- Page numbers followed by t indicate tables and f indicates figures
- A
- Ableism 162
- Absenteeism, presence 206
- Access, barriers (relationship) 33
- Active engagement, increase 104
- Adaptive instructional delivery 156–157
- Admission reforms, purpose 18
- Agency. See Teacher agency
- Ahistoric space, confusion 64
- Ahistoric, term (usage) 64–65
- Ahmed, Sara K. 235
- Altercations, function 51
- Amanti, Cathy 82
- American Civil Liberties Union (ACLU), legal landscape report 210
- American Revolution, events timeline (inclusion) 63
- Ankh, truth (symbol) 13t
- Anti‐Black racism, defining/challenge 57, 59–60
- Anti‐Gay legislation, impact 150
- Anti‐Queer legislation 47
- Antsy student, perspective 39
- Anzaldúa, Gloria E. 23, 29
- Appreciation station 203f
- Archaeology of the Self 65
- “Arch of Transition, The” 27–29
- Asperger's Syndrome, diagnosis 53
- Assessment (guidance), UbD (usage) 169–170
- Asterism 87
- Attentive listening/interest, occurrence 162
- Attitudes, imparting 164
- Audio‐recording (journaling method) 72
- Audit trail, creation 235
- Authenticity, identification 102
- B
- Babies, actions (affirmation) 182–183
- Barron, Charles 20
- Behavior
- codes, determination 62
- de‐escalation 53
- Beliefs, statement 122–123
- Bell, Derrick 210
- Bell, Monita K. 72
- “Between a Rock and a Hard Place” (conversation) 149–150
- Bildner, Phil 239
- Bilingual Education Act, The (Title VII), creation 69
- Bilingual‐education program, impact 68–69
- “Bill for the General Diffusion of Knowledge” (Jefferson) 184
- Binaries, altercations (impact) 51
- Black families/communities/team members, Target support 207
- Black history, mandate 208
- Black, Indigenous, and People of Color (BIPOC)
- ancestors 2
- communities, dominant culture identification 16
- existence, affirmation 48
- folx, voices (presence) 20
- Black Lives Matter 32, 207
- Black Lives Matter in School, platform 208
- Black Panther Party, Ten‐Point Program 161–162
- Black teachers, hiring (increase) 208
- Black youth, perception 54
- Blue School Chair companies, government contract 39–40, 49
- Body sensations list 99f
- Borderlands, practices 23–24
- Brain
- components, interaction 183
- elasticity 183
- gap, awareness 106–107
- self‐revision 182
- Brain‐based learning 116
- Breakout rooms, usage 149–150
- Breakpoint and Beyond (Land/Jarman) 180
- Breaths Together for Change 2, 124, 125, 126
- Brown v. Board of Education 3 2
- Buddy System Tip Sheet (Lentini/Vaughan/Fox) 194
- Building 77, 81–83
- framework, connection 84–92
- Business managers, perspective (growth) 39–40
- Butler, Octavia 29
- C
- Cafeteria energy, selection 58
- Calm, derailment 40
- Canon, The 216
- Capacity‐building language, impact 173
- Capacity orientations 82
- Caregivers
- feedback 133
- school leaders, connection 152
- Carranza, Richard 17
- Censorship bills, states passage 210
- Center for Applied Science Teaching (CAST), Universal Design for Learning (UDL) 143, 157
- Center for Nonviolent communication, resources 123
- Center on the Developing Child (Harvard University) 182
- “Chairs and rows” classroom environment 40–41
- Change
- catalyst 44–48
- selection 46–48, 61–62
- “Changing Education Paradigms” (Robinson) 179
- Chapman, Gary 245
- Character education 191
- Childhood development 52–53, 212
- creativity/curiosity, relationship 180–183
- knowledge 241
- Childhood, self, protection 223
- Children
- credentials, importance 223–225
- criticality, improvement 46
- developmental needs, placement 191–204
- inquiry‐based model 236–239
- justice, creation 37
- legal landscape, impact (ACLU report) 210
- lived experiences, space (creation) 236t
- nature/needs, consideration 89
- paths, consideration 233–243
- questions, supply 224
- responsive approach 236–239
- teaching, processes 155
- Chinese Exclusion Act 18–19
- Chit‐chatting, idea 124
- Choosing Change tool 55–62
- Christmas Carol, A (Dickens) 111
- Chunking 190
- Church/state, separation 225
- Circle ideology 151
- Civil Rights era, class examination 32
- Civil Rights Movement 45, 86, 88, 90
- Clark, Septima 89
- Classmates, lens (differences) 70–71
- Classroom
- conversations 121–122
- documented events, usage 54–55
- gardens 219
- quietness, classroom engagement (contrast) 40–41
- social justice, enactment 48
- spaces 24–25, 87, 138
- stations/centers, creation 192
- supplies, sale 113
- transformation 80
- whole selves/body experience, commitment 100
- Classroom community 121
- affirmations/thank yous (writing templates) 198f
- Clay, Marie 181
- Clifton, Lucille 176
- Club from Nowhere (Gilmore) 86
- CNBR. See Collaborate‐Build‐Nurture‐Reflect
- Cognition, exercising 182
- Cognitive development, strength 182–183
- Cognitive functions, development 182
- Cold War, class study 32
- Collaborate
- framework, connection 84–92
- term, meaning 77
- Collaborate‐Build‐Nurture‐Reflect (CNBR) Framework
- application 87–93
- operationalization 85
- usage 88, 95
- Collaboration 77–78
- context, determination 122
- cups rhythm skill requirement 165
- deep collaboration, capacity (increase) 77
- journaling, usage 78
- partners, meeting (initiation) 132
- strategic collaboration, usage 81
- usage 105
- Collaborative reflection, self‐initiation 131
- Colleagues
- feedback 118
- individual strengths, illumination 120–123
- justice, creation 37
- meeting, opening 127
- routines/rituals, establishment 120–123
- time, scheduling 117–118
- Collective learning 72
- Collective wisdom, impact 212
- Collins, Billy 176
- “Committed to the work” phrase, usage 137–138
- Common Core State Standards (CCSS) 188–191, 228
- Communication (cups rhythm skill requirement) 165
- Communicative warmth, impact 183
- Community
- “Community Up” model, consideration 152
- connections, cylinder/triangle (contrast) 151f, 155f
- interaction 48
- issues, generation/relevance 232–233
- learning center, child developmental needs (placement) 191–204
- personhood, threats 240–241
- power, understanding 115
- responsibility 153
- risk‐taking, value (sharing) 82
- shared classroom community, shared co‐constructed vision (display) 131f
- understanding 116
- Community‐oriented learning 97
- “Community Up”
- Competition, value 114
- Concentration (cups rhythm skill requirement) 165
- Constructivism, development 81
- Content, importance 162
- Cooperation (cups rhythm skill requirement) 165
- Co‐planning routine, example 133, 134f–135f
- Cornell, Brian 207
- Counselors, funding (requirement) 208
- Covert, Abby 57–58
- COVID‐19
- global pandemic 137, 148
- residual impact 150
- vaccines, usage 27
- Cox‐Petersen, Amy 194
- Creativity
- childhood development, relationship 180–183
- death, schools (impact) 179–183
- domain 187
- Credentials, importance (naming) 224
- Critical literacy (deepening), intentionality (impact) 235
- Critical race theory (CRT), usage 210
- Crooke, Pamela 194
- Cross‐community relationships (building), long‐term commitment (impact) 153
- Cultural identity 89
- Cultural literacy 146
- Culturally mediated instruction (CR‐SP framework characteristic) 167
- Culturally Relevant and Sustaining Pedagogy (CR‐SP) 164–167
- discovery 167–169
- examples 168t–169t
- framework, characteristics 166–167
- Culturally Relevant Pedagogy (CRP) 164
- Culturally relevant‐sustaining pedagogies, examples 168t–169t
- Culturally relevant teaching 164
- Culturally Responsive Education, groundwork 101
- Culturally responsive practices, building 101
- Cultural organizing, methodology 91
- Cultural orientation 121
- Cultural relevance, application 166
- Culture
- center, removal 23
- context, learning (CR‐SP framework characteristic) 166
- Cups rhythm 164–165
- Curiosity
- childhood development, relationship 180–183
- domain 187
- joyful curiosity 79
- Curricular frameworks, foundational understandings 212
- Curricular inquiry, building 161–162
- Curricular standards, unpacking 189–191
- Curriculum
- absence 109
- adaptation 155
- backward design 170
- circulation 6–7
- critical literacy (deepening), intentionality (impact) 235
- design, paths (consideration) 233–243
- development/revision 61
- emphasis 211
- guidance, UbD (usage) 169–170
- justice‐oriented learning spaces/experiences/curriculum, design process 205
- K‐12 curriculum, Black history/ethnic studies (mandate) 208
- learning 58
- mandated curriculum 231–232
- negotiated curriculum 231–232
- negotiation 227
- proactive approach 235
- reactive approach 240–241
- relevance, negotiation usage (template) 228t
- reshaping (CR‐SP framework characteristic) 167
- responsive approach 236–239
- scripted curriculum 78
- work, accessibility 142
- Curriculum Design Teams, name (change) 142
- Curriculum‐making
- approaches 235t
- basics, importance 161–162
- foundational understandings 163–172
- framework 163–172
- journey 109, 116–133
- sessions, student involvement 153
- Cylinder, triangle (contrast) 151f, 155f
- Cylindrical Model 151–153
- D
- Darwin, Charles 59
- Davis, Angela 31
- de Blasio, Bill 17, 20
- Debriefing, example 50–51
- Decision‐making, emotive capacity (removal) 100
- Deep collaboration, capacity (increase) 77
- De‐escalation strategies, improvement 52, 58
- “Desired results,” identification 170
- Detail, attention (cups rhythm skill requirement) 165
- Dewey, John 81–82, 184
- Dexterity (cups rhythm skill requirement) 165
- Dickens, Charles 111
- Documentation community, building 102
- Documentation, usage 55
- Dominant culture 15–16, 21, 47–49
- change, perspective (impact) 38–42
- Dominant school culture 25
- “Dominant School Culture” 5
- Donors Choose grant, writing 129
- “Don't Say Gay” laws (Florida) 47
- “Do Schools Kill Creativity” (Robinson) 179
- Drawing (journaling method) 72
- Dreaming, call 25, 31
- Dreamkeepers, The (Ladson‐Billings) 101
- Dreams 25–31
- Dr. Seuss 112
- Dubois, W.E.B. 32
- E
- Early schooling, personal reflections 63–66
- Educational Alliance (Brown University) 166
- Educational Industrial Complex (IEC) 113–114
- players, impact 156
- threat 136
- Educational neglect 162
- Educational Partnerships (Cox‐Petersen) 194
- Education, best practices (consideration) 34
- Education Justice Research and Organizing Collaborative (EJ‐ROC) 160
- Educators, justice work (components) 116
- Edu‐credo 247–248
- EduTwitter, message (example) 54
- Eisenhower, Dwight 113
- Elevating Equity and Justice (Kim) 45
- Emotional borderlands 23–24
- Emotional literacy 199–200, 199f
- Emotion emoji station 203f
- Emotive capacity, removal 100
- Empathy, impact 44–45
- Energy 58
- harnessing 23
- translation 4
- Engagement (domain) 187
- English as a Second Language (ESL) programs/services, existence/need 69
- Entrance exams, abolishment 19
- Environmental players, identification 56, 58
- Equality, inequality (relationship) 33
- Equity, meaning 19
- Ethnic studies, mandate 208
- Eugenicists, impact 59–60
- Excellence, requirements 19
- Experience, sharing 106
- F
- Families
- communication, regularity 61
- feedback 133
- justice, creation 37
- literacies, considerations 82
- positive perspectives (CR‐SP framework characteristic) 166
- Family Education Rights and Protection Act (FERPA) 54
- Feedback 118, 146
- Feelings 101–103
- circle, administering 23
- description 242
- wheel 186
- “Felt knowledge” 212
- Ferocity, redefining 245–247
- Fierce teaching, teacher agency (requirement) 145–155
- “Fight Over Specialized School Reveals Rifts Among Black Leaders” (Touré) 20
- First, Cinnamon Kills 2
- “Five Love Languages” (Chapman) 245
- Folk Schools
- CNBR framework, application 87–93
- conceptual ethos 91
- creation 89
- ideology, connections 92
- Folk, term (clarification) 88
- Formative assessments, usage 158
- Foundational mindset 122
- Foundations, building 82–83
- Fox, L. 194
- Freedom Schools, founding 90
- Freire, Paulo 6, 89, 90
- Friendship time 206
- Funds of knowledge 82
- Future goodness, approach 25–31, 71
- G
- Gallery walk 104
- Galton, Frances 59–60
- Garcia Winner, Michelle 194
- Gender discrimination laws, impact 45
- Gender Sexuality Alliance Club 128
- Generative thinking 94
- Generators, usage 4
- Ghaffar, Aminah 2
- Gilmore, George (Club from Nowhere) 86–87
- Goals, development 25
- González, Norma 82
- Good school, characteristics (reflection) 184
- Google, Workspace Learning Center 132
- Gore, Al 112
- Grade team leaders 150–151
- Great Depression 45–46
- Greer, Christina 20
- Group work 41, 43–44
- Grundtvig, Nikolai Frederik Severin 88–92
- Gustafson Hollins, Kara 142
- H
- Haley, Alex 31
- Hallway energy 58
- Hamer, Fannie Lou 89
- Hamre, Britt 142
- Harden, Marcus 246
- Harm, identification/prevention 44
- Heartbreak, duality 111
- Heartstopper Volume 2, 128
- Heteronormative, definition 47
- High expectations, communication (CR‐SP framework characteristic) 166
- Highlander Center 88, 90–92
- High leverage students, focus 79
- High Need, nomenclature 50
- High‐need secondary school, teaching 49
- High schools, entrance exams (abolishment) 19–20
- Historically Black Colleges and Universities (HCBUs), richness 32
- Historical Underpinnings 33, 65, 84, 122
- Homegrown instructional delivery 157–158
- Hope
- Horsford, Sonya Douglass 15, 20–22
- Horton, Myles 89, 90
- Howard, Tyrone C. 60
- Howell, Lakisha 149
- Hughes Hooper, Erika 142
- Human‐centered care, tenet 144
- Human‐centered practices, knowledge (combination) 95
- Human demographic, library representation 46–47
- Human measurement, requirements 19
- Human players, identification 55–56
- I
- Identity mapping, inner work 122
- Identity markers 67
- Imagination
- domain 187
- provoking, reading sources 30
- Imaginative capacities matter, building (joyful work) 175
- Inclusive Classrooms Project, The 101
- Inclusive Instructional Design Teams 142
- Inclusivity 143
- Inconvenient Truth, An (Gore) 112
- “Indian Problem, The” (Roosevelt) 32
- Individualized Education Programs (IEPs) 45, 53, 65, 157
- density 137–138
- disability classifications, variation 64
- goals 117
- Individuals with Disabilities Education Act (IDEA) 45, 64
- Information
- collection 171–172
- downloading capacity, decrease 126
- Initiative (domain) 187
- Injustice
- in‐house comparisons 139
- pressure, seeing/feeling 35, 44–48
- sense, voice (teacher display) 37
- thwarting 105
- Inner child, summoning 177
- Inquiry‐based learning model 238–239
- Inquiry‐based model 236–239
- Inquiry‐based teaching 238
- Instructional delivery
- adaptive instructional delivery 156–157
- assessment 154–155
- homegrown instructional delivery 157–158
- methods 156–162
- school reform, impact 158–161
- scripted instructional delivery 156
- universally designed instructional delivery 157
- Instructional methodologies, circulation 6–7
- Instruction (guidance), UbD (usage) 169–170
- Integrated Co‐Teaching (ICT) 64, 109
- Intergenerational organizing, methodology 91
- International Women's Day 85
- Internet excavation 126
- Interventions, emphasis/resources (increase) 159
- Inward‐bound journey 33–34
- “In Your News” (Ahmed) 235
- J
- Jackson, Michael 24
- Jarman, Beth 181
- Jefferson, Thomas 184
- Jigsaw activity/protocol 41, 43–44
- Jigsaw Protocol 41
- Jim Crow era 19
- Journaling 72, 78, 117
- Journal jots, sample 201f
- Joy
- approach 141
- discovery 24
- duality 111
- generation, collaborate‐Build‐Nurture‐Reflect framework (usage) 95
- identification 102
- immersion 205
- presence 100
- pursuit 105
- spreading, spaces (creation) 92, 93t–94t
- Joyful curiosity 79
- Joyful learning
- activation 81
- paradigm, creation 84–85
- Joyful paradigm, creation 84–85
- Justice
- approach 183–204
- building 211
- creation 37
- defining 7–16
- designing, advice 242t–243t
- designs, basics 213–223
- educators, justice work (components) 116
- enactment 47–48
- exploration, read aloud (design) 16
- generation, Collaborate‐Build‐Nurture‐Reflect framework (usage) 95
- in‐house comparisons 139
- iterations, imagery/explanations 13t–14t
- lens 21
- paths, consideration 233–243
- pedagogy 5–7
- pursuit, joy (location) 22–25
- recipients 17–22
- scales of justice 14f
- spreading, spaces (creation) 92, 93t–94t
- term, meaning 9
- treatment plan 4
- work 87–88
- Justice finding 7
- “Justice for All” (Metallica) 14t
- Justice‐oriented learning 214
- approaches 234
- experiences/curriculum, design process 205
- spaces, design process 205, 211–212
- Justice‐oriented learning designs 220
- paths, consideration 233
- plausibility 225
- Justice‐oriented teaching 214
- Just learning platform, creation 84–85
- Just‐oriented learning experiences, design 230
- K
- K‐12 curriculum, Black history/ethnic studies (mandate) 208
- K‐12 schools, content control (states bills) 210
- Kim, Robert 45
- Kindergarten‐level personal narratives, example 231–232
- Kindness Conductors 202f
- King, Jr., Martin Luther 18, 89
- Kirkland, David 213
- Knowing, perspective shapes 11–16
- Knowledge
- base, development 116
- construction 81–82
- funds 82
- imparting 164
- sharing 106
- threading 133
- Knowledge‐making journey 115
- Kold, Christen 89
- L
- Ladson‐Billings, Gloria 101, 142, 163–165
- Lady Justitia 11–16
- Lady of Justice 9, 11, 12t
- Lake, Ricki 178
- Land, George 181
- Land/legacy/place, methodology 92
- Language
- development 182
- justice, methodology 91
- Lansbury, Janet 182
- Lateral trauma, experience 68
- Laws/policies, legacy (consideration) 117
- Lean Coffee 119–120
- Lear, Jonathan 3–4
- Learners
- audience 103
- community, development 40
- information, collection (impact) 171–172
- open‐minded community, development 217
- perspective, comfort component 40
- preoperational stage 218
- support, visual grids (usage) 10–11
- Learning
- approaches, development 188
- brain‐based learning 116
- collective learning 72
- community, actions 101–103
- connections, understanding 82
- corners 33
- cultural components 36
- designs, approaches 235t
- environment 42, 61, 102–103
- essence 26
- experience 127, 189–190
- inquiry‐based learning model 238–239
- joyful learning, activation 81
- notes 75, 96–97
- objectives, determination (preparation) 189–190
- paradigms 78
- processes 154
- schools, relationship 175
- time/space, making 72–73
- trajectory 77
- Learning center, child developmental needs (placement) 191–204
- “Learning to fly” example 157
- Ledwell, Katie 131
- Legacy, knowledge (question) 96
- Lentini, R. 194
- Lesiv, Andriy 38
- Lesson plan
- differences 230
- group work, designing 43–44
- Lesson planning 233–234
- Letters to Your Future Self 110f, 111
- Lexile levels 162
- Libraries, balance (rarity) 46–47
- Liebtag, Emily 122
- Likert Scale 154–155
- Listing (journaling method) 72
- Literacy
- enjoyment 25
- experiences 124
- lifeways 36
- media literacy, definition 8
- racial literacy 8–9
- skills, strengthening 138
- social literacy, definition 9
- somatic literacy 97–103
- stamina 53
- strategy 10
- Little Rock Nine 45
- Liu, John 19
- Lived experiences, curriculum (connection) 158
- Living word (oral culture), importance 89
- Long‐term abilities, development 97
- Long‐term locally derived inquiry 115
- Lorax, The (Seuss) 112
- Lorde, Audre 29, 59, 176
- Love, Bettina 30
- Low‐inference activity 9
- Lyiscott, Jamila 29
- M
- Maat, symbol 13t, 14–15
- Managing with Aloha (Say) 125
- Mandated curriculum 231–232
- Manipulatives, usage 26
- Mann, Horace 32, 184
- Marshall, Thurgood 45
- Materials, contribution (opportunities) 81
- McClennen, Nate 122
- McTighe, Jay 163, 169
- Media literacy, definition 8
- Meetings
- opening 127
- scheduling, beliefs/values (statement) 122–123
- static meeting agendas, avoidance 124–126
- time, determination 132
- Meet‐ups, structuring 119
- Memory, description/unpacking 66–71, 98
- Mental models 76, 97
- Messiness, expectation 82
- Micro‐interactions, witnessing/collecting 192, 210
- Middle school, reflection 178
- Milianta‐Laffin, Sarah 129
- Military Industrial Complex, term (coining) 113
- Mindfulness 191
- Mindsets, unlearning 222–223
- Minor Collective 127
- Moll, Luis 82
- Mono‐perspectives 44–45
- Montessori, Maria 81–82
- Moral wrong, perpetration (trauma) 149
- Morning circle, children's questions (supply) 224
- Morning meeting, criticality (existence) 235
- Morning stations, schedule 200f
- Morning workstations 235, 236t
- Morris, Monique 68
- Motor skills/dexterity (cups rhythm skill requirement) 165
- Multiliteracies 215
- building 101
- embracing 124
- ILA definition 8
- Multimodalities 143
- N
- Native American lifeways, learning 3
- Needs, inventory/lesson plan 102–104, 123
- Negotiated curriculum 227, 231–232
- Negotiation, usage (template) 228t
- Nelson, Marilyn 176
- Nepantla
- definition 23
- literacies 23–24
- Neural connections, formation (speed) 182
- Neutrality, embracing (problem) 48
- New York City, specialized high schools (admissions process requirements) 17–18
- New York City Teaching Fellows (NYCTF) 107
- “New York Spring” 29
- New York State Prekindergarten Foundation for the Common Core (domains, division) 187–188
- New York State Prekindergarten Foundation for the Common Core domains (excerpt) 187
- Nold, Christie 211
- “Normative” lifestyles, comfort 47
- North Stars 85–90
- Note‐taking mechanisms 156
- “Not Talking About It” (dangers/research) 239t–240t
- Nourishment 25–31
- Numeracy skills, strengthening 138
- Nurture (nurturing) 77, 78–80, 84–92, 144
- O
- Obama, Michelle 22
- Object of power 151
- One‐caregiver households, children (presence) 70
- Open‐ended instructional practice, usage 98–99
- Opportunity, oppression (relationship) 33
- Oppression, resistance 211
- “Our Justice, Our Peace” chant 208
- Oyler, Celia 101, 142
- P
- Palmer, Anne 142
- Paper tool, usage 10
- Paradigms, change/shift 8, 100
- Parents
- positive perspectives (CR‐SP framework characteristic) 166
- school leaders, connection 152
- text exchanges, example 54
- volunteers, solicitation 153
- Parks, Rosa 89
- Participatory action research, methodology 91
- Past, reflection (importance) 63–66
- Past school experiences, examination 117
- “Patriotic Education” origins 32
- Peace, keeping 45
- Pedagogy
- cultural relevance 164–167
- place‐based pedagogy 121–122
- sustaining 164–167
- teaching/learning practice components, inclusion 154
- timeline pedagogy 62–73
- Pedagogy, examination 7f
- Peer collaboration 188
- People, knowledge 88
- Persistence
- cups rhythm skill requirement 165
- domain 187
- Personal convictions, impacts 83
- Personal edu‐credo, development 248
- Personal needs 101–103
- Personal needs, surfacing 121
- Personhood, threats 240–241
- Perspective
- analysis, tools 52–55
- building, read aloud (planning) 38
- growth 39–41
- impact 35, 38–42
- layers, identification 49–52
- multiplicity, consideration 82
- Phones, documentation tool 54–55
- Physical sensations, impact 98
- Piaget, Jean 81–82, 181
- Pierson, Rita 217
- Pizarro de Jesus, Nikolai 223
- Place‐based pedagogy 121–122
- Planning
- learner information, collection (impact) 171–172
- routine, establishment 132–133
- time, teacher appreciation 158
- Play shop, impact 26
- Plenty Coups, analysis 3
- Pocket conversations, engagement 241
- Poetry in Motion (MTA) 176
- Popular education (methodology) 91
- Positionality, work 94
- Poulette Truesdale, Susanne 194
- Povich, Maury 178
- Power
- Power of Place, The (Vander Ark/Liebtag/McClennen) 122
- Pre‐K classroom, reflection 185–186
- Principal, liaison 153
- Process‐oriented school spaces 215
- Product‐oriented environment, impact 143
- Progressive Era 32
- Protective spaces, building 80
- Protest march 205
- Protocols, usage 235
- PTA bank accounts, budget factor 39
- Pulse Massacre, teaching 236
- Purpose, defining 213
- Pushout (Morris) 68
- Q
- Qualitative data
- characteristics 172t
- quantitative data, pairing 69
- Quantitative data, characteristics 172t
- Queer people, existence (affirmation) 48
- Questions, space (creation) 237
- R
- Race, discussion 240
- Race to the Top (RTT) 159
- Racial groups, outcomes (examination) 17
- Racial justice 18, 22
- Racial literacy 8–9, 146
- Racism
- differences 59–60
- ending, goal 124
- role, understanding 8–9
- term, usage 59
- Racist ideology, impact 59–60
- Racist school disciplinary codes, impact 149
- Radical act, physical manifestation 31
- Radical hope 1, 4
- “Radically pro‐kid,” naming 183–184
- Radical, term (usage) 31
- Readers (partnership), protective space (creation) 78
- Reagan, Ronald 68–69
- Reflecting 77, 83–92
- Reflection(s)
- impact 67–71
- long‐term abilities, development 97
- points 109–116
- sharing 190
- spaces, creation 117–118
- Reflective experiences, documentation 122
- Reflective practices 25, 105, 117–133
- Restorative justice, implementation 208
- Rich, Adrienne 29
- Rich environments, idea (complexity) 182
- Rich tasks, usage 118
- Risk‐taking, value (sharing) 82
- Ritualized reflection, occurrence 117
- Ritualized talk space, usage 238
- Rituals 25–31, 96–97
- Robinson, Ken 179–180
- Roe v. Wade (overturning) 210
- Rohde, Mike 6
- Role, description/responsibility 61
- Romanyshyn, Romana 38
- Roosevelt, Teddy 32
- Roots (Haley) 31
- S
- Sanctuary, term (usage) 79–80
- Say, Rosa 125
- Scales of justice 14f
- Scheduling decisions 148–149
- School‐based decision‐making 181
- Schooling
- early schooling, personal reflections 63–66
- norms 78, 237
- pre‐COVID schooling 187
- roots, exploration 31–34
- School leaders
- decision‐making power 152
- parents/caregivers, connection 152
- perspective, growth 39–40
- teachers, connection 152
- Schools
- building, understanding 92
- childhood self, protection 223
- communities, needs (contributions) 153
- culturally relevant‐sustaining pedagogies, examples 168t–169t
- early years, reflection 66–67
- ecosystem, dominant culture (impact) 21
- equity, vision (impact) 21
- government control, absence (insistence) 89
- in‐between spaces, attention 234
- integration, justice 17–22
- interventions, emphasis/resources (increase) 159
- joy/justice (spreading), spaces (creation) 93t–94t
- justice‐oriented learning designs, plausibility 225
- leadership 150–151, 157
- learning, relationship 175
- past school experiences, examination 117
- power/agency, flow (triangle representation) 152
- race/gender discussion, censorship bills (states passage) 210
- racial equity, vision (determination) 20
- racial justice (guidance), vision (identification) 22
- reform, impact 158–161
- revelations, reflections (usage) 67–71
- sanctions (reasons), scripted instructional delivery (usage) 156
- secondary schools, homegrown instructional delivery (usage) 158
- social justice work, framework 75
- special education departments, universally designed instructional delivery (usage) 157
- students, banter (example) 54
- system, hierarchies (presence) 138
- transformation 26
- School‐wide mandate, participation 114–115
- Scientific management 171
- Scripted curriculum 78
- Scripted instructional delivery 156, 160–161
- Sealy‐Ruiz, Yolanda 65
- Secondary schools, homegrown instructional delivery (usage) 158
- Self‐contained special education, class example 108–109
- Self‐described roles, imprecision 61
- Self‐learning, initiation 49
- Self, placement 61–62
- Sensation words, list (review) 98, 99f
- Sense‐making 185
- Sensory pathways, development 182
- Shah, Prachi 79
- Shared classroom community, shared co‐constructed vision (display) 131f
- Shared learning goals 117
- Shared relationships 80
- Shared values, approach 81
- Shared vision 120–123, 129–131, 130f
- Sharpstein, Rachel 191, 204
- anecdotes 192–194
- appreciation station 203f
- classroom community 198f
- emotion emoji station 203
- experiences/knowledge 195
- journal jots, sample 201f
- Kindness Conductors 202f
- morning stations, schedule 200f
- social‐emotional literacy centers description 199–200
- Sharpton, Al 20
- Sight (Romanyshyn/Lesiv) 38
- Sims Bishop, Rudine 160, 214
- Single‐issue struggle, absence 59
- Six‐word story 126–129
- Sketchnoting (journaling method) 72
- Skills, imparting 164
- Small‐group work 192
- Smart, gauging 139
- Social‐emotional literacy
- centers, Sharpstein description 199–200
- core, deepening 198
- Social/emotional skills, continuum (creation) 199
- Social justice
- conversations, curriculum‐making basics (importance) 161–162
- enactment 48
- summits, impact 209
- vision, creation 22
- work, framework 75
- Social literacy, definition 8
- Somatic literacy 97–103
- Spaces
- ahistoric space 64
- creation 93t–94t, 117–118, 125, 212, 236t
- defining 80
- envisioning 127
- feelings, experience 101
- justice‐oriented learning spaces/experiences/curriculum, design process 205
- listing 95
- making 71
- virtual affinity space 79–80
- Spaciousness, impact 98–99
- Special education departments, universally designed instructional delivery (usage) 157
- Special‐education 143–144
- Specialized high schools (New York City), admissions process requirements 17–18
- Standards‐based classrooms, student‐centered experiences 141
- State standards, goals 117
- Stations, skills (correspondence) 200
- Story (stories)
- appearance, possibilities 54
- connectivity, illumination 126
- six‐word story 126–129
- telling 128f
- Storytelling
- Storytime, issue 49–52
- Strategic collaboration, usage 81
- Strategic players, consideration 59
- Strength‐based student talk “taboo” game 173–174
- Stress, experience 68
- Student‐centered curriculum, development 154
- Student‐centered instruction (CR‐SP framework characteristic) 167
- Student‐centered learning 97
- Student‐centered space, immersion 185–188
- Students
- antsy student, perspective (growth) 39
- banter, example 54
- centeredness, conversation 183–204
- community, learning experiences (improvement) 118
- curriculum, negotiation 227
- experiences, journaling 117
- future, planning 229t
- high leverage students, focus 79
- histories, witness 71
- instruction, time (average) 148
- meeting, opening 127
- personal/academic needs 61
- perspective (building), read aloud (planning) 38
- power, absence 152
- skills, development 200
- standards‐based classrooms, student‐centered experiences 141
- strength‐based student talk “taboo” game 173–174
- Super Solvers 193
- partnerships, development (guidelines) 195–196
- poster 194f
- ritualization 196, 198, 200
- schedule, sample 196f–197f
- skills 195
- student pairings, guidelines 195
- teams, foundation 195
- Systemic players, identification 56–57
- T
- Taboo game 173–174
- Talk show (spirt) 178
- Talk story (mo'olelo) 125–127
- Taylorism 171
- TCICP. See Teachers College Inclusive Classrooms Project
- Teacher agency 8
- assessment 154–155
- belief 192
- cultivation, communal responsibility 150–153
- development 105, 138, 146, 154
- exploration 146
- fostering 146, 148
- levels 147t, 156–158
- nourishing, student contribution 153
- purpose/conviction, usage 158
- requirement 145–155
- school reform, impact 158–161
- strength 154
- Teacher‐created meet‐ups, usage 80
- Teachers
- bestie 129
- facilitator role (CR‐SP framework characteristic) 1667
- goals, formulation 146
- intellect, embracing 133–139
- judgments 56
- lines, delivery 156
- narrative, change 133–139
- partnerships, co‐planning routine 134f–135f
- perspective, growth 40
- planning time, appreciation 158
- preparation program 57
- quarantine situation 150
- school leaders, connection 152
- support, adaptive instructional delivery (usage) 157
- thriving, conditions (creation) 148–150
- Teachers College Inclusive Classrooms Project (TCICP) 138, 141, 142, 193
- Teaching
- assignment 49, 100
- careers, consideration 117
- content 189–191
- experience, attention 98
- fierce teaching, teacher agency (requirement) 145–155
- philosophy 63, 83
- social justice lens, usage 211–212
- surveillance 159
- third space, establishment 24
- Technology, documentation tool 54–55
- Ten‐Point Program (Black Panther Party) 161–162
- Tensions, collection (feeling) 100
- Texts, usage 241
- Thank You Cards, usage 198, 198f
- Themes 33
- Themis, symbol 13t
- They All Saw a Cat (Wenzel) 38
- Thick listening 213
- Thinking (unpacking), ritualized talk space (usage) 238
- Third space 23
- Thought sanctuaries 138, 144
- development 25
- educator needs 78
- envisioning 81
- rituals/beginnings 96–97
- term, meaning 80
- Tiered objectives, goals 117
- Timeline pedagogy 62–73, 84
- Time, making 71
- Titans, rule 14
- Title 1 Funds, budget factor 39
- Title IX, passage 45
- Title VII (Bilingual Education Act), creation 69
- Top‐down initiatives 78
- Touré, Madina 20
- Transformation 26, 101
- Transformative social change, strategies 91
- Transitional B Certification for Middle Childhood Special Education 108
- Transitional bilingual education, effectiveness (examination) 69
- Transitional B Teaching License, usage 53
- Translanguaging experience, preference 68
- Triangle 151f, 152, 155f
- Trust 90
- Truth lines, convergence (discovery) 31–32
- Truths, holding 136–137
- Twichell, Chase 175–177
- U
- Understanding by Design (UbD) 158–159, 169–171
- Understanding, inner work 116
- United Federation of Teachers (UFT) contract, impact 142
- Unit plans, differences 230
- Universal Design for Learning (UDL) (CAST) 143, 157
- Universally designed instructional delivery 157
- University‐based teacher preparation programs 135–136
- U.S. history, injustice (penetration) 19
- V
- Values‐practice connection 123, 123t
- Values, statement 122–123
- Vander Ark, Tom 122
- Vasquez, Vivian Maria 227
- Vaughn, B.J. 194
- Video blogging (journaling method) 72
- Vietnam War, class exposure 32
- Virtual affinity space 79–80
- Vision board, examples 27f, 28f
- Vision boarding 26–29, 31
- Vision, clarity 37
- Vision driven justice 29–30
- Vision impairment, impact 35–37
- “Visual Grid” instructional strategy 9
- Visual grids 10–11, 10f
- Visual text, examination 10
- Vulnerability, requirement 221
- Vygotsky, Lev 81–82
- W
- Wachowski, Lana/Lilly 30
- Warrensburg Middle School, reflection 178
- Washington, Booker T. 32
- Webb, Englantyne 87
- Webster, Noah 184
- Well‐being, sense 80
- We Make the Road by Walking (Horton) 90
- Wenzel, Brendan 38
- Western culture, domination 100
- What Is Shared Information & Why Is It so Important to Relationship Development? (Garcia Winner/Crooke) 194
- Whiteness 15
- Whole Body Listening (Poulette Truesdale) 194
- Whole‐group learning, decrease 192
- Whole‐group lessons 192
- “Whose Vision Will Guide Racial Equity in Schools” (Horsford) 15
- Wiggins, Grant 163, 169
- Williams, Jumaane 20
- Williams, Patricia J. 240
- Windows, Mirrors, and Sliding Glass Doors (Sims Bishop) 160
- Wisdom, passing 125
- Wolfe‐Rocca, Ursula 211
- Women, pay (comparison) 70
- Woon, Tommy 2
- Work, commitment 137–138
- Workspace, bodies (positioning) 39
- Workspace Learning Center (Google) 132
- Y
- Youth (young people)
- Black youth, perception 54
- nature/needs, consideration 89
- thinking (unpacking), ritualized talk space (usage) 238
- Z
- Zero tolerance discipline, cessation 208
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