I believe this is the first step any educator should take is to acknowledge and be self-aware of what actually is, so I applaud Kara for acknowledging the reality of her students instead of trying to place a reality on their experiences and their lives. It is not an easy process, but cultivating that space and inviting students to grow in that space is what will open the opportunities to becoming change agents in and outside of the classroom.

Throughout the handful of articles we have read through the past few weeks, I truly enjoy reading the actual work of the students. As a Chicago Native, it's sad because I know where Malcolm is from, and that is not saying anything about Malcolm but the actual city itself. The description of his city accounting negative characteristics is enough to empower his ability to change that description. I think Kara's use of spatial justice is extremely eye-opening, in terms of being able to construct an entirely different perspective from what the students originally thought of.

As an Southeast Asian, what is described as "saga of cultural and linguistic assault... devastating effects on the access, achievement, and well-being of students of color in public schools" is something I can personally relate to. As the terms sweep and dirt are described in this article, it almost reminds me of the not so little jokes/comments/etc. people would make towards students of color and the sad reality that we would not recognize as being harmful and to keep harmony we would just laugh along with them. All relating back to the feeling of voicelessness and loss of freedom, opportunity, and self as a student.

This poem was powerful, just as powerful as the freedom writers movement. Not to mention the classic movie, Freedom Writers, I cry every time I watch it. I think this poem truly honored their labor, critical thinking, resilience, and action research in the way that they deserved, because I do think sweeping cleanses and they made a movement powerful enough to sweep this into something that meant something to them as students.

This part being the first part we really start to hear their voices and listen to their stories was moving, but it was sad to read this specific statement because these students are speaking for themselves and to what we know, for all the other students out there for feel like their struggles don't matter as well. To conclude no one cares is to have lost hope in the systems, processes, education that continues to fail them.

It took me a while to read this article, the entirety was overwhelmingly filled with information that I kept reading over and over again, it was a read that included dialogue and that made it feel as if I were talking to both Khaleeq and Rendell. There is a lot to unpack here, but I think it is important to take the time to unpack it and our own pace that won't deter students from tak(ing) risks, fall(ing) down, get(ting) back up, and do(ing) it again. That is the process and it takes a village to get this accomplished. From a personal standpoint, I stray away from hope to, it often leads to disappointment in whatever context, but to be reminded that everyone is in a process, it's empowering and to read the narratives of these students, gave hope that change is possible.

In the video, there was a statement that concluded students aren't ever learning the truth about Native lives or Thanksgiving because they introduce it and then they leave for break. There is importance in allowing literature to be read yearly, which brings their stories and history into the present and away from this holiday "break" as most students might only see Thanksgiving as time off of school.

This is the first time coming across this this terminology, "Critical Indigenous Literacies", but this is encouraging to see a term like this that gives voice to the stories and history being told. Although I think these are difficult questions to ask, I think educators need to be the first to ask themselves these questions of whose story is this, benefits from this story, and whose voices are not being heard so if they are able to read between the lines and open the floor for their students to do the same.

I just wanted to highlight the author of this article. In the video, she introduced herself with a back story of her teacher correcting her name from Debbie to Deborah. To my own story, I have had my name mispronounced, misspelled, and so on for my entire life, so it made me proud to hear her story and to have her parents stand up for her in that situation.

I've definitely seen SEL be more apparent in curriculum or pedagogy nowadays, but it is interesting to think of the certain role SEL plays in the classrooms. To put in perspective that we live in a broken world, and how should we matter in that world is an overwhelming statement, but crucial in order to get students to think critically about what that truly means today.

Even though its been more than a year, I still remember that initial feeling of when the news spread across the nation and tears, fears, and emotions were rushing through my body scared for those around me and the lives of those I cared so much for, it was a fear of their lives being taken away and it was something I was not sure how to confront.

Reading this line, as an educator, made me feel at ease for just a second. Often times, I find it difficult to see that both students and educators face our own disparities and it is a constant battle, but we continue doing it, for the good of our students, ourselves, and society.

Twitter has been around for so long, but I barely started using Twitter only a couple of years ago. Twitter is one of the only platforms where I feel individuals are allowed to post anything in their interest, which a powerful movement of others who share the same interest standing behind them. Although news channels and etc. are still around, younger generations are starting to use spaces like Twitter, Instagram, etc. to get the attention they deserve.

When hearing stories like these, I am always in disbelief that people in the world will still defend actions with excuses such as "she had no respect". I have read a book by Dr. Kendi called How to Be an Antiracist and I believe media is a core part of society that needs to reframe how they tell stories especially for communities of color.

This sentence stands for many areas in education where students feel excluded by the expectations schools hold today, especially when it comes to success or test scores, when they are not met, they often start to stray away and do things on their own because it gives them a more uplifting feeling, such as underground writers, students who we don't see from the blind eye, so I find this idea of radical youth literacies extremely crucial to empower those underground youth in any area of subject.

The reality is that violence and trauma has been a part of the lives of our young people for a very, very long time and it is sad to see it be normalized, so it is important to recognize that these experiences become apart of their identity, impact how they learn, how they retain, and especially how they will write.

The point of allowing a student to identify themselves as a writer, regardless if they see themselves as something negative, that is a starting point and that allows them to begin thinking of themselves as a writer alone, I highlight "from there, we move forward", because the process does not stop there and it's empowering to see educators understand how important this process is to students and their success.

I feel as if often times, educators lose the sight of creating community for their students instead of forcing them into a community where they might not belong, which furthers the gap of the community we should be creating. This also highlights the quote where Christensen states "I moved in the right direction when I stopped believing that I was the one who knew and they were the ones who need to know". The students we work with hold funds of knowledge that can create the community they will thrive in the most.

I would highlight this entire paragraph and the one below, but this has spoke volume to me as an Asian American. I recall this past year as the world experienced traumatic events, one specific event being the incident in Atlanta, my professor prompted some time in his class for anyone to share their thoughts, emotions, etc., and I spoke to be heard. It was shocking to hear some of my peers did not even hear about this and weren't aware of the actual impact it had on our community. So I agree 100% with Christensen, in essence that students will connected to the experiences shared with them, they just need to opportunity of being exposed to those stories.

In the most recent book I read, similarly quoted that there remains a large gap between what we know or should know and what we actually do in classrooms and schools, so I am shocked, but not as shocked as I thought I would be reading this quote from Christensen. There is such a difference to those who have created theories/frameworks/models and those who actually have to practice/teach/approach in the classroom.