Day 5
Monday, June 27, 2022
What are our literacy roots/routes? What have Black women in Philly taught us about our literacy roots/routes?
Key Readings
Alim, H. S., & Paris, D. (2017). What is culturally sustaining pedagogy and why does it matter? In D. Paris & H. S., Alim (Eds.), Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 1-24). Teachers College Press.
Muhammad, G. E. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic. [Chapters 1 and 2]
Additional Readings
Clayton, C. (1989). We can educate all our children. The Nation, 249(4), 132-135.
Muhammad, G. E. (2015). "Inducing colored sisters of other places to imitate their example": Connecting historic literary societies to a contemporary writing group. English Education, 47(3), 276-299.
Baker-Rogers, A. M., & Traylor, F. M. (2020). They carried us: The social impact of Philadelphia's Black Women Leaders. Arch Street Press.
9:30 - 10:00
Welcome, Reviewing Reflections, and Checking in on Agreements
Welcome to Independence National Historical Park (INHP)
2026 Celebration: 250 years since the signing of the Declaration of Independence; may be creating a teacher advisory council
In pairs, review reflections from Day 3 and discuss what stands out.
In whole group, reflect on working agreements.
10:00 - 11:00
Reading and Writing Into the Day: Culturally and Historically Responsive Literacy Framework
Today's focus question: What are our literacy roots and routes? What have Black women in Philly taught us about our literacy roots and routes?
Watch video: Unearthing Genius and Joy with Gholdy Muhammad
Curriculum examples: 39:22
Watch video: The Write Time with Gholdy Muhammad and Chris Rogers
Black literary societies: 14:44
Group note catcher: Using the 5 pursuits to plan for the upcoming school year
11:00 - 12:00
Journal Groups
12:00 - 1:00
Lunch, Reading, & Travel to AAMP
1:00 - 2:45
They Carried Us: Meeting with Authors Baker-Rogers and Traylor
Discuss with authors how they made sense of primary and secondary sources to tell the stories of the women in their book.
Work in breakout groups to explore primary and secondary sources related to particular women in They Carried Us and discuss which texts they might use, how, and why.
Padlet: Searching for Sources About Black Women Leaders in Philadelphia
2:45 - 3:00
Closing
Prepare Readings for Day 6:
Ballenger, C. (2009). Introduction. In Puzzling moments, teachable moments: Practicing teacher research in urban classrooms (1-9). Teachers College Press.
Garcia, A., & O'Donnell-Allen, C. (2015). Introduction: What it means to pose, wobble, and flow. In Pose, wobble, flow: A culturally proactive approach to literacy instruction (pp. 1-15). Teachers College Press.
Unearthing genius and joy
The Write Time with Gholdy Muhammad and Chris Rogers
They Carried Us
