Genius and Joy through Student-Driven Civic Action
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| Title: | Genius and Joy through Student-Driven Civic Action |
|---|---|
| Language: | English |
| Authors: | Julia Shields Chrestay, Kyra Atterbury, Contributor, Janet Chance, Contributor, Stecy Mbemba, Contributor, Helena Miller, Contributor, Joe Alberti, Contributor, Sara Caselle, Contributor, Suzanne Cilli, Contributor, Katherine Collier, Contributor, Erica Darken, Contributor, Emily Goedde, Contributor, Rochelle Krauss, Contributor, Bernadine Magee, Contributor, Noga Newberg, Contributor, An Nguyen, Contributor, Candice Smith, Contributor |
| Source: | Penn GSE Perspectives on Urban Education. 2024 21(1). |
| Availability: | University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: https://urbanedjournal.gse.upenn.edu |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education Elementary Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education Grade 8 |
| Descriptors: | Intelligence, Citizen Participation, Public School Teachers, Empathy, Sense of Community, Personal Autonomy, Skill Development, Student Development, Culturally Relevant Education, Student Centered Learning, Critical Thinking, Psychological Patterns, Positive Attitudes, Faculty Development, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Elementary School Students |
| Geographic Terms: | Pennsylvania (Philadelphia) |
| ISSN: | 1946-7109 |
| Abstract: | Need in Deed's work with Philadelphia public school teachers and their students centers empathy, informed investigation, and civic action. Bolstered by these values and with the support of the My Voice framework and dedicated Need in Deed staff, educators are equipped to co-create authentic classroom communities with their students. In Need in Deed classrooms, students feel a sense of belonging, are supported in taking academic risks, and understand their agency as change makers. In this piece, Need in Deed staff and teachers give an overview of the My Voice framework and share stories from Need in Deed classrooms that highlight Dr. Gholdy Muhammad's five pursuits of culturally and historically responsive teaching - identity, skills, intellectualism, criticality, and joy. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1445203 |
| Database: | ERIC |
| Abstract: | Need in Deed's work with Philadelphia public school teachers and their students centers empathy, informed investigation, and civic action. Bolstered by these values and with the support of the My Voice framework and dedicated Need in Deed staff, educators are equipped to co-create authentic classroom communities with their students. In Need in Deed classrooms, students feel a sense of belonging, are supported in taking academic risks, and understand their agency as change makers. In this piece, Need in Deed staff and teachers give an overview of the My Voice framework and share stories from Need in Deed classrooms that highlight Dr. Gholdy Muhammad's five pursuits of culturally and historically responsive teaching - identity, skills, intellectualism, criticality, and joy. |
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| ISSN: | 1946-7109 |
