Readings

Orientation — Saturday, June 11, 2022 (virtual synchronous)

What does it mean to teach in these times?

Day 1 — Monday, June 27 (in person, AAMP)

What are our literacy roots/routes? What have Black women leaders in Philadelphia taught us about our literacy roots/routes?

Key Readings

• Griffin, F. J. (2021). Read Until You Understand: The Profound Wisdom of Black Life and Literature. W. W. Norton.

• Muhammad, G. E. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic.

• Intro - Restoring Equity.

• Chapter 1 Drawing From History

• Baker-Rogers, A. M., & Traylor, F. M. (2020). They carried us: The social impact of Philadelphia's Black Women Leaders. Arch Street Press. [Introduction + select a chapter]

  • Video of authors

Day 2 — Tuesday, June 28 (in person, AAMP)

What is inquiry? How do we use writing to build an inquiry community?

Key Readings

• Ballenger, C. (2009). Puzzling moments, teachable moments: Practicing teacher research in urban classrooms NY: Teachers College Press.

• Cochran-Smith, M. & Lytle, S. (2009). Inquiry as stance: Ways forward. In Inquiry as stance: Practitioner research for the next generation (pp. 118-166). New York: Teachers College Press

• Lytle, S. L. (2008). At Last: Practitioner Inquiry and the Practice of Teaching: Some Thoughts on Better.

Additional Readings

• Baker-Rogers, A. M., & Traylor, F. M. (2020). They carried us: The social impact of Philadelphia's Black Women Leaders. Arch Street Press.

Day 3 — Wednesday, June 29 (in person, AAMP)

What does a critical literacy classroom look like?

Key Readings

• Baldwin, James, "A Talk to Teachers" (1963).

• Critical Love (Sealey-Ruiz, 2021)

• Rivera-Amezola, R. (2020). Preservation and education: Teacher Inquiry and the “family and community stories” project.

• Vasquez, M. (2017). Writing to disrupt inequities. In Critical literacy across the K-6 curriculum (pp.37-51). Routledge.

Additional Readings

• Baker-Rogers, A. M., & Traylor, F. M. (2020). They carried us: The social impact of Philadelphia's Black Women Leaders. Arch Street Press.

Day 4 — Thursday, June 30 (in person, INHP)

How do we center healing and justice in our classrooms and curricula?

Key Readings

• Ginwright, S. (2018). The future of healing: Shifting from trauma-informed care to healing-centered engagement. Medium.

• Sealey-Ruiz, Y. (2021). Racial literacy: A policy research brief. James R. Squire Office, National Council of Teachers of English.

Additional Readings

• Baker-Rogers, A. M., & Traylor, F. M. (2020). They carried us: The social impact of Philadelphia's Black Women Leaders. Arch Street Press.

Day 5 — Friday, July 1 (in person, AAMP)

What does it mean to teach in these times? How can advocacy and activism be central to teaching?

Key Readings

• Clayton, C. (1989). We can educate all our children. The Nation, 249(4), 132-135.

• Lytle, S., Portnoy, P., Waff, D., & Buckley, M. (2009). Teacher research in urban Philadelphia: Twenty years working within, against, and beyond the system. Educational Action Research, 17(1): 23-42.

• Mirra, N., & Garcia, A. (2017). Civic participation reimagined: Youth interrogation and innovation in the multimodal public sphere. Review of Research in Education, 41(1), 136-158.

Additional Readings

• Baker-Rogers, A. M., & Traylor, F. M. (2020). They carried us: The social impact of Philadelphia's Black Women Leaders. Arch Street Press.

Post-Institute: What is inquiry? How do we use writing to build an inquiry community?