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Books, books, and more books
Books, books, and more books
There were many more texts I read for various classes that I wanted to share and what better way than to give them their own section? There will be a couple of articles here as well! I hope at least one of these peaks your interest.
"Unearthing Joy" by Gholdy Muhammad
"Unearthing Joy" by Gholdy Muhammad
A gem from my EDMS 419 class (Identity and Agency for Socially Just Classrooms) where we explored how to practice culturally responsive methods of teaching history! This book came with coloring pages, playlists for joy, and questions to ponder as we read. It's probably my favorite of the ones I read.
Howard Zinn's "A History of the United States for Young People"
Howard Zinn's "A History of the United States for Young People"
Unfortunately we didn't get to read this while in class, (Libs 304) however we did read some of Zinn's other works and experiences as a historian! I've read a few chapters of this book and I'm enjoying it!
"Coming of Age in Mississipi" by Anne Moody
"Coming of Age in Mississipi" by Anne Moody
This is an autobiography by civil rights activist Anne Moody! It was assigned for my WGS 375 class(Gender and Power in the U.S.). To be honest it was a heavy read, as Moody address many traumas from her childhood in the South during Jim Crow and the civil rights movement. I'm still glad it was assigned, as I grew to admire her strength as well as vulnerability through these pages and saw the world through her eyes.
"Making Schools Work" by Kathy Kirsh-Pasek, et al.
"Making Schools Work" by Kathy Kirsh-Pasek, et al.
I read this book Libs 330, a class called The Child in Question where we looked at child development and school. The research was very interesting and thoughtful and from I remember there was a lot that I wanted to take into consideration for when I have my own classroom.
"Empowering Young Children" by Wendy L. Ostroff
"Empowering Young Children" by Wendy L. Ostroff
Wendy taught Libs 330 and this is her book! It was a rich read and I found myself eager to read whenever a new chapter was assigned. I loved every page of this book and every moment Wendy talked about her research and we discussed our readings, there was a passion in her eyes and enthusiasm in her voice I've seen in a few professors.
This was originally not assigned or a part of the curriculum whatsoever, but the professor asked us if there was a topic we wanted to discuss that was not included in the syllabus. Addressing the ongoing genocide in Palestine was the most requested and so she brought in this article to read and discuss as a class. We also talked about freedom of speech and how censorship across the media and country affects how and when we're able to share and learn about intersectional experiences.
I was grateful that our professor honored the vote, it was almost maddening that no one in any of my classes, nor peers nor professors were talking about what was, and continues to happen. The air in the classroom that day was gloomy, with anger and helplessness, maybe even guilt because there we were. In school while universities were destroyed, food in our stomachs while there was famine and a space to be listened to, while months, years, and decades of voices continued to be for the most part unheard.
There we were, learning. Listening. Mourning. Making individual promises to continue to learn and listen. To mourn. To advocate.
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