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Summary
In this conversation, Dr. Tiffany M. Nyachae engages with Dr. Erica R. Davila, Dr. Aja D. Reynolds, and Dr. Asif Wilson to discuss their experiences and perspectives on activism, education, and community. They explore the challenges of balancing academic responsibilities with activist work, the importance of building genuine relationships within communities, and the complexities of navigating the Chicago Public Schools system. The discussion also touches on issues of class, the need for transparency in academia, and the significance of supporting Students of Color in their educational journeys.

Takeaways
Activism and academia can intersect in meaningful ways.
There is a deep responsibility to support Black and Brown graduate students.
Being in community is essential for effective activism.
Balancing personal well-being with activist work is crucial.
Relationships are foundational to successful community work.
Navigating the Chicago Public Schools system reveals systemic challenges.
Class dynamics significantly impact experiences in academia.
Students of Color need support in navigating higher education.
The struggle for social justice requires sustainable practices.

Sound Bites
"How do we do this and not die?"
"The relationship is the actual work."
"We need to feed folks. We need to pay folks."

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In this episode, Dr. Tiffany M. Nyachae discusses the complexities of reading instruction, emphasizing the need to center the experiences and needs of Students of Color. She critiques both the Science of Reading and balanced literacy approaches for failing to adequately address these needs. Dr. Nyachae advocates for explicit instruction in reading while also recognizing the importance of teacher expertise and the socio-political context of literacy education. She calls for a more nuanced understanding of literacy that goes beyond ideological debates and focuses on practical solutions for teachers and students in racially, ethnically, and economically diverse classrooms.

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This episode is inspired by Dr. Gholdy Muhammad’s best-selling book, Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy as well as her second book, Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. I am in conversation with Stacy Joy, award-winning veteran teacher of 40 years in the Los Angeles Unified School District. During our conversation, she remembers the many changes in education (and what remains the same) from technology to curriculum. Ms. Joy also shares her experiences over the years, her perspectives and practices regarding culturally and historically responsive teaching, and the changes she would like to see in schools with high populations of Black and Brown students. Finally, she offers so many other schooling possibilities for teachers and students through freedom dreaming around culturally and historically responsive teaching/schooling.

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