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Conclusion 

As an educator, I pledge to continue to the process of self-examination and self-introspection that Muhammad writes is the "responsibility we have to know and love ourselves, but also the responsibility to create spaces for the freedom, liberation and love of others" (91). Again, Muhammad writes that "joy cannot be embraced fully if oppression is present." The history of schooling is embedded with longstanding, deep rooted practices and beliefs based on white supremacy and systemic racism. It is integral to student learning that we, as educators, disrupt these systems of oppression in our schools, communities and selves, in order for all students, particularly students of color, to thrive and experience joyful learning as a sense of "sustained sense of fulfillment and self-determination, self-liberation, and self-empowerment” (100).

 

My commitment to cultivating joy in the classroom will be rooted in deepening purpose and self-expression for my students. These two pillars will help guide my lesson planning, goal setting, classroom management and relationship-building with my students toward joy-centered approaches that ultimately grow their joy and love for learning in a form that is authentic to them. With joy factored in as an important element of the learning process, I hope to explore and expand instruction in my classroom to connect deeply with a sense of authentic, applicable purpose and sense of self for my students. 

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Implications for Future Practice 

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Moving forward in my practice, I plan to continue cultivating joy in my classroom by establish student-centered senses of purpose for our work and amplifying authentic self-expression. In addition to displaying and discussing specific "why"s for our learning and incorporating free-writing into my classroom routines, I plan to continue to explore what interests students and brings them joy in order to bring authentic joyful connections into our classrooms. Some specific next-step strategies for cultivating joy are listed below:

 

 

 

 

 

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Though not discussed at length in this inquiry, two additional focus points for future practice that build upon my current inquiry are the following: 

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1. Relationship Building and Community Collaboration: An important element of Christensen's Sweet Learning Protocol is a read-around and exploration of collective text, where students share their writing with each other and work together to pull together both common and unique threads. Working together to acknowledge and recognize a sense of community and shared joy. Building and earning trusting, authentic relationships with students also sets the foundation for joyful learning in the classroom. 

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2. Diverse Student Representation in Curriculum and Materials: Muhammad writes "When students see themselves manifested in our curriculum in diverse and positive ways, we observe their joy." By providing students with culturally responsive curriculum that draws on their experiences, strengths, and needs, learning can become not only relevant but joyful. 

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