From Being Woke to Doing #theWork: Using Culturally Relevant Practices to Support Student Achievement & Sociopolitical Consciousness(3 Urban Education, Cultures and Communities)

From Being Woke to Doing #theWork: Using Culturally Relevant Practices to Support Student Achievement & Sociopolitical Consciousness provides 1) explicit guidance on unpacking self, 2) guidance on how to explore the community and lived experiences of students) and exemplar practitioner culturally relevant curriculum strategies in Humanities and STEM classrooms.

Table of Contents:
Series Editor's Foreword  Edmund Adjapong List of Figures and Tables Notes on Contributors PART 1: Unpacking Self 1 Unpacking Identity: #theWork Is You  Kisha Porcher SECTION 1: Doing #theWork within Myself 2 Understanding Colorism, Interrogating Personal Identity, and Grappling with the Implications of It All in the Classroom  Crystal Watson 3 You Have to Survive in Order to Thrive: Building a Trauma-Informed Culturally Responsive Classroom  Racquel L. Armstrong SECTION 2: Doing #theWork with Others 4 Creating Humanizing Homeplaces as a Way to Embrace and Protect My Blackness  Jacobē Bell 5 You Can’t Be a Teacher Teaching Talking Like That: Decolonizing Raciolinguistic Identities for Teachers of Color  Freyca Calderon-Berumen, Alexandra Babino and Altheria Caldera 6 Get Right to Do Right: Using Recursive Practice to Unpack White Supremacist Ideology  Reshma Ramkellawan-Arteaga 7 Dear White Teachers: What Are We Waiting For?  Lance W. Ozier PART 2: Exploring the Community and Lived Experiences of Students 8 You Are Your Community and Your Community Is You  Reshma Ramkellawan-Arteaga SECTION 1: Doing #theWork with and for Students of Color 9 It’s Black Brilliance for Me: Seeing and Supporting All Black Girls  Margaret (Mimi) Osowu and Kisha Porcher 10 “The Healing of a Nation”: Fostering a Positive Mathematical Identity for Students and Teachers by Attending to the Academic Trauma Caused  Colleen M. Hinds-Rodgers 11 Too Deep for the Intro: Using Hip Hop Pedagogy in Science and ELA Classrooms  Jessica McClain and Dianne Wellington 12 Everybody Ain’t Got It, But They Should: Photovoice, Teacher Candidates, and Supporting Black and Brown Students  Shamaine Bazemore-Bertrand SECTION 2: Doing #theWork with and in Communities of Color 13 What Does It Mean to Be a Scholar Activist?: Integrating Students’ Lived Experiences and Communities within Classroom Practice  Geneviève DeBose 14 Restoring the Village through Radical Self Care  Dawn Brooks-DeCosta and Ife Lenard PART 3: Exemplar Practitioner Culturally Relevant Curriculum in STEM, Humanities, and Arts Classrooms 15 It’s All Connected: #theWork, Students, and Practices  Jacobē Bell SECTION 1: Doing #theWork in STEM Classes 16 Keepin’ It Real: Culturally Relevant Curriculum in a Mathematics Classroom  Deborah Woods 17 Mathematics in the City: Using Transformations to Address the National Housing Crisis  Crystal Watson 18 Culturally Relevant Practices That Promote Student Critical Consciousness through a STEM, Social Justice, and Activism Framework  Yvonne Thevenot SECTION 2: Doing #theWork in Literacy and the Arts Classes 19 Literacy as a Revolutionary Act in Early Learning Classrooms  Jhanae Wingfield 20 We Are the Faith of Our Ancestors: Criticality in Literacy Classrooms  Sharon Jessé Edwards and Jessica Edwards 21 Modeling Cultural Competence: Digital Reflective Journaling in Teacher Preparation  Tasha Austin

About the Author :
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. Jacobē 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.