Subscribe to our newsletter today!



One of the biggest obstacles to transformative diversity, equity and inclusion work is the “Tower of Babel” effect of race talk.  The imperfect language we use, void of common understandings and historical contexts, creates discord even when the goal is to heal.  Simply put, the word “racism” might conjure a mental image of individual racial violence for one listener, while it might imply structural discrimination for another.  At the juncture of this misunderstanding, conversations about race can quickly become lonely, threatening, or dissolve altogether.  This series, recommended as a prerequisite for further work on DE&I or Anti-racism, will build the foundations of a racially literate community within which our common language, rooted in our own histories, allows us to expand our understanding and move towards a more just and equitable world.
The nature of implicit bias is that it contradicts our personal morals and our ethical values in the workplace.  Without explicit and intentional conversations about race, power and privilege, even organizations dedicated to societal good can reproduce institutional or systemic oppression.  This series explores how implicit bias functions on individual, interpersonal and institutional levels, and guides participants through a creative, exploratory process towards developing a professional culture rooted in true equity and inclusion.
What were our schools designed to do? How does our nation’s history of white supremacy reproduce itself in our modern day institutions? How does this history impact our increasingly multi-cultural student population?  The Critically Conscious Educators series will place participants in a socio-historical context that allows us to confront the white supremacy still rooted in the very fabric of our institutions while simultaneously gaining a sense of freedom through pedagogy of liberation.
How do we create learning environments in which young people can show up as their core, culturally authentic selves?  Popular approaches to Culturally Responsive Education frame the model as way to make learning materials more relevant and relational to young people when in fact, a culturally responsive approach to curriculum design and instruction actually relies on the rich cultural narratives of the classroom community to develop and nurture lasting, intrinsic connections to content. This workshop series will explore the foundations of Culturally Responsive Education through practical, hands-on activities, video and text-based discussions. During the session, participants will create a toolbox of teaching and learning strategies that are culturally responsive and human-centered. Participants will also gain a deeper understanding of how to build narrative processes into collaborative curriculum design and lesson planning with teachers so as to develop a pedagogical framework rooted in decolonizing education and re-centering the authentic self in every classroom.
This hands-on training series is designed to support schools and communities in the process of implementing restorative practices to intentionally disrupt and dismantle institutional racism.  The series will explore the ways in which restorative justice practices can either uphold or dismantle racial gaps in academics and discipline in schools, as well as address how circles, as the central practice of a restorative community, function as a culturally responsive teaching strategy and community management model that de-centers whiteness and values the culturally authentic narrative of every stakeholder.
The Woke Cypha Sessions will provide a supportive and collaborative environment for educators to engage in meaningful ideation and construction of curricula based on current instructional goals creating innovative, culturally relevant and responsive lessons and learning experiences. In the spirit and tradition of improvised rap or freestyling teachers gather in and across content areas to formulate new ideas, activities and learning experiences that are centered in the development and mastery of academic skills and positive racial identity development for students of the African Diaspora. These learning experiences engage students in the development of their socio-political consciousness and aid in the construction of their ability to be agents of change for their generation and communities.
When teachers think about hip hop we often believe that if we just listen to the same music as our students, they’ll like us and then be willing to learn from us. That’s probably the biggest misconception of hip hop ed. We contend that the point of hip hop ed and trap music in particular is to make a connection between the tales being told in the music and the ways the music reflects the reality of our students; trying to be successful, living in poverty, dealing with institutional racism and the institution of education denying them access to economic opportunity because they don’t fit the model student mold.
When we write off hip hop music specifically trap and the culture of trap, we in turn write off our kids who are most connected to the music and we take away their access to mainstream society while also denying them the opportunity to create a new reality for themselves and their community. All the while allowing mainstream society ie white people to Columbus and appropriate the culture to their economic benefit.


General Topics
The N-Word:
Let’s unpack the complexity of the N word in schools by delving into the often ignored historical context, the cross racial complexity of the use of the world and tensions of grappling with this component of popular culture.
Restorative Practices & Racial Justice
Why the Restorative Justice movement needs to be intentional about anti-racism work in school and community settings.
How participants can expand their understanding of the ways that we restore justice within the institutions (health, education, criminal justice- represented in overlap by all of you) that have been historically built around (and are currently sustained by) reproducing the interests of a white supremacist state.


My Reflections Matters

Restorative Practice NYC

  • Culturally Responsive Restorative Practices


Would you like to hire the CREAD team?
We have a combined 67-year of education experience.
We offer workshops, trainings, one on one coaching, and technical assistance to groups as small as 10 and as large as up to 300 participants. We work with Pre K to University level participants and have provided support to entire school districts, individual public, private an parochial schools, community and parent organizations and individual teachers nationwide.
Our topics of expertise runs the gamut from Culturally Responsive and Relevant Education, Hip Hop Pedagogy, Homeschooling for Liberation and Restorative Practices to name a few.