Leah

“The last question "What do humanizing practices look like in and outside of the classroom?" is also essential, because it speaks to those "social justice" educators who leave the school and don't live in anti-racist, anti-sexist, and other anti-oppressive ways in their daily lives. This is why we must not just be non-racist or non-oppressive but also work with passion and diligence to actively disrupt oppression in and outside of the classroom. Simple good intentions aren't enough. The intentions must be deliberately connected to actions.”
― Gholdy Muhammad, Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy

“We live in a period where there's no time for "urgent-free pedagogy." Our instructional pursuits must be honest, bold, raw, unapologetic, and responsive to the social times.”
― Gholdy Muhammad, Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy

“The best growth is aided by community. Yes, we teachers should study our craft vigorously. We should take classes. We should attend conferences. But, in truth, without discussion practice, we will never see our fullest potential. Here, teaching is no different from other pursuits: Lasting improvement requires dedication to the humbling cycle of practice and reflection.”
― Matthew R. Kay, Not Light, but Fire: How to Lead Meaningful Race Conversations in the Classroom

“Resources are limited in many schools--however, if we prioritize dismantling systemic oppression, if we prioritize the needs of our most marginalized students, we can find the time, support, money, and resources that we need.”
― Elena Aguilar, Coaching for Equity: Conversations That Change Practice