The Power of Place at the Social Justice Curriculum Fair

Featured Story
Written By Aileen Tapia

Participants connect with local social justice organizations.

On Saturday, August 17, D.C. Area Educators for Social Justice (DCAESJ) hosted the third annual Social Justice Curriculum Fair at Inspired Teaching Demonstration School. Educators from all over the D.C. area — and a few from Baltimore, Philadelphia, New York City, and New Jersey — gathered to participate in powerful educator-led workshops, connect with local organizations supporting social justice education, and learn more about DCAESJ in preparation for the 2024–2025 school year.

Vanessa Williams, program manager for DCAESJ, and Nzinga Tull, Teaching for Change board chair, grounded attendees in how this year’s fair exemplified the vibrant social justice work that Teaching for Change has boldly championed for 35 years. Nzinga stated,

In the past year alone, the Teaching for Change team has gone deep and wide to collaborate with a variety of people and organizations — bringing renowned go-go artists and Filmfest DC to classrooms; and bringing classrooms to embassies, local museums, and so many more engagements. Our DCAESJ staff and educators modeled how pedagogy and curricula that are place-specific, culturally literate, and authentically rooted in community are the foundation for sustained advancement in social justice work.

The resources provided the diverse workshops and dozens of local social justice organizations encouraged teachers and students to question and re-think the world inside and outside their classrooms, build a more equitable, multicultural society, and become active global citizens.

Workshops

The Art of Activism: Using the Arts to Promote Social Justice

In this interactive session that was designed for the classroom teacher, participants examined materials and engaged with activities through music, theater, and visual art — all with social justice themes as the connective tissue. In the age of book bans and push back on teaching the truth, this session championed visual and performing arts as a way to engage students, educate them on issues, and introduce them to activism as a practice. 

  • Anne Smith

    is an elementary music teacher in Alexandria, Virginia, where she also serves as an equity liaison, poetry liaison, and new teacher mentor. Dr. Smith studied music therapy at Howard University. She has an MA in Teaching from Regent University and holds an Ed. S and an ED. D in Curriculum and Instruction from Liberty University. Dr. Smith currently serves on the Virginia Music Educator’s Association’s Diversity, Equity, and Inclusion Committee; the National Education Association’s Diversity and Inclusion Council; the D.C. Area Educators for Social Justice; and the Encore Stage and Studio Advisory Board. A composer, poet, and playwright, she has presented at conferences across the country on culturally responsive teaching practices and using the arts as a way to promote social justice, equity, and inclusion.

Bridging the Gap: A Cross-Generational Dialogue Between Students and Teachers

Participants gathered to explore the Speak Truth Program, a student-led model from the Center for Inspired Teaching. This program empowers students to engage in respectful and open discussions on current and controversial topics, fostering a deeper understanding of diverse perspectives. During the session, teachers learned how the program encourages students to find their voices, share ideas, and engage in public speaking, all while valuing the differences in viewpoints.

Over the past decade, Speak Truth has facilitated student-led discussions in public spaces, with adults playing a supportive role. The presenters emphasized four guiding principles: Intellect, Inquiry, Imagination, and Integrity, which help frame discussions and encourage critical thinking. Teachers were inspired to implement these conversations in their classrooms, recognizing the potential to ignite both their students‘ curiosity and their own. The workshop concluded with educators sharing strategies for incorporating Speak Truth into their teaching practices, with a focus on fostering active listening and meaningful dialogue. The session highlighted the evolving nature of the Speak Truth program and its potential for broader impact through new partnerships.

  • Jenna Fournel

    is the Director of Teaching and Learning and leads the Speak Truth program, which involves outreach to high school students throughout the D.C. area. Fournel has been part of the Center for Inspired Teaching since 2004 and boasts over 20 years of experience in education. Her ultimate professional aim is to contribute to a kinder world, believing that investing in the education of young people is the most impactful starting point.

Go-Go as Public Pedagogy: Exploring Joy and Resistance through Arts and Culture

In this go-go centered workshop, facilitated on the 10th annual Chuck Brown Day, Destini Collins explored the cultural phenomenon of go-go music as a lens for understanding public pedagogy, specifically how learning happens beyond traditional classroom settings. Participants explored how go-go embodies joy and resistance, serving as a tool for community education and activism. Through interactive discussions and hands-on activities, including a Go-Go Gallery Hall, that center lived experiences and the environment, participants analyzed the role of go-go in preserving cultural heritage and challenging oppressive systems.

  • Destini Collins (she/her) is a D.C.-based educator with several years designing and facilitating music curriculum across the district. She earned her Master of Arts in Music and Music Education from Teachers College, Columbia University, and her Bachelor of Science in Music Education from Towson University. Her non-formal classroom experience includes curating thematic performing arts showcases, hosting arts and culture forums, and serving in the Education Department at arts organizations, including Strathmore Music Center and Wolf Trap National Park for the Performing Arts. Her interests as a curriculum studies scholar focus on fostering curiosity, creativity, and criticality in teaching and learning that challenge students to see and reimagine their communities.

Harnessing the Power of Visual Learning: Using Images to Teach Palestine

Abeer‘s session offered a powerful approach to teaching about Palestine, focusing on centering joy, perspective, and critical thinking. She began the workshop by acknowledging Black Muslim ancestors, including Omar ibn Said, using his autobiography to emphasize the importance of teaching history in a way that uplifts and empowers, rather than marginalizes and erases.

Participants reflected on their own experiences of learning about Palestine, with many realizing they had been taught a biased version of history. Through her own journey of learning and unlearning, Abeer highlighted the need to approach history with a critical lens. Using Project Zero thinking routines, participants analyzed images from pre-1948 Palestine, engaging deeply with the material and drawing connections to their own lives.

Abeer guided them through exercises like See-Think-Wonder and Peel the Fruit, encouraging them to make observations, ask questions, and consider a focus on joy and resilience in their classrooms.

  • Abeer Ramadan-Shinnawi is a passionate Palestinian-American career educator with a strong commitment to bridging cultures and fostering inclusivity. She has made a significant impact in the field of education, both as a teacher and an education consultant. Abeer's journey began as a veteran middle school social studies teacher, where she leveraged her personal experiences as a child of immigrants to connect with her students, schools, and communities. Her dedication created a dynamic learning environment that inspired her students to thrive. Abeer's expertise extends to curriculum development, as she previously served as a resource teacher in the Baltimore County Public Schools Office of Social Studies. In this role, she led curriculum development efforts and supported fellow educators. She also played a pivotal role in fostering equity within the educational landscape. Abeer's dedication to equity exemplifies her role as an equity liaison and co-facilitator of an affinity group for teachers of color. Additionally, she created and facilitated a student support group that provided a haven for Arab and Muslim immigrant female students, emphasizing the importance of inclusivity and support.

    In 2019, recognizing the need to provide educators with valuable resources and insights about Muslim and Arab youth, Abeer founded Altair Education Consulting. Through this endeavor, she has been offering educational materials, professional development, and engaging speaking sessions aimed at amplifying the voices and histories of Arab and Muslim American communities.

Honoring Family Structures in the Anti-Bias Early Childhood Classroom

The workshop began with personal storytelling, where both facilitators shared their own family experiences, setting a tone of openness and reflection. Participants engaged in a story fortunes icebreaker, allowing them to explore and share their own family structures, which fostered a sense of connection and understanding within the group. A handout on Anti-Bias Education Goals related to family structures was provided, alongside terminology and a highlight of the adoption-themed book Eyes that Weave the World‘s Wonders.

Honey‘s heartfelt recount of her trans-racial adoption journey and her current practices as a preschool educator offered concrete examples of how to model lifelong learning, use the notice/wonder framework, and meaningfully engage families in school activities. Makai complemented this by sharing strategies for building connections with families and honoring diverse structures, including thoughtful questions for a family questionnaire. The session also featured DEAR time with a curated selection of children’s books, encouraging participants to analyze them through the lens of anti-bias education and brainstorm actionable ideas. The workshop concluded with attendees sharing steps they would take to make their teaching more inclusive, such as starting a family journal collection that bridges middle school and pre-K students.

  • Honey Jones (she/her) was born and raised in Washington, D.C., and graduated from Trinity Washington University with a BA in Early Childhood Education. She found her passion for teaching after reflecting on her wonderful experiences as a peer health educator, peer math tutor, and camp counselor. She led and participated in inclusion and belonging work within her summer camp organization for more than four years and her school for three years. She is an adoptee and loves collaborating with fellow educators on how to foster a sense of belonging for all families in their classroom/school environment. She is currently the DEIJB Co-Community Coordinator at Sabot School in Richmond, Virginia.

    Makai Kellogg (she/her) is an early childhood educator and Equity and Diversity Coordinator at School for Friends in Washington, D.C. She co-leads the Anti-Bias Early Childhood Working Group through the DC Area Educators for Social Justice. Makai has published articles related to anti-bias education and contributed a chapter to the book Black Lives Matter at School: An Uprising for Educational Justice. She recently co-authored Reflection, Perspective-Taking, and Social Justice: Stories of Kindness and Empathy in the Early Childhood Classroom.

 

Intro to Peace & Conflict Studies: Using Galtung's Typologies of Violence to help students understand systematic oppression

In a format mirroring her secondary classroom approach, Mollie Safran guided participants through a U.S. History lesson that she uses to help students discuss systematic oppression. Her method included contextual explanations that deepened the audience‘s understanding, while her use of pop culture references made the content more relatable. Mollie paused throughout to explain her teaching strategies and how they could be adapted for various subjects and levels. Participants were actively engaged, with many nodding in agreement and laughing at the workshop‘s humorous moments.

Mollie skillfully differentiated between her roles as a teacher and a professional development facilitator, and she provided clear strategies for addressing systemic racism in the classroom without triggering students. Her session concluded with a brainstorming opportunity, encouraging participants to consider how they could integrate these concepts into their own teaching environments.

  • Mollie Safran is a high school social studies teacher in Loudoun County. She is also one of the working group leaders for the DCAESJ Secondary Working Group.

Numbers and Narratives: Teaching Central America

Tamyka Morant, assistant principal of Bruce-Monroe Elementary School at Park View in D.C., introduced participants to the innovative Identify, Interrogate, Critique, and Amplify protocol, designed to deepen students‘ critical consciousness in the math classroom. The workshop focused on how math can be a powerful tool for exploring number identity, representation, and critical topics in Central America. Morant shared how her curriculum integrates math skills with lessons on history, nature, culture, identity, and colonialism. For instance, students learn about Belize’s coral reefs and animal life, which often leads to discussions on environmental justice, or they study the Garifuna population in Belize to understand the impact of British colonialism and language diversity. 

Participants in the workshop engaged by collaboratively exploring resources on Central America, creating mini-infographics, and discussing how to apply these methods in their own Teaching Central America initiatives. Morant highlighted that this curriculum, unique to her school, is a vital way to reaffirm the identities and histories of the school‘s predominantly Central American student population. The workshop also sparked interest in how this approach could be expanded beyond her school, especially as the National Gallery of Art will showcase her students‘ work in their Art Around the Corner program this fall.

  • Dr. Tamyka Morant (she/her) brings over 23 years of comprehensive experience as a Black Feminist PK–8 educator in Washington, D.C., and Baltimore. Her teaching and learning approach is deeply rooted in the tenets of Black feminism, Black feminist pedagogy, and justice praxis/liberatory education. In her current roles as Freedom and Justice’s mom, assistant principal in Washington, D.C., and member of D.C. Area Educators for Social Justice, she is unwavering in her dedication to collaborating with fellow educators, students, families, and community partners to advance educational equity and justice for all students. 

Precedented: Deportations on Trial Lesson

The session challenged the notion that current U.S. immigration policies are “unprecedented” by placing them in historical context. Forbes and Williams guided participants through the Deportations on Trial lesson from the Zinn Education Project. The lesson centers the mass deportation of Americans of Mexican descent. Teachers actively participated in questioning and small group discussions, immersing themselves in the lesson. They reflected on the role of cultural responsiveness in teaching history and how the concept of the “hero” can be controversial. The presenters facilitated discussions on how to adapt the lesson, with many teachers expressing that this engaging and multifaceted approach should be more widely used in teaching history and social studies. Overall, educators quickly recognized the value of the lesson, discussing how to adapt the methodology to other subjects. This methodology provides a valuable tool for students to explore facts, defend truth, consider various perspectives, and above all, develop empathy for those affected by unjust immigration laws in the United States.

  • De’Ana Forbes (she/her) is a master high school social studies teacher in Northern Virginia and a doctoral student at the University at Buffalo, where she serves as a graduate fellow at the Carter Center for Black History and Racial Literacy Education under the leadership of Dr. LaGarrett King. Forbes possesses a passion for improving Black History education through a critical theoretical lens, focusing on the way U.S History curricula present the complex histories and humanities of Black peoples. Deana holds a B.A in History and Masters in Teaching 6-12 Social Studies from James Madison University, where she also was a D1 track and field athlete. She is a mother and advocate of lifelong learning and personal development.

    Miss Forbes has contributed her knowledge of Black History curriculum and pedagogy through various platforms, including NPR, In these Times, NCSS conferences, and her Instagram page @socialstudiesscholar.

    Vanessa Williams (she/her) is a student and practitioner of all things critical pedagogy, with a special appreciation for social studies. Williams holds a B.A. in Anthropology with a minor in Education from Davidson College, as well as her M.S. Ed in Education, Culture, and Society from the University of Pennsylvania Graduate School of Education. Williams taught secondary ELA and social studies for six years before joining the Teaching for Change team, where she now enjoys teaching and learning with a community of educators in the DMV. She serves on the D.C. History Conference planning committee and has been featured on panels for the Mid-Atlantic Equity Consortium. She’s also been a guest on the EmpowerEd Educator Wellness Revolution and Anti-Racist table podcasts, and her writing is published in Rethinking Schools and Education Post.

Radical Morning Meeting: A Framework to Center Identity, Joy, and Justice in the Classroom and Beyond

Tara and Brooke introduced participants to the transformative Radical Morning Meeting (RMM) framework, designed to build classroom community while fostering skills for joy and justice. The session began with participant introductions, setting the tone for an inclusive and respectful environment. Tara and Brooke then detailed the components of RMM, comparing it to the Responsive Classroom approach and highlighting unique elements like the Narration and Vibration components. They provided practical examples, such as using a clip from Black Panther for middle school students and a Christian Robinson illustrator study for lower elementary students, demonstrating how RMM can be tailored to different age groups. Participants brainstormed ways to incorporate these ideas into their own classrooms and viewed examples of student work. The workshop concluded with a powerful call and response affirmation, leaving participants inspired and equipped to bring the RMM framework into their teaching practice.

  • Tara Rose Brown MSW MEd (she/her) is a biracial queer social worker, educator, counselor, and youth advocate living on the unceded lands of the Lenni-Lenape (renamed Philadelphia, Pennsylvania). Her work is deeply rooted in black queer feminist theory, grassroots efforts, and collectivist ideologies. She is a fierce supporter of community where she centers radical intersectional justice. As the new Organizing Director of Philly Children’s Movement, Tara hopes to build on the collective work of dismantling white supremacy and supporting a world where people feel liberated, whole, and valued.

    Brooke White has been teaching first through third grade students in Philadelphia public schools since 2011. She earned her BA in Political Science and Psychology from The George Washington University. While consulting in project coordination for the Office of Head Start, Brooke decided to join Teach for America and directly serve children. She earned her MA in Education from the University of Pennsylvania. Brooke is committed to building a more equitable, inclusive, and just world starting with our primary students.

Teaching Central America Through History and Fiction

As a teacher of English Language Development in Montgomery County, Maryland, and an author, Anna Lapera shared a powerful anecdote about her Central American students searching for books about their countries in the library, only to find very few. She guided participants through two activities underscoring the limited knowledge often taught in schools about Central America’s history, culture, and its strong ties to United States involvement.

Anna then introduced a blank map of Central America that challenged participants to identify countries, and an exercise where attendees mingled while introducing historical figures from Central America and the United States through short bios. Participants reflected on figures such as Efraín Ríos Montt, a Guatemalan dictator, and Oliver North, a key figure in the Iran-Contra affair, highlighting the need for more comprehensive education in the region.

Lapera emphasized the power of fiction in bringing the immigrant experience to life, sharing novels like Danilo Was Here, Saints of the Household, and her own book, Mani Semilla Finds Her Quetzal Voice, which tells the story of a young girl’s connection to her Guatemalan heritage. These stories, aimed at middle and high school students, offer historical insights and provide opportunities for deeper learning in the classroom.

  • Anna Lapera is a Guatemalan-American author and public school teacher. Her debut novel, Mani Semilla Finds Her Quetzal Voice, was named one of the “Most Anticipated Middle Grade Reads of 2024” by the School Library Journal. She is a Pushcart prize nominee, a Tin House and Macondo Writers Workshop alum. When she’s not writing or teaching, you can find her drumming or searching for the best plátano frito in the DMV. She lives in Silver Spring, Maryland, with her husband, two daughters, and a rescue dog named Leo.

Tabling

Between the workshop rounds and during the book giveaway at the end of the fair, more than two dozen D.C. area organizations were represented at exhibition tables, showcasing the myriad ways social justice educators can get involved and seek resources and support in curriculum development and organizing.

  • Africa Access helps schools, public libraries, and parents improve the quality of their K–12 collections on Africa.

    Altair Ed Consulting breaks down barriers so schools and organizations can access expert guidance and support in creating inclusive and culturally responsive educational environments. 

    An Open Book Foundation connects Washington D.C.-area students to authors, illustrators, and their books to nurture a lifelong love of reading. We support educational justice by building equitable access to interactive literacy enrichment and high-quality books.

    Bertelsmann Foundation is an independent, nonpartisan, and nonprofit think tank in Washington, D.C., dedicated to a strong and lasting transatlantic relationship, established in 2008 and created to promote and strengthen the transatlantic relationship.

    The Black Knowledge Coalition is dedicated to the goal of collective Black liberation and removes barriers to information for the Black community. Leaning on the principles of mutual aid and with a commitment to community education, BKC shares valuable information that is kept behind a paywall with the people. By using more accessible language and encouraging dialogue and organizing, BKC uses a coalition of minds to expand the information network within our community.

    The Black Swan Academy is a non-profit organization in D.C. that empowers Black youth in under-served communities through civic leadership and engagement, giving them a comprehensive set of tools needed to succeed in life and become active social catalysts in their communities. They are committed to creating a pipeline of Black youth leaders who are dedicated to improving self, as well as their communities.

    The Baltimore Transformative Learning Collective, or BMore Transform, was founded in April 2022 by two passionate abolitionist educators who collectively hold nearly 30 years of experience. They want everyone to love learning and, as such, offer a dedicated space for students (especially those who identify as queer, BIPOC, or neurodivergent), educators, and other community members to continue pursuing their interests.

    Center for Inspired Teaching is an independent, nonprofit organization that invests in and supports teachers. Inspired Teaching provides transformative, improvisation-based professional learning for teachers that is 100% engaging – intellectually, emotionally, and physically.

    Chesapeake Bay Outward Bound School (est.1986) is a non-profit educational organization serving people of all ages, backgrounds, and socioeconomic status through challenging learning expeditions that inspire self-discovery, both in and out of the classroom.

    Claudia Jones School for Political Education is a popular education organization aiming to build the political consciousness of the Washington, D.C., working-class community. It is founded upon the idea that education institutions today must help people meet the changing situations of a changing world.

    D.C. Area Educators for Social Justice is a network of educators who seek to strengthen and deepen social justice teaching. We are a community of mutual support for educators to collaborate on curriculum, professional learning, and activism. We challenge systems of oppression through anti-bias, anti-racist, and multicultural education. We work with students, families, and other educators in and outside of our classrooms to create a more just and equitable world.

    Empower DC has advanced racial, economic, and environmental justice by investing in the leadership and organized political power of D.C.’s lowest income residents and communities.

    EmpowerEd’s mission is to bring about a more just and equitable education system for all D.C. students by centering the voices and ideas of diverse educators and creating a culture of shared leadership that retains excellent educators.

    Harriet’s Wildest Dreams is a Black-led community defense hub centering all Black lives most at risk for state-sanctioned violence in the Greater Washington area.

    The Josiah Henson Museum & Park tells the story of the life of Reverend Josiah Henson, slavery in Maryland, and the ongoing struggles of racial equality and justice. They offer field trips and outreach programming for students in upper elementary, middle, and high schools, as well as adult and family activities. The Josiah Henson Museum and Park is part of Montgomery Parks.

    KanKouran West African Dance Company preserves and promotes traditional West African culture by providing quality entertainment and educational programs to local and national audiences to facilitate cross-cultural enrichment.

    Live It Learn It is reducing educational inequity in D.C.'s historically under-resourced communities through hands-on classroom lessons and field experiences.

    Parents Amplifying Voices in Education (PAVE) was founded in April 2016 with an all-parent governing board. They are dedicated to creating an environment where the vision for education in D.C. is created with children and families, not for them. They aim to shift the dynamic so that communities and parents are partners in creating great schools.

    Pockets Change mission is to build intergenerational financial resilience with students, families, and educators. They believe financial education is about much more than numbers — it’s a means for self-care and social justice. It all happens through Hip Hop pedagogy, which focuses on understanding self-identity in relation to the whole. Together they are working to address systemic issues of educational equity and the racial wealth divide.

    Prologue DC of Washington-based historians knows how to find and tell the stories you’re looking for. Whether it’s a neighborhood, school, church, business, or organization, Prologue DC can help you mark an anniversary or other milestone, raise visibility, and demonstrate your unique place in Washington history.

    Rethinking Schools is a nonprofit publisher and advocacy organization dedicated to sustaining and strengthening public education through social justice teaching and education activism. Their magazine, books, and other resources promote equity and racial justice in the classroom. They encourage grassroots efforts in schools and communities to enhance the learning and well-being of children and to build a broad democratic movement for social and environmental justice. 

    Shout Mouse Press is dedicated to centering and amplifying the voices of marginalized youth (ages 12+) via writing workshops, book publication, and public speaking opportunities.

    SMYAL supports and empowers LGBTQ+ youth. They actively work to create a world where queer and trans youth thrive through affirming programs and services designed to develop critical life skills, build community, and foster a sense of belonging.

    Social Justice Books, a project of Teaching for Change, provides curated lists and critical reviews of multicultural and social justice pre-K-12 books.

    Teaching for Change provides teachers and parents with the tools to create schools where students learn to read, write, and change the world. Our programs include the DCAESJ, Teaching Central America, Zinn Education Project (with Rethinking Schools), Civil Rights Teaching, and Teach the Beat: Go-Go.

    The Zinn Education Project (coordinated by Teaching for Change and Rethinking Schools) promotes and supports the teaching of people’s history in classrooms across the country. Since 2008, the Zinn Education Project has introduced students to a more accurate, complex, and engaging understanding of history than is found in traditional textbooks and curricula.

Giveaways & Certificates

In addition to a robust selection of workshops and exhibits, participants received:

 

Thank You!

Our appreciation to Inspired Teaching Demonstration School for generously hosting this event for a second year, event volunteers, workshop facilitators and exhibitors for sharing their expertise and resources, and everyone who participated. Thank you to the following organizations for donating their time and resources to ensure an enriching experience: Candlewick, Groundwood, Lee & Low, Shout Mouse Press, Bhakti Yoga DC, Buzz Bakeshop, Fair Trade Roots, Giant, Georgetown Cupcake, Good Company Doughnuts and Cafe, Lee's Flower Shop, Merry Pin, Rewild, and Sonny's Pizza.

The D.C. Area Educators for Social Justice is made possible by donations from individuals and grants from the Morris and Gwendolyn Cafritz Foundation, Communities for Just Schools Fund, the Community Foundation, the Taste of Salt Fund, and The APA Fund.

Donate now to support DCAESJ activities all year!

Aileen Tapia
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