Historically Responsive Literacy
The current structure of the United States public education system highly favors one group of people and one narrative, an apparent fruit of a larger system rooted in the White-centric norms of American society. After all, education does not exist in a vacuum; education is a sociopolitical entity.
The standards and curriculum that have been in place for several years have failed to see the perspectives of diverse students and families, the richness of culturally diverse histories, and the strengths found in different cultural assets and behaviors. The Transformative SEL framework at its core advocates for recognizing student identity as first and foremost to promote well-being in the classroom. With this in mind, the lack of representation and acknowledgment of diverse student excellence in today’s education is alarming.
To combat and transform the structure of education at present, student identity must become the core and foundation. In Dr. Muhammad’s insightful book for educators, Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy, she designs a new framework of thinking that reaches marginalized students in society; however, this framework is far from “new”. In fact, this incredible resource draws from the depths of history in creating what is called a Historically Responsive Literacy (HRL) framework that intentionally restores student excellence by tapping into the history of Black American history. As an application of culturally responsiveness, Dr. Muhammad presents a four-layered equity framework that was heavily inspired by African-American literary societies thriving in the 19th century. Literacy, then and now, is not simply just reading or writing. Literacy is education. With this in mind, literacy is the root of learning, and in the context of past and present history, literacy is freedom, power, and meaning.
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Along the lines of the book’s title, Cultivating Genius, lies the historical blueprint that is founded on the idea of nurturing what students and teachers already have: genius and excellence. This process of cultivation is not to instill power and genius within teachers or students, but rather to know and grow what is already present. Not only does this cultivation of genius involve students, the teachers must also cultivate their own.
“This cultivation of the mind or of genius is vital to the success of Black children, and, by this model, of all youth.”
-Dr. Muhammad
A Brief Overview of HRL
Identity
making meaning of identity in broad and local contexts, both personally and communally
Skills
more aligned with traditional definitions, literacy in the cognitive aspect of academic content
Intellect
gaining new academic knowledge, building upon funds of knowledge
Criticality
transformative purposes for change and liberation, power and equity
Historically Responsive Literacy, Culturally Relevant Pedagogy, and Well-being
For student well-being to be emphasized and promoted in the classroom, student identity and excellence must be recognized and appreciated. For students to truly be seen, teachers must be engaged in culturally responsive teaching. This requires a shift in focus from presenting White-centric curriculum and content to reflecting multiple perspectives and diverse student significance. For this to be accomplished, developed frameworks like historically responsive literacy which advocate for equity and the cultivation of meaning, identity, empathy, and community can be prioritized in the classroom. This is the process of students seeing themselves supported and represented in education and the community.
“When students in classrooms do not receive such curriculum with elements of care, love, and respect at the center, they tend to display resistance to the curriculum and instruction, as well as to teachers and to the school.”
-Dr. Muhammad
Next Steps (Webinar)
Click on the screenshot picture on the left to be redirected to an online seminar where Dr. Muhammad discusses the elements and significance of HRL in today's classrooms. To receive access to the recorded webinar, all that is required is a verified email address. By putting in an email address, this does not mean that there is a subscription or any other financial/engagement commitment involved.
Footnotes
Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic.
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