Historically Responsive Literacy
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Gholdy Muhammad
Website: Hill Pedagogies
Facebook: Cultivating Genius
Dr. Gholdy Muhammad talks about the need to look at the word and the world critically.
" ... as long as there is oppression in the world, we need to teach criticality ..."
Dr. Gholdy Muhammad (2020) presents a historically responsive literacy (HRL) equity framework comprising of four layers: identity, skills, intellect, and criticality.
To prepare lessons using the HRL framework, we ask the following questions:
Identities: How will your teaching help students to learn something about themselves and/or others?
Skills: What skills and content learning are you teaching?
Intellect: What will students become smarter about?
Criticality: How will you engage your thinking about power, equity, anti-oppression in the text, in society, and in the world?
(p. 150)
References:
Abney, J. & Conatser, T. (2020, October 2). How to Make Virtual Discussions Engaging, Effective, and Equitable in Eight Steps. Faculty Focus. https://www.facultyfocus.com/articles/online-education/how-to-make-your-virtual-discussions-engaging-effective-and-equitable-in-eight-steps/
American Association of University Women (n.d.). Dimensions of Diversity & Identity. https://www.aauw.org/resources/member/governance-tools/dei-toolkit/dimensions-of-diversity/
Bristow, J. (2018, October 25). 10 Ways to Define Mindfulness. Mindful.org. https://www.mindful.org/10-ways-to-define-mindfulness/
CASEL (2020, October 1). Presenter Spotlight: Dr. Gholnescar (Gholdy) Muhammad [Video]. YouTube. https://www.youtube.com/watch?v=cfDDnkOTlPI
Gilson, B. (2020, June 23). Cultivating Genius. Literacy Lenses. https://literacylenses.com/2020/06/cultivating-genius/?fbclid=IwAR3kxgFMGqcftrfUuHVaz0x5B0eU-M-XVS1pgeWY744xbouh0VL28kYr9hw
Hermon, N. (2017, December 14). Intellect vs. intelligence: The difference matters in AI. Venture Beat. https://venturebeat.com/2017/12/14/intellect-vs-intelligence-the-difference-matters-in-ai/
Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic Inc.
Muhammad, G. (2021, July 12). Cultivating Genius: How to Select Culturally and Historically Responsive Text. Scholastic. https://www.scholastic.com/teachers/teaching-tools/articles/professional-development/cultivating-genius-how-select-culturally-historically-responsive-text.html
Robb, M. (2021, June 18). From Virtual Spectator to Participant: Engaging Students in Synchronous Online Learning Activities. Faculty Focus. https://www.facultyfocus.com/articles/online-education/online-course-delivery-and-instruction/from-virtual-spectator-to-participant-engaging-students-in-synchronous-online-learning-activities/
Sung, K. (2020, December 21). How Historically Responsive Literacy Can Make Learning More Relevant to Students. KQED. https://www.kqed.org/mindshift/57137/how-historically-responsive-literacy-can-make-learning-more-relevant-to-students
The Harriet W. Sheridan Centre for Teaching and Learning (n.d.). Interactive Classroom Activities. Brown University. https://www.brown.edu/sheridan/teaching-learning-resources/teaching-resources/classroom-practices/active-learning/interactive
Tierney, K. (2020, October 21). How Technology in the Classroom Is Shaping the Future of Education. Education Technology Solutions. https://educationtechnologysolutions.com/2020/10/how-technology-in-the-classroom-is-shaping-the-future-of-education/
Toronto District School Board (n.d.). TDSB Global Competencies. https://sites.google.com/tdsb.on.ca/globalcompetencies
USC Suzanne Dworak-Peck, School of Social Work (2020, November 5). Diversity Toolkit: A Guide to Discussin Identity, Power and Privilege. https://msw.usc.edu/mswusc-blog/diversity-workshop-guide-to-discussing-identity-power-and-privilege/#socialjustice
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