What do you think?
Rate this book
Unearthing Joy: A Guide to Culturally and Historically Responsive Curriculum and Instruction
In this follow-up to Cultivating Genius, Dr. Gholdy Muhammad adds a fifth pursuit―joy―to her groundbreaking instructional model. She defines joy as more than celebration and happiness, but also as wellness, beauty, healing, and justice for oneself and across humanity. She shows how teaching from cultural and historical realities can enhance our efforts to cultivate identity, skills, intellect, criticality, and-indeed-joy for all students, giving them a powerful purpose to learn and contribute to the world. Dr. Muhammad's wise implementation advice is paired with model lessons and assessment tools that span subjects and grade levels.
224 pages, Paperback
Published February 1, 2023
Ratings & Reviews
Friends & Following
Create a free account to discover what your friends think of this book!
Community Reviews
Displaying 1 - 30 of 88 reviews
May 12, 2023
How much this book impacts a teacher and their practice is undoubtedly dependent on where they teach. I am fortunate to teach in a district that prioritizes equity through district policy. All faculty members regularly participate in CARE (Collaborative Action Research for Racial Equity) learning sessions to analyze their practices, relationships, and interactions with colleagues and students through a racial lens with the goal of recognizing and eliminating both individual and systemic racial biases. Our curriculum, too, is teacher-driven and centers texts from diverse authors.
I could, of course, say more, but my point is that much of what Muhammad lays out in Unearthing Joy is ingrained in the daily workings of my classroom and of the rooms surrounding it. And it should be. But it means that this book ended up being more validating than life-changing. Muhammad highlights the necessity of creating opportunities for students to learn about their own identities, to increase intellect and criticality, and to experience and enjoy beauty, aesthetics, wellness, wholeness, and happiness in the curriculum.
And it's like, well, yeah, of course.
She also takes it as a given that her readers believe that all cultures are worth learning about and that injustices must be disrupted and that there ARE injustices. I admire her frank and unapologetic insistence on this model but also wonder how anyone who hasn't unlearned racism would react to any of this. I guess they just would never pick up this book. And if the people who would pick it up agree with all of this already, who is it for?
Well new teachers, for one. Ten years ago, I thought skills were all that mattered. It was through time and experience and reading and reading and more reading that I became secure enough in my own understandings and in my own pedagogy to see criticality as a primary pursuit of education. And it was through collaboration with compassionate and creative teachers on ideas and lessons that some might deem too "fluffy" (shout out, Steph, heyyy-yo) that I began incorporating identity and joy into my curriculum design. It took time to make a habit out of these practices, and maybe there's no way around the time and experience part of being a good teacher, but perhaps if the right person gives a young teacher this book, it may give them the confidence, and even some know-how, to start working toward these pursuits.
The thing that stood out to me most, though, is that these pursuits should not and cannot be dependent on individual teachers; rather, they should be school-wide policy, built into the curriculum and even the mission of the school district, expected and supported by school leaders. And that, perhaps, is the most significant point she's making because that touches everything from curriculum revision to grading policies to scheduling.
But for my individual practice, the section I am most likely to return to is the huge list of questions, organized by the five pursuits, on pages 127-129. I consistently give my students diagnostic surveys and reflection surveys about their successes and goals, and Muhammad includes dozens of questions I'd love to add into my rotation. As Muhammad says, 'We ask what we value."
I could, of course, say more, but my point is that much of what Muhammad lays out in Unearthing Joy is ingrained in the daily workings of my classroom and of the rooms surrounding it. And it should be. But it means that this book ended up being more validating than life-changing. Muhammad highlights the necessity of creating opportunities for students to learn about their own identities, to increase intellect and criticality, and to experience and enjoy beauty, aesthetics, wellness, wholeness, and happiness in the curriculum.
And it's like, well, yeah, of course.
She also takes it as a given that her readers believe that all cultures are worth learning about and that injustices must be disrupted and that there ARE injustices. I admire her frank and unapologetic insistence on this model but also wonder how anyone who hasn't unlearned racism would react to any of this. I guess they just would never pick up this book. And if the people who would pick it up agree with all of this already, who is it for?
Well new teachers, for one. Ten years ago, I thought skills were all that mattered. It was through time and experience and reading and reading and more reading that I became secure enough in my own understandings and in my own pedagogy to see criticality as a primary pursuit of education. And it was through collaboration with compassionate and creative teachers on ideas and lessons that some might deem too "fluffy" (shout out, Steph, heyyy-yo) that I began incorporating identity and joy into my curriculum design. It took time to make a habit out of these practices, and maybe there's no way around the time and experience part of being a good teacher, but perhaps if the right person gives a young teacher this book, it may give them the confidence, and even some know-how, to start working toward these pursuits.
The thing that stood out to me most, though, is that these pursuits should not and cannot be dependent on individual teachers; rather, they should be school-wide policy, built into the curriculum and even the mission of the school district, expected and supported by school leaders. And that, perhaps, is the most significant point she's making because that touches everything from curriculum revision to grading policies to scheduling.
But for my individual practice, the section I am most likely to return to is the huge list of questions, organized by the five pursuits, on pages 127-129. I consistently give my students diagnostic surveys and reflection surveys about their successes and goals, and Muhammad includes dozens of questions I'd love to add into my rotation. As Muhammad says, 'We ask what we value."
March 12, 2023
Joy encompasses so much. Joy is feeling special. Joy is celebration and collaboration. Joy is learning in unique ways. Joy is confidence. Joy is love.
This sequel, of sorts, to Cultivating Genius gives readers the next steps to begin utilizing the HILL model in schools and classrooms, and there’s a variety of ways to do so. She shares her pursuits again, but adds a fifth one: joy.
Muhammad proves the need for joy in the classroom, and how teachers can embrace it. We educators must “unearth” ourselves first—get to know, understand, and believe in our responsibilities—before we can put Muhammad’s genius into practice. That “teacher education” involves studying ourselves and humanity, as well as the history of BIPOC education and the need for joy and self-care. There’s also a need for “leader education,” for a whole school community will only jump onboard if these five pursuits are embraced by our leaders. As Muhammad says, “It is easy to be ignorant. It takes work to maintain genius” (178).
From there, she takes us on a journey. One that teaches us how to reimagine and redesign curriculum, and ways to use the five pursuits beyond the classroom, like creating our own literary societies. Her plant metaphor is woven in beautifully throughout, reminding us the need to plant seeds for future generations. See how she weaves in joy, from her words, to the coloring pages, to the Spotify playlists. You’ll love it all.
I’ve been waiting to read Gholdy Muhammad’s Unearthing Joy for SO long, and it did not disappoint! I’ve grown as a person, student, and teacher for reading it, and I know I can make great use of it so my students—our learning community—can thrive in genius and joy. Both Cultivating Genius and Unearthing Joy should be mandatory reading for anyone going into education, as well as those who are already there.
This sequel, of sorts, to Cultivating Genius gives readers the next steps to begin utilizing the HILL model in schools and classrooms, and there’s a variety of ways to do so. She shares her pursuits again, but adds a fifth one: joy.
Muhammad proves the need for joy in the classroom, and how teachers can embrace it. We educators must “unearth” ourselves first—get to know, understand, and believe in our responsibilities—before we can put Muhammad’s genius into practice. That “teacher education” involves studying ourselves and humanity, as well as the history of BIPOC education and the need for joy and self-care. There’s also a need for “leader education,” for a whole school community will only jump onboard if these five pursuits are embraced by our leaders. As Muhammad says, “It is easy to be ignorant. It takes work to maintain genius” (178).
From there, she takes us on a journey. One that teaches us how to reimagine and redesign curriculum, and ways to use the five pursuits beyond the classroom, like creating our own literary societies. Her plant metaphor is woven in beautifully throughout, reminding us the need to plant seeds for future generations. See how she weaves in joy, from her words, to the coloring pages, to the Spotify playlists. You’ll love it all.
I’ve been waiting to read Gholdy Muhammad’s Unearthing Joy for SO long, and it did not disappoint! I’ve grown as a person, student, and teacher for reading it, and I know I can make great use of it so my students—our learning community—can thrive in genius and joy. Both Cultivating Genius and Unearthing Joy should be mandatory reading for anyone going into education, as well as those who are already there.
June 8, 2025
Had this as a textbook for one of my classes and I finally finished it a semester and a half later (oops). Maybe I should have finished Cultivating Genius first since this is technically the sequel (which I will also finish soon) but this book can still stand alone in its teachings. I think other reviews do a better job at capturing what this book tackles, but I recommend anyone in the education space to read it! Joy is an important component missing from our schools and I think we should all strive to bring it into the forefront of our educational goals.
Did Not Finish
June 30, 2024DNF - p. 88 / 39% - I may circle back to Unearthing Joy in the future, but I found myself heavily skimming the pages I read, and I lacked motivation to continue. Joy is something I am certain a majority of people who go into teaching want their students to experience. However, our joy-sucking school system makes that easier believed than done. I was expecting this book to center the pursuit of joy exclusively. What I felt like I was getting was a repeat of Cultivating Genius with more mindfulness activities thrown in (color this page, listen to this playlist, etc.). The message was, if you follow the other 4 pursuits, you will increase joy. To some extent, there is some interconnectedness there, but then why write a whole new book about it? I would recommend Unearthing Joy to someone who is familiar with the framework and has not yet read Cultivating Genius.
August 15, 2023
If you are in the field of education please take the time to read this book. I swear all the thoughts in my head were written in this book and I’m ready to take what I learned into my career.
July 25, 2024
Life changing! The content is invaluable and for those like me who struggle with dense non-fiction books, this is full of activities, playlists, coloring pages that will keep you engaged
September 24, 2024
Truly one of the best books for educators of all kinds.❤️ I highly highly recommend 🌍🫶🏼
November 24, 2024
Oh Gholdy, thank you for writing this book and for these timely imperatives. Thank you for referring to the contributors as teaching artists. We have our work cut out for us.
May 27, 2026
I see the vision that the author was trying to make, but I just feel like it fell flat a little bit. There's a good model that is outlined, but then the rest of the book was relating this model to all aspects of education, which I agree with, but it felt really vague and not actionable. I wish there would have been more examples of how schools are already implementing culturally responsive pedagogies, rather than it being really abstract about how to implement them.
December 2, 2023
4.5 stars. I really enjoyed reading this Gouldy Mohammed book - I’ll admit it was my first of her books, it felt a bit like cheating and jumping straight to the fifth pursuit - JOY! But I was able to get a good grasp on the first 4 pursuits (presented in her first book Cultivating Genius) through her constant references to them.
I will go back and read book 1 soon, but I don’t regret starting with the joy!
I will go back and read book 1 soon, but I don’t regret starting with the joy!
December 4, 2023
4.5
This has a lot of great questions and would make an excellent group read to be able to discuss so much! This one is going to stick with me for a while…
This has a lot of great questions and would make an excellent group read to be able to discuss so much! This one is going to stick with me for a while…
March 24, 2025
felt somewhat repetitive, but i think cultivating joy in the classroom is something very necessary, and I think this book does a good job at hitting all the bases and digging deep for how we can reform our classrooms and schools to put students and joy first.
June 13, 2025
Such important work, but even better was the Playlist to play while reading each chapter ❤️
December 31, 2025
Read this for my school’s book club, I really liked the curriculum model Dr. Muhammad created and its applications.
November 24, 2025
Sigh.
I REALLY wanted to like this book. The premise seems interesting and relevant: teaching joy, justice, and genius in tandem. Goldy Muhammad then uses the history of black education as a model for teaching joy, justice, and genius.
But man, it just didn’t work for me. So much of this seems like pie-in-the-sky Utopianism. You know what would happen if I taught the way she recommended? I would be fired within the week!
I have roughly 80 standards to teach in 160 days of teaching (when you take out those testing days, pep rallies, assemblies, drills etc.). That means I have less than two days per standard. Then, I’m held accountable for my students’ mastery of those standards. While the standards are not always equitable (for my Social Studies class only ONE woman is mentioned), I HAVE to teach them. I don’t have time to do all sorts of investigations into identity and family history and such.
I think Muhammad is also a little too optimistic of her assessment of students. She seems to think that if students are failing, it’s because the teacher, curriculum, and/or system is failing. Not the kids. I would love for her to meet some of my students who seem intent on either setting the world on fire or sleeping through life.
Finally, two silly critiques: she really waters down the word “genius” and, who the heck tells their readers to listen to a curated playlist while reading their book?
I REALLY wanted to like this book. The premise seems interesting and relevant: teaching joy, justice, and genius in tandem. Goldy Muhammad then uses the history of black education as a model for teaching joy, justice, and genius.
But man, it just didn’t work for me. So much of this seems like pie-in-the-sky Utopianism. You know what would happen if I taught the way she recommended? I would be fired within the week!
I have roughly 80 standards to teach in 160 days of teaching (when you take out those testing days, pep rallies, assemblies, drills etc.). That means I have less than two days per standard. Then, I’m held accountable for my students’ mastery of those standards. While the standards are not always equitable (for my Social Studies class only ONE woman is mentioned), I HAVE to teach them. I don’t have time to do all sorts of investigations into identity and family history and such.
I think Muhammad is also a little too optimistic of her assessment of students. She seems to think that if students are failing, it’s because the teacher, curriculum, and/or system is failing. Not the kids. I would love for her to meet some of my students who seem intent on either setting the world on fire or sleeping through life.
Finally, two silly critiques: she really waters down the word “genius” and, who the heck tells their readers to listen to a curated playlist while reading their book?
May 7, 2025
i thoroughly enjoy gaining knowledge that is relevant to my practice, and this book did just that. I don’t have experience with much diversity in relation to culture or race, but diversity is much more than what we look like. It’s what we believe in, how we act, the words we say, the emotions we feel, etc! I recommend reading this book if you want to expand your curriculum to meet a larger need of students
August 25, 2023
I started listening to this book right after the school year ended on audible. I listen to it on my way to work for summer school and I'm on my way home so roughly 80 minutes a day. I have to admit it this was not the kind of book I could fold laundry or go for a walk and listen to it. It was honestly kind of where I was so intent I'm listening and then I wouldn't have to stop and make notes about it but I would get home. I am a teacher and What's I loved about this book Is that this book re-inspired me. It was so good that I actually went to my union about it. I recommended it to administrators. This book is about not just teaching But finding our joy in our jobs teaching kids. After an incredibly difficult pass 3 years where I endured a strike And other working conditions that can only go into . category of unbelievable and inconceivable , This book A game changer for me and started to change my mental state. I was burned out from everything that I have is experience at home and at school. This book give me a rebirth. This book helped me center myself to remember why I chose to get indoors in history and world language. More over I loved the most is about how this book focused on including everyone and excluding no 1. As someone who faced a lot of exclusive growing up from hers, this book meant everything to me. I hope to use lessons from this To start making changes in my own classroom That will help me change the climate and culture of my school.
This entire review has been hidden because of spoilers.
February 12, 2025
So practical & motivating, grounding in the fact that our freedoms are tied together, plus a playlist to uplift the point
* Identity, Skills, Intellect, Criticality, Joy *
FREEDOM
by LANGSTON HUGHES
Freedom will not come
Today, this year
Nor ever
Through compromise and fear.
I have as much right
As the other fellow has
To stand
On my two feet
And own the land.
I tire so of hearing people say,
Let things take their course.
Tomorrow is another day.
I do not need my freedom when I’m dead.
I cannot live on tomorrow’s bread.
Freedom
Is a strong seed
Planted
In a great need.
I live here, too.
I want my freedom
Just as you.
https://www.instagram.com/p/DEyOwXlS9...
https://www.ace-ed.org/teaching-towar...
https://www.kqed.org/mindshift/60793/...
https://steinhardt.nyu.edu/metrocente...
https://growbeyondgrades.org/blog/hum...
https://yparhub.berkeley.edu/home
https://www.amnesty.org.uk/files/2019...
* Identity, Skills, Intellect, Criticality, Joy *
FREEDOM
by LANGSTON HUGHES
Freedom will not come
Today, this year
Nor ever
Through compromise and fear.
I have as much right
As the other fellow has
To stand
On my two feet
And own the land.
I tire so of hearing people say,
Let things take their course.
Tomorrow is another day.
I do not need my freedom when I’m dead.
I cannot live on tomorrow’s bread.
Freedom
Is a strong seed
Planted
In a great need.
I live here, too.
I want my freedom
Just as you.
https://www.instagram.com/p/DEyOwXlS9...
https://www.ace-ed.org/teaching-towar...
https://www.kqed.org/mindshift/60793/...
https://steinhardt.nyu.edu/metrocente...
https://growbeyondgrades.org/blog/hum...
https://yparhub.berkeley.edu/home
https://www.amnesty.org.uk/files/2019...
October 27, 2023
Muhammad's perspective of rooting ourselves in our genius and centering joy in everything we do in education is profound and this book not only dives into the importance and cultural/historical necessity of this pedagogy, it also provides the practice with a wide variety of exemplary activities and personal reflections. My only advice would be to get a physical copy! I listened to the audiobook and felt like I was missing a lot because the book is filled with a variety of activities, artwork, and so on.
April 12, 2024
Dr. Gholdy Muhammad has wrote a book on the importance in finding joy in teaching and learning! Not only did she list why it was important, she made it accessible to educators to make it a reality. Throughout the book, Dr. Muhammad explains Culturally and Historically Responsive Education (CHRE) and provides examples of how it can be used at the classroom and district level. She always connects it to joy and emphasizes how it our duty to teach this way for our students. Every educator should read this book as this way of teaching should/will be the future of education!
February 7, 2025
everything about this book makes me think about the joy of education and the privilege it is to be active participants in the learning of our students. joy is a difficult one for me to bring into the classroom on a regular basis (since i so thoroughly love examining the intricacies of literature, but not everyone finds joy in that). this book has a ton of resources, ideas, and reflection prompts to help shape a dynamic curriculum that focuses on more than just skills. i'd love to find a school where this was actually possible or implemented.
July 6, 2023
Muhammad's follow-up book to Cultivating Genius (which profoundly changed my beliefs as a teacher and instruction). This book add the pillar of JOY! (original pillars: identity, skills and strategies, knowledge, criticality) Teaching and learning should be filled with genius and joy. A welcome chance to dig into the pillar of JOY! Filled with practical ideas and lesson plans.
February 7, 2026
Hi,
I hope all is progressing well.
Unearthing Joy: A Guide to Culturally and Historically Responsive Curriculum and Instruction by Gholdy Muhammad explores curriculum design, particularly through an instructional framework, the HILL (Histories, Identities, Literacies, and Liberation) Model, for culturally and historically responsive education (CHRE)/culturally relevant or responsive education (CRE), integrating operating with potentials of professional development for any constituent of an educational environment. When conducting research of the environmental and economical sciences, I come across the text referentially, then decide to buy then read the text to assess the text in its entirety. The text operates through a multi-media approach to exploratively delve into its contexts. The text, at times, seeks to take a historicist's backdrop to address curriculum design, and, at times, the text seems to take a globalist backdrop which I find assists with addressing diverse dimensions more uniquely. The text offers valuable approaches to curriculum design, lesson planning, and professional development. I think implications for future possibilities is always necessary for curriculum design, especially considering purposeful interest (which may tie in well with legal criteria of education). Implementing core areas of the text of multi-dimensional-multi-cultural dynamics may contribute to ensuring addressing unique cultural global dynamics mindfully. Doing so well requires well acknowledging aspects of human spectrums. What culture/civilization has a history with no intercultural/intercivilization grief, pain, or trauma? It is important to address how to move forward with an aspect like joy—beyond grief, pain, trauma...—through learning and growing mindfully, independently as well as interdependently, especially considering everyone may not come from the completely same background, even if regarding dimensions of the intercultural/intercivilization. How might education assist with responding to modern dynamics of life in connection with adherence to advancing areas—fields—of growth mindfully, particularly in tune with well addressing the whole person in an objectively good future context/reality? The text may prove valuable to assess against other offers of curriculum design, lesson planning, and professional development, especially if one is seeking to approach development of one's own. Education which does not intentionally root individuals in an effective objectively good parameter of the future needs to assist with well addressing self-awareness with future awareness of ever shifting dimensions shaping minds may encounter. Carefully reading the text may greatly assist one with identifying as well as navigating beyond the author's identifying and navigating for one's own development, one's own transformation, of the resources the author contributes for further efficacy of addressing creating sound curriculum design, lesson planning, and professional development.
Onward and Upward,
Kevin Dufresne
www.Piatures.com
IG: @Dufreshest
I hope all is progressing well.
Unearthing Joy: A Guide to Culturally and Historically Responsive Curriculum and Instruction by Gholdy Muhammad explores curriculum design, particularly through an instructional framework, the HILL (Histories, Identities, Literacies, and Liberation) Model, for culturally and historically responsive education (CHRE)/culturally relevant or responsive education (CRE), integrating operating with potentials of professional development for any constituent of an educational environment. When conducting research of the environmental and economical sciences, I come across the text referentially, then decide to buy then read the text to assess the text in its entirety. The text operates through a multi-media approach to exploratively delve into its contexts. The text, at times, seeks to take a historicist's backdrop to address curriculum design, and, at times, the text seems to take a globalist backdrop which I find assists with addressing diverse dimensions more uniquely. The text offers valuable approaches to curriculum design, lesson planning, and professional development. I think implications for future possibilities is always necessary for curriculum design, especially considering purposeful interest (which may tie in well with legal criteria of education). Implementing core areas of the text of multi-dimensional-multi-cultural dynamics may contribute to ensuring addressing unique cultural global dynamics mindfully. Doing so well requires well acknowledging aspects of human spectrums. What culture/civilization has a history with no intercultural/intercivilization grief, pain, or trauma? It is important to address how to move forward with an aspect like joy—beyond grief, pain, trauma...—through learning and growing mindfully, independently as well as interdependently, especially considering everyone may not come from the completely same background, even if regarding dimensions of the intercultural/intercivilization. How might education assist with responding to modern dynamics of life in connection with adherence to advancing areas—fields—of growth mindfully, particularly in tune with well addressing the whole person in an objectively good future context/reality? The text may prove valuable to assess against other offers of curriculum design, lesson planning, and professional development, especially if one is seeking to approach development of one's own. Education which does not intentionally root individuals in an effective objectively good parameter of the future needs to assist with well addressing self-awareness with future awareness of ever shifting dimensions shaping minds may encounter. Carefully reading the text may greatly assist one with identifying as well as navigating beyond the author's identifying and navigating for one's own development, one's own transformation, of the resources the author contributes for further efficacy of addressing creating sound curriculum design, lesson planning, and professional development.
Onward and Upward,
Kevin Dufresne
www.Piatures.com
IG: @Dufreshest
March 17, 2024
As someone who isn't an educator, I am not the intended audience of this book.
I found some of the content repetitive (for example the questions and content for administrators and school board members are often the same, but are stated as separate sections), but you could skim over repetitions or non-applicable content if reading and not listening.
I enjoyed the content and found there are many good takeaways for even those working in a corporate desk job, as you can apply the principles without being a teacher. Spreading joy through intentional and smart DEI content, and using the questions and processes outlined in the book can help guide ways to better connect with and support coworkers, particularly when training or mentoring.
I do wish the book spent more time on principles and content for high school, college, and post-school learning, but I understand why the book focuses so heavily on K-5 education as this is when these principles will have the most impact for students. Mostly the non-grade school suggestions feel like an afterthought rather than part of the original content.
I enjoyed the book and think it would make a good reference book. It's not as engaging as an audiobook since there are so many supplemental materials mixed in (lists of questions for students, suggested reading lists, etc). It's something most definitely for educators to keep on the shelf and use regularly as a guide while implementing and reviewing the effectiveness of CHRE curriculum.
I found some of the content repetitive (for example the questions and content for administrators and school board members are often the same, but are stated as separate sections), but you could skim over repetitions or non-applicable content if reading and not listening.
I enjoyed the content and found there are many good takeaways for even those working in a corporate desk job, as you can apply the principles without being a teacher. Spreading joy through intentional and smart DEI content, and using the questions and processes outlined in the book can help guide ways to better connect with and support coworkers, particularly when training or mentoring.
I do wish the book spent more time on principles and content for high school, college, and post-school learning, but I understand why the book focuses so heavily on K-5 education as this is when these principles will have the most impact for students. Mostly the non-grade school suggestions feel like an afterthought rather than part of the original content.
I enjoyed the book and think it would make a good reference book. It's not as engaging as an audiobook since there are so many supplemental materials mixed in (lists of questions for students, suggested reading lists, etc). It's something most definitely for educators to keep on the shelf and use regularly as a guide while implementing and reviewing the effectiveness of CHRE curriculum.
June 22, 2025
This book is definitely what it claims to be: a guide.
In addition to clearly explaining what GM means by CHRE and how to provide culturally responsive learning experiences, she also provides lots of examples and suggestions that help educators actively plan to buy just meet skills standards but also incorporate criticality, identity and joy.
Not meant to be an audiobook, meant to be a book by text that you can refer to regularly especially in the end.
I think my kind of jaded perspective though is that this book isn’t catchy enough (like books from Bettina Love or Ijeoma Oluo) to capture the attention of the average reader or educator. Gholdy Muhammad’s book literally expects a high teaching standard that I don’t see educators always willing to apply (Or recognize they’re not doing). And the audience seems to be for those who are teaching.
Like maybe this book would be good as an extended PD or for coaching, but a teacher on their own, unless they actively already wanted to implement critically responsive, joyful pedagogy.. they just wouldn’t. They wouldn’t finish the book regardless of who’s in their classroom.
If educators had the bandwidth, this would be an awesome anchor text for teachers to meet as a school for their book club. But honestly, I haven’t participated in a school-wide book club since 2014. And that was at a school full of teachers who were passionate and generally activists on their own. Not the average school.
In addition to clearly explaining what GM means by CHRE and how to provide culturally responsive learning experiences, she also provides lots of examples and suggestions that help educators actively plan to buy just meet skills standards but also incorporate criticality, identity and joy.
Not meant to be an audiobook, meant to be a book by text that you can refer to regularly especially in the end.
I think my kind of jaded perspective though is that this book isn’t catchy enough (like books from Bettina Love or Ijeoma Oluo) to capture the attention of the average reader or educator. Gholdy Muhammad’s book literally expects a high teaching standard that I don’t see educators always willing to apply (Or recognize they’re not doing). And the audience seems to be for those who are teaching.
Like maybe this book would be good as an extended PD or for coaching, but a teacher on their own, unless they actively already wanted to implement critically responsive, joyful pedagogy.. they just wouldn’t. They wouldn’t finish the book regardless of who’s in their classroom.
If educators had the bandwidth, this would be an awesome anchor text for teachers to meet as a school for their book club. But honestly, I haven’t participated in a school-wide book club since 2014. And that was at a school full of teachers who were passionate and generally activists on their own. Not the average school.
November 12, 2023
If I could make these five stars shimmer, I would. This book shimmers from cover to cover, brightly and joyously. Reading this text felt more like an experience filled with deep dreaming and truth-telling about the critical work of humanizing teaching practices. I played Gholdy Muhammad’s carefully crafted musical playlists while devouring each chapter’s poetry, visual art, space to create my own art, reflection questions, and examples of teaching artistry. She reminds us that the work of educating starts with love and encourages us to approach designing curriculum artfully, more connected to the earth in order to nourish our children through the study of and infusion of identity, skills, intellect, criticality, and joy. I felt nourished by reading this beautiful book, and I look forward to rereading it over and over and over again...
“Teaching made me feel whole and motivated. My mind, energy, and spirit were elevated... I always strive to feel beauty, wholeness, wellness, and happiness. This is joy” (61).
“There are those who give with joy, and that joy is their reward.” - Khalil Gibran, page 206
** This is essential reading for anyone who teaches children (of any age), teaches teachers, works in schools (including school leaders), or writes education policies and mandates. "Joy must always be the work of education. It must be our work." (215)
“Teaching made me feel whole and motivated. My mind, energy, and spirit were elevated... I always strive to feel beauty, wholeness, wellness, and happiness. This is joy” (61).
“There are those who give with joy, and that joy is their reward.” - Khalil Gibran, page 206
** This is essential reading for anyone who teaches children (of any age), teaches teachers, works in schools (including school leaders), or writes education policies and mandates. "Joy must always be the work of education. It must be our work." (215)
May 10, 2024
read this for work and it was very interesting! I have never been a teacher have never built curriculum so tbh this didn't reaaaallly apply to me but it did make me think about my education growing up and made me wonder how different my life would be if I have more culturally responsive curriculum. Would I be better at school would I have enjoyed school more would I be more confident in my skills? Admittedly initially this book felt a little woo-woo to me because she talks about cultivating Joy in students and teachers so much but honestly I appreciated it because it made me question why I was so pessimistic initially and why I felt like Joy was such a woo-woo concept. I liked how thorough this book was like she really gave so many examples of how to build curriculum around the 5 pursuits - Identity, Skills, Intellect, Criticality, and Joy. I recommend this to all my educator friends and hope that we as a society can implement curriculum like this nationwide (we need a big cultural/political shift first, but a girl can hope!!)
March 6, 2025
this is a book i believe i’ll return to again and again. and not solely in the context of teaching and writing curriculum. i loved the connection to artistry and the creation of curriculum as art. i’ve always felt this way and this was the first time i’ve seen that perspective put as closely to as i believe it to be for myself. i also liked the mention of emory douglas and his artist manifesto; i have not read that before and i am currently looking for those types of sources and readings and artists and writers.
i definitely would not listen to this on audiobook again, i listened pretty passively. it’s very much a workbook, with constant questions to return to about your curriculum and style of teaching, so i hope to own the actual book and really mark it up some day.
overall, i liked it as a checklist for curriculum for teachers, and in thinking about it more broadly as an artist, but i doooont know if id say its anything particularly revolutionary or like a must read, at least for folks i know who i believe engage in teaching very thoughtfully and politically.
i definitely would not listen to this on audiobook again, i listened pretty passively. it’s very much a workbook, with constant questions to return to about your curriculum and style of teaching, so i hope to own the actual book and really mark it up some day.
overall, i liked it as a checklist for curriculum for teachers, and in thinking about it more broadly as an artist, but i doooont know if id say its anything particularly revolutionary or like a must read, at least for folks i know who i believe engage in teaching very thoughtfully and politically.
May 31, 2024
A good number of theoretically solid ideas which require significant shift in everything we know and think and believe about education. There are points in the book that I fall so in line with all that she is proposing and saying, I'm ready to throw all of the protocols and assessments and data binders out the window. And then I remember that there is so much more to "education" .... It is so complex and learning is truly so multi-leveled. I have no doubt that implementing many of these ideas will create more caring, engaged, motivated and higher performing students who then become adults; however, Muhammad **almost** makes it seem too easy. Like "just" implementing her suggestions will change everything.... but then I wonder.... what if it will.....
It's a never ending loop of thought. In the meantime, I can become more intentional with my planning and I can look more critically at the lessons I'm implementing and ask myself some good questions about the who and why.
It's a never ending loop of thought. In the meantime, I can become more intentional with my planning and I can look more critically at the lessons I'm implementing and ask myself some good questions about the who and why.
Displaying 1 - 30 of 88 reviews