Ensuring 临界状态: The HILL Model

Transforming instruction to ensure criticality consists of intentionally crafting a course that inspires students to think critically about themselves, 他们的文化, 世界, and the information that is presented within these systems. It involves thought-provoking questions, 机会, and assignments that shift paradigms and motivate students to 采用临界. Criticality is "the capacity to read, 写, and think in a way of understanding 权力, 特权, 社会正义, 和压迫, particularly for populations who have been historically marginalized in 世界" (Muhammad, 2018年第一季度. 《网上十大网赌娱乐大全》，2020年，p. 120). 当学生有批判性时, they are not passive in their learning experience but challenge what they read, 看到, 和听到. Providing students with authentic learning experiences that allow them to explore social injustices and problematic elements of 权力 和特权 within their discipline shifts a class's culture as well as their mindset and perspectives. Teachers can structure their course with objectives, 学习目标, and learning outcomes that equip students with the tools to 质疑他们的偏见 and play a role in dismantling policies that disem权力 and create inequitable circumstances for marginalized people.

When teachers engage students in the process of employing criticality, they move beyond critically thinking about a topic. They become change agents who are working toward social transformation. They learn to identify the difference between facts and truths because it is in the truths where lived experiences are captured (Muhammad, 2020)，同理心被唤起. Immersed within a learning environment that is culturally and historically responsive, students become responsible consumers of knowledge who learn discernment and practice reflection. Within this course all voices are heard and honored (Muhammad, 2020).

In order to transform and humanize a course, teachers can implement the HILL Model. This model focuses on students' histories, identities, literacies, and liberation. The HILL Model is an 股本 framework grounded in Black education. Members of 19th century Black literary societies created four goals in which this model is structured: Identity, 技能, 理智主义, 和临界(拉莫斯-布兰农) & Muhammad, 2020; Muhammad, 2020).

身份: The teacher provides 机会 for students to explore who they are as they explore the course content. Students' identity must be explored because it aids them in making connections to themselves, 的内容, 他们的同龄人, 他们的老师, 他们的社区, 这个世界. Students are complex and layered. Within these layers lie many identities that they must respond to so they can evolve and gain a fresh perspective as they tackle 的内容 alone, 和他们的老师, 和他们的同伴. 随着学生的学习, teachers can provide space and opportunity to ask the question, "How am I learning about who I am and about the lives of others?"

技能: 在设计课程的过程中, teachers create learning objectives and outcomes, 哪个源于这个问题, "What disciplinary skills am I advancing?"

理智主义: Assessments do not define intellect. 挖掘学生的智力, teachers are introducing students to diverse texts with varying perspectives and thought-provoking ideas. They are also creating 机会 to tap into their students' emotional intelligence and social self-awareness. Students are asking themselves, "What am I becoming smarter about?" Teachers are asking themselves, "What must my students know and do to exemplify competence, 能力, 和专业知识?"

临界状态: 确保临界性, teachers craft lessons that encourage students to question information and to take action. 嵌入文本很重要, 写作的机会, and projects to explore social injustices, 权力, 和特权. Teachers as well as students should ask the questions, "How am I developing an understanding of 权力, 股本, 反种族主义, 和anti-oppression?" Teachers should constantly reflect and ask the question, "How will I engage students' thinking about 权力, anti-oppression, 和文本中的公平, 在社区中, 在社会上?"