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Volume 21 Issue 1 (Fall 2024)

Letter from the Editor

Letter from the Editors

Editor's Note

Sharon M. Ravitch, Ph.D., Faculty Advisor, Perspectives on Urban Education

Latisha Chisholm, Ed.D., LICSW

Michelle Robinson, Ed.D.

Reimagining brave spaces in Philadelphia: Intergenerational community partnerships for change

Faith Applegate, student of Urban Studies, History, and Urban Education, University of Pennsylvania

Jen Freed, doctoral student of Literacy Studies, University of Pennsylvania

Ariana Jiménez, student of BEPP and Management, University of Pennsylvania

Nina Wang, student of Political Science and French, University of Pennsylvania

Some of Your Students Are Trans: Administrative Sticking Points for Trans & Nonbinary High Schoolers in the School District of Philadelphia

GK Schatzman, MSEd (Penn GSE)

A Sankofian Approach To Applying Self-Determination Theory In Schools: Centering Teacher and Student Motivation in Culturally Responsive Lesson Planning

William N. Thomas IV, Ed.D., American University School of Education

Dylan Ravdin, American University School of Education

Magen Barnett, American University School of Education

Placed-Based Teaching and Learning: History Lessons that Liberate Learning and Build Community Outside of the Classroom

Deborah Bartley-Carter, Montclair State University

C.O.U.N.T. on Implementing Writing Instruction Beyond the Traditional Limits

Kamshia Childs, Assistant Professor of Curriculum and Instruction at Texas A&M University-Commerce

Small but Mighty: Using Interdisciplinary Small Groups to Deepen Students’ Literacy Skills

Patricia Fox - School Librarian, Highland Park Elementary School; Teacher Consultant, Philadelphia Writing Project

Andrea Gray - School Based Academic Coach, School District of Philadelphia; Teacher Consultant, Philadelphia Writing Project

Julie Berger - Associate Director, Penn GSE Office of School & Community Engagement

Niki Wenigmann - Elementary Teacher, Sadie Tanner Mossell Alexander University of Pennsylvania Partner School; Teacher Consultant, Philadelphia Writing Project

Teacher Inquiries into Poetry, Translation, and Literacies: Erica Darken, Lisa Yuk Kuen Yau, Mark Hauber, & Jie Park

Erica Darken, ESOL Teacher, Key School, School District of Philadelphia

Lisa Yuk Kuen Yau, Teacher, Key School, School District of Philadelphia;

Mark Hauber, Program Director, Poetry Inside Out, Center for the Art of Translation

Jie Park, Associate Professor of Education, Clark University

From diversity to belonging: Nurturing inclusivity and literacy skills in the classroom

Elaine Johnson

Genius and Joy through Student-Driven Civic Action

Julia Shields Chrestay, Need in Deed Program Director

Contributors:

Need in Deed Staff: Kyra Atterbury, Janet Chance, Stecy Mbemba, Helena Miller

Need in Deed Teachers: Joe Alberti, Sara Caselle, Suzanne Cilli, Katherine Collier, Erica Darken, Emily Goedde, Rochelle Krauss, Bernadine Magee, Noga Newberg, An Nguyen, and Candice Smith

It’s Not Indoctrination, It’s Criticality: Using Curriculum to Explore Complex Ideas Around Race and Social Justice

María Luisa García Underwood, EdM, MSEd

Reshma Ramkellawan-Arteaga, Ed.D

Teaching W.E.B. Du Bois and Philadelphia’s Seventh Ward

Tyriese James (TJ) Holloway, 11th and 12th grade Teacher, Overbrook High School

Jeannette Moon, 7th and 8th Grade Teacher, Penn Alexander School

Lisa Yuk Kuen Yau, 5th Grade Teacher, Francis Scott Key School

Student Life Advisory Council (SLAC): The Pursuit of Justice, Critical Literacy, Healing, and Change Through a Novel School Leadership Collective

Rob Andrews, MS.Ed, Assistant Principal

The “write” way to lead: The power of writing in educational leadership

Sharicca Boldon, Doctoral Student, Graduate School of Education, University of Pennsylvania

Tonya McIntyre, Strategic Equity, Inclusivity, and Instructional Leadership Coach, Amherst Pelham Regional School District

Jesse Melgares, CEO, The Accelerated Schools