| Acknowledgments | 5 |
| Foreword | 9 |
| Introduction: Watering the Earth With Educational Excellence | 12 |
| Revisiting Genius | 14 |
| Introducing Joy! | 17 |
| A Call for Humanizing Pedagogies | 21 |
| Tilling the Soil: Preparing Ourselves for Growth | 27 |
| Unearthing the Need for Genius and Joy | 28 |
| But Where Shall I Begin? | 31 |
| Defining Equity | 33 |
| A Brief History of Genius, Justice, and Joy | 34 |
| The Earth Is in Need of Water | 39 |
| A Brief History of Erasure of Genius, Justice, and Joy | 40 |
| Implications for Education Today | 47 |
| Dismantling and (Re)building: Searching for Joy in the Gardens | 55 |
| Coming Into Joy | 58 |
| Strive to Feel Beauty, Wholeness, Wellness, and Happiness | 61 |
| How the Ancestors Embraced Joy | 63 |
| Toward the Pursuit of joy in Schools Today | 70 |
| Educational Pursuits With joy as the Ultimate Goal | 72 |
| The Next Generation of CRE Curriculum | 74 |
| Frequently Asked Questions About the Five Pursuits of the HILL Model | 81 |
| Interrupting for Joy | 86 |
| Unearthing Self | 88 |
| Our Responsibility to Love | 91 |
| Our Responsibility to Reflect and Unlearn | 94 |
| Our Responsibility to Respond to CHRE Resistance | 107 |
| Our Responsibility to Our Children | 111 |
| Who Are You and Who Do You Belong To? | 112 |
| Expanding Our Harvest: Putting Culturally and Historically Responsive Education Into Practice | 115 |
| Redesigning Curriculum and Assessment | 116 |
| (Re)defining Teacher as Artist and Curriculum as Artistry | 119 |
| The Creative Design of Curriculum | 124 |
| Assessing the CHRE Pursuits | 138 |
| Curriculum as Positive Light | 142 |
| Practical and Creative Uses of the HILL Model: Students, Teachers, and Staff Members | 144 |
| Creating Spaces for Genius and Joy | 147 |
| 10 Creative Ways to Use the HILL Model | 150 |
| What Flowers Will You Paint? | 172 |
| Practical and Creative Uses of the HILL Model: School Leaders, Community Members, and Families | 174 |
| CHRE Leadership Matters for the Harvest | 177 |
| 10 Creative Ways to Use the HILL Model | 179 |
| "Art Is a Powerful Tool" | 199 |
| Planting Seeds for the Future: Artistic Interpretations of the HILL Model | 202 |
| Centering Artistic Genius | 205 |
| PreK-K | 206 |
| Grades 1-2 | 208 |
| Grades 3-5 | 210 |
| Grades 6-8 | 212 |
| Grades 9-12 | 214 |
| Afterword: Joy as Magic and Infinite Possibilities | 217 |
| References | 220 |
| Index | 222 |
| Table of Contents provided by Ingram Syndetics. All Rights Reserved. |
