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Keywords: #BlackLivesMatter, curriculum, racism, conversations
How are we bringing the #BlackLivesMatter movement into our classrooms?
Keywords: marginalsyllabus, equity, techquity, inquiry, annotation, collaboration, reading
What follows is a summary of the nine texts, author partnerships, and annotation conversations that comprised the 2016-17 Marginal Syllabus. Read more about this project at marginalsyllab.us. 
Keywords: mentors, peer mentorship, connected learning
“Brother Mike” Hawkins served as a beacon of light during his time with the Digital Youth Network and the YOUMEDIA space at the Harold Washington Library. The power of mentors, like Brother Mike, has been most frequently connected to the informal learning spaces across a community, yet in this resource, we seek to position mentorship in coordination with classroom educators as a powerful resource in cultivating critical connections and relationships beyond the bells and walls of the school day.
Keywords: community engagement, community connections
Community collaboration that emerges out of the classroom begins with the questions that invite it, that make it a necessity.
Keywords: community connections, community engagement, connected learning
Keywords: community connections, community engagement, connected learning
Keywords: community connections, community engagement, connected learning
Almost 50 years ago from this moment, Grace Lee Boggs began to reflect on the power of education as it relates to the power to shape community. In this resource around community collaboration, we return to Detroit to see how educators have put these ideals into practice, as well as expand beyond Detroit to see how teachers in other parts of the country are partnering with local communities to extend the scope of student learning and impact.
Keywords: interest-based, interest-driven learning, connected learning
Nicole Mirra challenges deficit narratives to “remind us that children are complex beings who are not simply interested in childish things; instead, they are citizens in the making who offer sophisticated observations and critiques of the inequalities and injustices around them that educators need to honor and build upon. We have an urgent need to utilize students’ voices and interests in order to help them develop expertise and agency.” Building upon this critical insight, I have compiled recent examples of strong interest-driven projects that cultivated a deep commitment to youth choice and voice, as meaningful ingredients to transformative learning experiences.
Keywords: interest-driven learning, interest-based
YouthVoices.live situates itself as an online community for students to teachers to engage in authentic networked conversation across classrooms and communities. Not shying away from thorny issues within the public sphere, Youth Voices creates space for young people to learn what it means to write and speak for real audiences, even responding to work with grace, clarity, and nuance.

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