Teaching Fiercely: Spreading Joy and Justice in Our Schools

Revolutionize the way you negotiate the realities of childhood education

In Teaching Fiercely: Spreading Joy and Justice in Our Schools, accomplished educator Kass Minor delivers an inspiring and practical exploration of what it means to be a just teacher in a system that actively incentivizes injustice. The author explains how to build joyful experiences even in the face of inevitable injustice and demonstrates how to accept the seemingly conflicting experience of joy in the face of heartbreak.

In the book, you'll learn to be a catalyst for change, unlearning the patterns of school that have marginalized children while becoming aware of tenets of justice as they manifest in educational spaces. You'll also discover:

• Strategies for creating human-centered care and joy, in which thoughts, actions, and decisions are drawn from within the school community
• Techniques for creating student-centered experiences within standards-based classrooms
• How to raise the level of family involvement in your students' education and improve communication between family and staff

An essential blueprint for K-12 educators, school support staff, and school administrators, Teaching Fiercely will also earn a place on the bookshelves of education policymakers, researchers, and students.

KASS MINOR is an inclusive educator who has worked as a teacher, staff developer, adjunct professor, speaker, and documentarian. She is the co-founder of The Minor Collective, a community-based movement designed to foster sustainable change in schools.

Prologue

Introduction

Part One: Building the Foundation for More Joyful and Just School Communities

Chapter One: Pursuing Joy: A Structured Generator of Hope for Schools

Section Xa: Historical Underpinnings: Exploring the Roots of Schooling

Chapter Two: (10008) Seeing and Feeling the Pressure of Injustice: Perspective Changes Everything

Section Xb: Historical Underpinnings: Timeline Pedagogy: To Move Forward, We Must Look Back

Chapter Three: A Framework for Social Justice Work in Schools: Collaborate, Build, Nurture Reflect (6323)

-ensure funds of knowledge are woven

-Page 14 there is a bit on collective societies that could go in multiliteracies section

Section Xc. Historical Underpinnings : We might know our now, but do we know our legacy?

●             Sankofa & folk tales as methodologies are here. The other section is “the research on how schooling works for some.” this might need to go in a different section

Part Two: Justice is Caring for Educators, Reclaiming Agency in the Teaching Profession, and Knowing Your “Stuff”

Chapter Four: Gentle Notes on Learning: Rituals and The Beginning of Our Thought Sanctuary

Chapter Five: Pursue Joy by Thwarting Injustice: Develop Teacher Agency Through Reflective Practice, Storied Spaces and Collaboration

Section Xd. Historical Underpinnings: Have you ever taken the SAT?

Chapter Six: Create the Necessary Conditions for Student-Centered Experiences in Standards-Based Classrooms by Supporting Teacher Agency  / What is Your Instructional Stance and Curriculum Making Journey?

Part Three: Joy Beckons in School’s Third Space: Co-Creating Curriculum, Sustaining Curiousity,  and Spreading Joy and Justice with Kids

Chapter Seven:The Joyful Work of Building Imaginative Capacities Matters:Learning Predates School

Chapter Eight : How to Design Justice-Oriented Learning Spaces and Experiences for Kids

Section Xe. Historical injustice: Standardization / Book Banning?

Chapter Nine: The Resistance Lies in Educators’ Ability to Locate, Experience, and Sustain Joy for Themselves and Their Community

●             We care for ourselves, and we care for our community.

●             We work to deeply understand the communities in which we work; that is who we are teaching and what we are teaching.

Epilogue: Redefining Ferocity

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