From Being Woke to Doing #theWork

Kisha Porcher, Ph.D. (2016), George Mason University, is Assistant Professor of English for the University of Delaware. She has published articles on centering Blackness in English Education and preparing preservice teachers to teach Black students.Reshma Ramkellawan-Arteaga, Ed.D. (2017), Teachers College Columbia University, is an educational consultant and part time lecturer for Rutgers University. Her areas of research include unpacking cultural identities as it intersect with pedagogical practice.Colleen Hinds-Rodgers, doctoral candidate, Johns Hopkins University, is a National Senior Managing Director of STEM Teacher Leadership Development at a national teacher preparation non-profit. Her areas of research include healing academic trauma and teacher preparation in culturally relevant and affirming mathematics.Jacobē Bell, doctoral candidate, Teachers College, Columbia University, is the Network Director of Networked School Improvement for a national nonprofit. Her areas of research include Black joy for Black women educators, humanizing pedagogies, and asset-based teaching and learning.

• Series Editor's ForewordEdmund AdjapongList of Figures and TablesNotes on ContributorsPART 1: Unpacking Self1 Unpacking Identity: #theWork Is YouKisha PorcherSECTION 1: Doing #theWork within Myself2 Understanding Colorism, Interrogating Personal Identity, and Grappling with the Implications of It All in the ClassroomCrystal Watson3 You Have to Survive in Order to Thrive: Building a Trauma-Informed Culturally Responsive ClassroomRacquel L. ArmstrongSECTION 2: Doing #theWork with Others4 Creating Humanizing Homeplaces as a Way to Embrace and Protect My BlacknessJacobē Bell5 You Can’t Be a Teacher Teaching Talking Like That: Decolonizing Raciolinguistic Identities for Teachers of ColorFreyca Calderon-Berumen, Alexandra Babino and Altheria Caldera6 Get Right to Do Right: Using Recursive Practice to Unpack White Supremacist IdeologyReshma Ramkellawan-Arteaga7 Dear White Teachers: What Are We Waiting For?Lance W. OzierPART 2: Exploring the Community and Lived Experiences of Students8 You Are Your Community and Your Community Is YouReshma Ramkellawan-ArteagaSECTION 1: Doing #theWork with and for Students of Color9 It’s Black Brilliance for Me: Seeing and Supporting All Black GirlsMargaret (Mimi) Osowu and Kisha Porcher10 “The Healing of a Nation”: Fostering a Positive Mathematical Identity for Students and Teachers by Attending to the Academic TraumaCausedColleen M. Hinds-Rodgers11 Too Deep for the Intro: Using Hip Hop Pedagogy in Science and ELA ClassroomsJessica McClain and Dianne Wellington12 Everybody Ain’t Got It, But They Should: Photovoice, Teacher Candidates, and Supporting Black and Brown StudentsShamaine Bazemore-BertrandSECTION 2: Doing #theWork with and in Communities of Color13 What Does It Mean to Be a Scholar Activist?: Integrating Students’ Lived Experiences and Communities within Classroom PracticeGeneviève DeBose14 Restoring the Village through Radical Self CareDawn Brooks-DeCosta and Ife LenardPART 3: Exemplar Practitioner Culturally Relevant Curriculum in STEM, Humanities, and Arts Classrooms15 It’s All Connected: #theWork, Students, and PracticesJacobē BellSECTION 1: Doing #theWork in STEM Classes16 Keepin’ It Real: Culturally Relevant Curriculum in a Mathematics ClassroomDeborah Woods17 Mathematics in the City: Using Transformations to Address the National Housing CrisisCrystal Watson18 Culturally Relevant Practices That Promote Student Critical Consciousness through a STEM, Social Justice, and Activism FrameworkYvonne ThevenotSECTION 2: Doing #theWork in Literacy and the Arts Classes19 Literacy as a Revolutionary Act in Early Learning ClassroomsJhanae Wingfield20 We Are the Faith of Our Ancestors: Criticality in Literacy ClassroomsSharon Jessé Edwards and Jessica Edwards21 Modeling Cultural Competence: Digital Reflective Journaling in Teacher PreparationTasha Austin