CURRICULUM FRAMEWORK: "It is my truest passion in life to create a liberating form of education that heals by connecting black and brown people together. These radical curriculums are created to bring the lived experiences, voices, and truth of black and brown people from throughout the world into our community classrooms. These curriculums specifically center the experiences of indigenous, LGBTQAI, and people of color. They include different art forms (poetry, hip-hop/r&b/rap, fashion, theater) and personal storytelling as the main practices of learning. The theoretical framework for the development of each curriculum is grounded in spiritual activism, urban feminisms, muxerista research, and black womanism. Black and brown kids need to know they have a community outside of their block, state, and country. Every curriculum includes various international contexts outside of the United States, as a way of destabilizing the notion that the United States is the center of everything. I also do so in order for students to analyze what we believe to be true. It is also my way of combating xenophobia, believing that we must learn and interact with peoples’ realities in a non-exploitative and caring ways. These curriculums are my way of standing in solidarity with those who are of the most marginalized." - via Founder, Cheyenne Wyzzard-Jones
Educators should note that each curriculum will ask you to be aware of:
Language Justice: questioning how your classroom can move away from centering English as a dominant language
Disability Justice: questioning how you are incorporating certain languages and practices into your classroom with various differently abled students
Spatial Justice: Learning how to create a classroom that allows students to flow, rediscover, and redefine themselves simply by how welcoming your physical space is
Intersectionality: race, gender, class, sexuality, privilege, migration, and much more are all things that will be asked of you to discuss and interact with
ReDefining Gender Curriculum
This curriculum was created for students ages 16+. It introduces the term and concepts of gender from various international contexts, allowing for the tensions and questioning to unfold for itself. It intentionally centers settler colonialism within the context of gender and sexuality. The goal of the curriculum is to get students to think about gender and sexuality as concepts that change, flow, and are conceptualized differently throughout the world. It challenges space, time, and perspective in relation to gender and sexuality. It includes pre-colonial and indigenous people of color conceptualizations of gender. It centers the experiences of LGBTQAI people of color because by focusing on the most marginalized we find the roots that allow us to understand how to move forward.
When I Get Home: A Creative Syllabus
This is a multi-media syllabus as a testament to how I learn, piece together, understand and contextualize what got us here? What energy is around us? How are we relating to a piece of art? What has been offered as expansion - as acknowledgement - about why we can all bop to the same song - and why blackness is not a monolith but a magic of different and same experiences. Building this syllabus allows me to understand how all my worlds intersect.
This is a working document. Nothing is ever finished, but can be added on, worked through, reimagined, and taken up. I offer this with love.
When I Get Home by Solange is an album I was immediately in awe of. How magical black women are, I really wonder if the world will ever really know.
Poetic Music for Survival: Reclaiming and Reimagining Women of Color’s Words & Music
“Poetry is Not A Luxury.” It is a means for survival, remembering, and healing. Hip-Hop historically was created in the same way. It is a culture that has elements for survival and reflexivity. Both navigate through oppressive structures in society and use words and music to heal, critique and reflect.
This skill-based workshop curriculum brings together poetry and hip-hop by women of color as a way to reflect, learn, and then produce original work based on the inspirations developed in the class. It engages students through verbal and written expression to develop academic and rhetorical skills. These skills can be used in professional workplace environments and beyond. Students will practice analyzing poetry and lyrics, as well as write original poetry.
Teaching Intersectional Struggles for Solidarity: Palestine, South Africa, and the United States
In this curriculum students will learn about the intersections of state violence between three different countries: Palestine, South Africa, and the United States. This curriculum is meant to teach about the need for solidarity by conceptualizing how marginalized groups in these three countries have been suppressed by similar as well as different forces. It is meant to get students to think about their own identities and how they can be informed activist. This lesson includes the documentary film Roadmap to Apartheid and the book Freedom is a Constant Struggle: Ferguson, Palestine, and The Foundations of A Movement by Angela Davis.