Teacher Teaching Talking Like That: Decolonizing Raciolinguistic Identities for Teachers of Color
âFreyca Calderon-Berumen, Alexandra Babino and Altheria Caldera
6 Get Right to Do Right: Using Recursive Practice to Unpack White Supremacist Ideology
âReshma Ramkellawan-Arteaga
7 Dear White Teachers: What Are We Waiting For?
âLance W. Ozier
PART 2: Exploring the Community and Lived Experiences of Students
8 You Are Your Community and Your Community Is You
âReshma Ramkellawan-Arteaga
SECTION 1: Doing #theWork with and for Students of Color
9 Itâs Black Brilliance for Me: Seeing and Supporting All Black Girls
âMargaret (Mimi) Osowu and Kisha Porcher
10 âThe Healing of a Nationâ: Fostering a Positive Mathematical Identity for Students and Teachers by Attending to the Academic Trauma Caused
âColleen M. Hinds-Rodgers
11 Too Deep for the Intro: Using Hip Hop Pedagogy in Science and ELA Classrooms
âJessica McClain and Dianne Wellington
12 Everybody Ainât Got It, But They Should: Photovoice, Teacher Candidates, and Supporting Black and Brown Students
âShamaine Bazemore-Bertrand
SECTION 2: Doing #theWork with and in Communities of Color
13 What Does It Mean to Be a Scholar Activist?: Integrating Studentsâ Lived Experiences and Communities within Classroom Practice
âGeneviève DeBose
14 Restoring the Village through Radical Self Care
âDawn Brooks-DeCosta and Ife Lenard
PART 3: Exemplar Practitioner Culturally Relevant Curriculum in STEM, Humanities, and Arts Classrooms
15 Itâs All Connected: #theWork, Students, and Practices
âJacobÄ Bell
SECTION 1: Doing #theWork in STEM Classes
16 Keepinâ It Real: Culturally Relevant Curriculum in a Mathematics Classroom
âDeborah Woods
17 Mathematics in the City: Using Transformations to Address the National Housing Crisis
âCrystal Watson
18 Culturally Relevant Practices That Promote Student Critical Consciousness through a STEM, Social Justice, and Activism Framework
âYvonne Thevenot
SECTION 2: Doing #theWork in Literacy and the Arts Classes
19 Literacy as a Revolutionary Act in Early Learning Classrooms
âJhanae Wingfield
20 We Are the Faith of Our Ancestors: Criticality in Literacy Classrooms
âSharon Jessé Edwards and Jessica Edwards
21 Modeling Cultural Competence: Digital Reflective Journaling in Teacher Preparation
âTasha Austin
All interested in not just reading and talking about culturally relevant teaching practices, but implementing effective culturally relevant teaching practices in your instruction.