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Muhammad identifies five pursuits, or learning goals, from the history of Black literary societies. These five pursuits guide Muhammad’s framework of culturally and historically responsive teaching.
Identity: Teaching students to know themselves and others.
Skills: Teaching students the proficiencies needed across content areas.
Intellectualism: Teaching students new knowledge.
Criticality: Teaching students to understand and disrupt oppression (hurt, pain, and harm within self and the world).
Joy: Teaching students about the beauty and truth in humanity.
Source: Muhammad, G. (2021). 12 questions to ask when designing culturally and historically responsive curriculum. AMLE. www.amle.org/12-questions-to-ask-when-designing-culturally-and-historically-responsive-curriculum/
Tanji Reed Marshall (treedmarshall@edtrust.org) is director of p-12 practice at The Education Trust and a guest editor for this issue of The Learning Professional.
Suzanne Bouffard is senior vice president of communications and publications at Learning Forward. She is the editor of The Learning Professional, Learning Forward’s flagship publication. She also contributes to the Learning Forward blog and webinars. With a background in child development, she has a passion for making research and best practices accessible to educators, policymakers, and families. She has written for many national publications including The New York Times and the Atlantic, and previously worked as a writer and researcher at the Harvard Graduate School of Education. She has a Ph.D. in developmental psychology from Duke University and a B.A. from Wesleyan University. She loves working with authors to help them develop their ideas and voices for publication.
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