Historically Responsive Literacy

Identity sits at the heart of our curricular framework. Our core component of identity encompasses different dimensions of culture and community like family, reciprocity, intergenerational wisdom, language, art, music, sport, story, ecology, and food. Our database of lessons will offer varied opportunities for students across the SWANA region to learn about themselves and others in their communities by centering these different dimensions of identity. By prioritizing responsive, holistic and place-based practices, we are making sure that our students are not only included in the curriculum, which is too rare of an occurrence, but are explicitly being supported in developing a sense of self and community, and a desire to participate.

It is important that our definition of culture remains dynamic, open to the evolution of youth practices and responsive to the needs of our students. Along the way we will uncover, develop and transcribe approaches to learning that serve to engage our students, building on the processes and schema that act as their lenses to the world. This is in line with one of our core objectives of valuing inherent wisdom by harnessing the brilliance that already exists.

It is our heartfelt belief that all people derive purpose, joy and connectivity from everyday performances of identity and culture, and educational research, old and new, has proven this time and time again. Countless studies have recorded the increased engagement and motivation students feel when their perspectives, literacies and communities are meaningfully included in daily learning experiences. The research is filled with stories of students taking ownership of their own learning, breaking down the artificial walls between school and the world and beginning to step into their agency as learners and actors in their communities.