1. CULTIVATING GENIUS GHOLDY MUHAMMAD

2. EQUITITY FRAMEWORK HISTORICALLY RESPONSIVE LITERACY Identity Development —Helping youth to make sense of themselves and others. Skill Development — Developing proficiencies across the academic disciplines. Intellectual Development —Gaining knowledge and becoming smarter. Criticality —Learning and developing the ability to read texts (including print and social contexts) to understand power, equity, and anti-oppression.

3. IDENTITY DEVELOPMENT Reflect on identity in your classroom and school. In the section “Cultivating Identity,” Muhammad writes about the prevalence of the deficit model in schools. It shows up as we speak about students as “resistant” or “struggling learners.” Who are you? Do you know who you are? How would you describe your culture or ethnicity? What would your friends say about you? Your family?

4. SKILL DEVELOPMENT Gholdy Muhammad says, “I use skills and proficiencies interchangeably to denote competence, ability, and expertise based on what educators deem to be important in each content area.” (pg. 85) Does that match with your definition of skills? How do others in your learning community define skills? How do you deal with a mismatch definition and understanding of “skills”?

5. INTELLECTUAL DEVELOPMENT ”Often intellect becomes conflated with with skills in the classroom. Intellect, instead includes what we want students to become smarter about, but also creates a space for students to apply their learning in authentic ways connected to the world.” (pg. 104) “Cultivating students’ intellectualism means developing their mental culture –helping them plan their central aims for quality of life and showing them how to navigate society after high school. “…intelligence is not just about academics, but also emotional intelligence and self-and social awareness.” (pg. 105)

6. CRITICALITY Gholdy Muhammad lays out criticality as “reading print texts and contexts with an understanding of how power, anti-oppression, and equity operates throughout society. [It] enables us to question both the world and texts within it to better understand the truth in history, power, and equity” (pg. 117) Getting to Criticality requires: Identity Development Skill Development Intellectual Development

7. THOUGHTS THE GOOD Does not say ‘African American’ in the book Not just Martin Luther King & Rosa Parks Texts are typically selected to respond to or intended to cultivate skills only THE BAD White – Centered Curriculum Students don’t find texts to be significant No mention of other minorities Teachers shifting of school’s curriculum & lesson planning