K- 12 RESOURCES

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My national curriculum, Learning Local, supports K-12 teachers to (1) learn about the culture and language resources in the communities surrounding their schools, and (2) creatively bring those resources into their classrooms to promote anti-racist, transcultural and multilingual learning opportunities for children and youth.

Please contact me at christine@kultur-designnyc.com if you are interested learning more about Learning Local and bringing it to your school or teacher education program.

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–Other social justice curricula resources below–

It is indeed necessary that this love be an “armed love,” the fighting love of those convinced of the right and the duty to fight, to denounce, and to announce. It is this form of love that is indispensable to the progressive educator and that we must all learn.” 
–Paulo Freire

No DAPL 

This multimedia syllabus was developed by The NYC Stands for Standing Rock committee, a group of Indigenous scholars and activists, and settler/ POC supporters. It explains the history behind and current activism against the Dakota Access Pipeline, an oil pipeline project that threatens environmental and cultural damage.

In their own words: This syllabus brings together the work of Indigenous and allied activists and scholars: anthropologists, historians, environmental scientists, and legal scholars, all of whom contribute important insights into the conflicts between Indigenous sovereignty and resource extraction. While our primary goal is to stop the Dakota Access Pipeline, we recognize that Standing Rock is one frontline of many around the world.

Access here: https://nycstandswithstandingrock.wordpress.com/standingrocksyllabus/

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Translanguaging

This 190-page comprehensive guide contains resources for building a K- 12 multilingual school environment and classroom. It details multilingual learning activities across reading, writing, history, math, and science and is Common Core-aligned. The authors worked for CUNY-NYSIEB, a collaborative project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the Graduate Center, The City University of New York, and were funded by the New York State Education Department.

In their own words: This guide offers you practical assistance on how to use translanguaging to help facilitate more effective learning of content and language by bilingual students. 1. Translanguaging challenges monolingual assumptions that permeate current language education policy and instead treats bilingual discourse as the norm. 2. Translanguaging refers to pedagogical practices that use bilingualism as resource, rather than ignore it or perceive it as a problem. 3. Translanguaging goes beyond traditional notions of bilingualism and second language teaching and learning. 4. Translanguaging describes the practices of all students and educators who use bilingualism as a resource.

Access here: http://www.nysieb.ws.gc.cuny.edu/files/2012/06/FINAL-Translanguaging-Guide-With-Cover-1.pdf

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Black Lives Matter 

 This multimedia syllabus, authored by Frank Leon Roberts– a professor at NYU, explores the significance and goals of the Black Lives Matter movement. In addition to readings and videos grouped by class session, Roberts provides reflection paper writing prompts. Roberts asks that educators do the following when adopting the syllabus:

  1. Be sure to include the following disclaimer statement at the top of your syllabus: “This syllabus is an adoption of the course, “Black Lives Matter” designed by Frank Leon Roberts (frankroberts@nyu.edu) at BlackLivesMatterSyllabus.com.”
  2. At the top of each of the pages in the syllabus, include the link: BlackLivesMatterSyllabus.com.
  3. Send a courtesy email to frankroberts@nyu.edu, notifying us of your intention to adopt this syllabus.

In their own words: This intensive interdisciplinary seminar links the #blacklivesmatter” movement to four broader phenomena: 1) the rise of the U.S. prison industrial complex and its relationship to the increasing militarization of inner city communities 2) the role of the media industry in influencing national conversations about race and racism and 3) the state of racial justice activism in the context of a neoliberal Obama Presidency and 4) the increasingly populist nature of decentralized protest movements in the contemporary United States.

Access here: http://www.blacklivesmattersyllabus.com/fall2016/

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