Description

What does the classroom of the future look like for Black students? In this workshop, participants learn how anti-Blackness and white supremacy have impacted Black education in America – and how conscious anti-racist efforts can dismantle these systems of oppression. Together, we will envision creating fruitful learning spaces for marginalized students and see how our lesson plans can be more culturally and historically responsive. (initially created by Josh Campbell in collaboration with Dr. Yolanda Sealey-Ruiz)

Location

In-Person or Virtual

Recommended Participants

• Teachers
• Arts Specialists
• Paraprofessionals
• Educational Leaders

Learning Intentions

Participants will:

• Use poetry as a tool for exploring their identities and how they interact with the world around them.
• Explore key concepts like anti-Blackness, white supremacy, and oppression – as well as some proposed solutions to dismantling them.
• Examine their relationship to white supremacy and its values.
• Learn about the history of Black education in America.
• Envision a supportive learning space for marginalized students that includes a system of accountability for when humans make mistakes.
• Engage with Gholdy Muhammad’s Historically Responsive Literacy framework uplifting identity, skills, intellect, criticality and joy.
• Draft sample lesson plans using Muhammad’s framework

YA Connections

• NJSLS-VPA: Artistic Process; Creating; Anchor Standard 1: Conceptualizing & Generating Ideas
  NJSLS-VPA: Artistic Process; Responding; Anchor Standard 7:
  Perceiving and Analyzing Products
• Social Emotional Learning – Transformative

Professional Standards for Educational Leaders

• Standard 3: Equity & Culture
• Standard 4: Curriculum, Instruction & Assessment