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Educators and their learners co-create classroom communities where students belong, take academic risks, and understand their agency as change makers. The piece introduces My Voice and shares classroom stories highlighting Dr. Gholdy Muhammad’s five pursuits of culturally and historically responsive teaching: identity, skills, intellectualism, criticality, and joy.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":53,"@type":76,"position":81},"https://docshare.wps.com/document/lifestyle/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/genius-and-joy-through-student-driven-civic-action/580565/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/genius-and-joy-through-student-driven-civic-action/580565.png","ImageObject",300,407,{"name":92,"@type":93},"Miles","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the focus of Need in Deed’s work with Philadelphia schools?","Question",{"text":111,"@type":112},"It centers on empathy, informed investigation, and civic action, helping teachers and students co-create authentic classroom communities through the My Voice framework.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What does the My Voice framework help teachers and students do over the year?",{"text":116,"@type":112},"It guides a year-long civic action process with five stages using VOICE: Value Your Voice, Open the Issue, Identify Your Project, Conduct Meaningful Service, and Evaluate and Celebrate.",{"name":118,"@type":109,"acceptedAnswer":119},"How does Need in Deed connect civic action to culturally and historically responsive teaching?",{"text":120,"@type":112},"The framework is presented alongside Dr. Gholdy Muhammad’s five pursuits—identity, skills, intellectualism, criticality, and joy—to support teaching that is culturally and historically responsive.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},580565,1792037857,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":52,"category_name":53,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},13056703019404,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Genius and Joy through Student-Driven Civic Action  \nAuthor: Julia Shields Chrestay, Need in Deed Program Director Contributors:  \nNeed in Deed Staff: Kyra Atterbury, Janet Chance, Stecy Mbemba, Helena Miller  \nNeed in Deed Teachers: Joe Alberti, Sara Caselle, Suzanne Cilli, Katherine Collier, Erica Darken, Emily Goedde, Rochelle Krauss, Bernadine Magee, Noga Newberg, An Nguyen, and Candice Smith  \nAbstract  \nNeed in Deed’s work with Philadelphia public school teachers and their students centers empathy, informed investigation, and civic action. Bolstered by these values and with the support of the My Voice framework and dedicated Need in Deed staff, educators are equipped to  \nco-create authentic classroom communities with their students. In Need in Deed classrooms, students feel a sense of belonging, are supported in taking academic risks, and understand their agency as change makers. In this piece, Need in Deed staff and teachers give an overview of the My Voice framework and share stories from Need in Deed classrooms that highlight Dr. Gholdy Muhammad’s five pursuits of culturally and historically responsive teaching-identity, skills, intellectualism, criticality, and joy.  \nA small group of An Nguyen and Rochelle Krauss’s third graders take the stage in a large room packed with other students, teachers, and community members from across Philadelphia. They take a deep breath as their teachers beam encouragingly from the audience, and then they dive into the story of their year-long civic action project with Need in Deed. They describe getting to know each other and building a warm and supportive classroom community full of honesty and laughter, and the process of deciding as a class to study the social issue of addiction for the year. Photos of local neuroscientists and anti-tobacco advocates fill the projector screen asthe students excitedly tell about the community partners who came to their class to support their research and answer their questions about addiction. Based on the complex causes and effects of addiction they identified through the project, the students created a brochure to share with community members.  \nAs they conclude their presentation, applause fills the room and giant smiles and bounces of joy take over these young scholars. Following the third grade students is an 8th grader sharing a speech about her class project on school uniforms. Several 5th graders are up next to talk about their animal welfare advocacy. After the large group presentations, students split up into groups to have more intimate conversations about their projects with students from another class, while community members listen in. The room is abuzz with student learning, pride, and joy. For longtime Need in Deed teacher, Bernie Magee, this moment is a high point in every school year.“When the kids start complimenting each other…they’re nervous, and then someone says something to another child, gives a compliment, and the kid is just so happy and proud, and like,‘Yeah! I did do that!’”(B.Magee, interview, January 8, 2024) .  \nThis beautiful scene takes place at Need in Deed’s annual Shout Out – an event that celebrates year-long civic action projects developed in over 50 Philadelphia classrooms. Need in  \nDeed is a non-profit organization with a vision for equitable public education, where students’lived experiences are meaningfully connected to the academic curriculum and are catalysts for students becoming advocates for social change. Need in Deed’s program, open to all 3rd-8th grade Philadelphia public school teachers, offers professional development on high-quality, academically embedded service-learning and civic action.  \nNeed in Deed teachers use the My Voice Framework to accompany their students through a year-long civic action process centered on empathy, informed investigation, and civic action. Teachers collaborate with each other through the Need in Deed teacher network and receive ongoing professional development and ","cbCaihg1nw5MO1ym","https://ap.wps.com/l/cbCaihg1nw5MO1ym","pdf",154676,16,"English","# Need in Deed and My Voice Framework\n## Classroom community and student belonging\n## Shout Out event and student presentations\n## VOICE process stages: Value Your Voice, Open the Issue\n## VOICE process stages: Identify Your Project, Conduct Meaningful Service\n## VOICE process stages: Evaluate and Celebrate\n## Dr. Gholdy Muhammad’s five pursuits: identity, skills, intellectualism, criticality, joy","[{\"question\":\"What is the focus of Need in Deed’s work with Philadelphia schools?\",\"answer\":\"It centers on empathy, informed investigation, and civic action, helping teachers and students co-create authentic classroom communities through the My Voice framework.\"},{\"question\":\"What does the My Voice framework help teachers and students do over the year?\",\"answer\":\"It guides a year-long civic action process with five stages using VOICE: Value Your Voice, Open the Issue, Identify Your Project, Conduct Meaningful Service, and Evaluate and Celebrate.\"},{\"question\":\"How does Need in Deed connect civic action to culturally and historically responsive teaching?\",\"answer\":\"The framework is presented alongside Dr. Gholdy Muhammad’s five pursuits—identity, skills, intellectualism, criticality, and joy—to support teaching that is culturally and historically responsive.\"}]","Genius and Joy through Student-Driven Civic Action | PDF",25]