Genevieve Caffrey

  • About Me
    • Contact Me
  • Research/Publications
    • CV
  • Beliefs & Practices
    • Social Justice Education
    • Culturally Responsive Teaching & Learning
    • Anti-Ism Curriculum
    • Students as Change Agents
    • Multicultural Children's Literature
    • Restorative Justice Behavior Systems
    • Current Events Every Day
    • Community Building
  • LETS ACT
  • Social Studies
  • About Me
    • Contact Me
  • Research/Publications
    • CV
  • Beliefs & Practices
    • Social Justice Education
    • Culturally Responsive Teaching & Learning
    • Anti-Ism Curriculum
    • Students as Change Agents
    • Multicultural Children's Literature
    • Restorative Justice Behavior Systems
    • Current Events Every Day
    • Community Building
  • LETS ACT
  • Social Studies
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A Quick Glance at Each Step of the LETS ACT Framework:

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Check out an interview about my LETS ACT Framework on the Visions of Education Podcast below!
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"A Pathway to Building Racial Literacy: Using the LETS ACT Framework to Teach Controversial Issues"
An article published in Social Education

A PowerPoint Presentation walking workshop participants through each step of the LETS ACT Framework
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pathway_to_racial_literacy_using_lets_act_framework_to_teach_controversial_issues_social_education_kingvickerycaffrey.pdf
File Size: 1330 kb
File Type: pdf
Download File

powerpoint_lets_act_framework_genevieve_caffrey.pptx
File Size: 12726 kb
File Type: pptx
Download File

Special note to teachers: The importance of relationship building

Before jumping into exploring controversial issues with children, it is essential to emphasize the importance of relationship building before broaching any CPI. The extent to which young children experience authentic relationships and a sense of belonging with their teachers and peers play profound roles in their decisions about if and how to engage in social spaces (Hauver, 2019; Ladson Billings, 1994; Ron Dow, 2005; Tatum, 2007). At the beginning of the year, teachers should go beyond learning about students’ general interests and strive to understand the historical, institutional, and socio-political contexts that shape students’ experiences and knowledges.

One way to do this is to schedule home visits, which allow teachers to build family relationships and reflect upon how different cultural ways of being and knowing can be valued as a strength and built upon for learning experiences (Compton-Lilly, Rogers & Lewis, 2012; Valdez, 1996). When children have trusting teachers who intentionally value the intersectionality of their identities, voices, and ways of being, students are more likely to feel humanized and empowered to take the risks necessary to engage with civic issues (Hauver, 2019).
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