resistanceeducation — Cheyenne Wyzzard-Jones

Offered Services

I am a trained master in Curriculum Development and Organization’s Equity and Inclusion Development. I am exceptionally experienced in the field of arts and culture for nine years as a writer, facilitator, and developer of programs. My experience and skill of nine years has reflected the following:

Implementing and facilitating strategic development plans, facilitating internal conflict mediations, and providing backward design curriculum development for educators and institutions i.e. Black Feminist Futures, Wavehill, Transformative Justice Hub, ACLU, Columbia University, The New School, Democracy Now!, and more

Lead and facilitate State and City programmed community engagement and impact meetings in New York, Philadelphia, and Boston for Parks & Recreation, Public Art Departments, and Community Friends Group’s
Provide leadership development and coaching in equity and capacity building for organization’s board of trustees, key staff members, and directors of programming
Facilitate collaborative partnerships with community stakeholders, public schools, and larger organization’s or foundations to increase capacity and program efficiency
Design racial gender equity and curriculum modification to educators teaching high school through higher education; highlighting Critical Race Theory, Black Feminist Discourse, Spatial Justice Initiatives, Indigenous Feminist Discourse, and Transnational Feminist Theory
Design state standardised student-centered UX learning materials and project-based learning curriculum to improve learner effectiveness through Figma, Blackboard, and InVision for educators in standard grades 6th – higher education impacting over 200 students a year

All of my services center Black, Indigenous, and Queer Stories, Methodologies, and Analysis. I center radical technologies that lead toward a liberatory future.

The Resistance Education Framework is one that honors the legacies of many Black and Indigenous knowledge sharers, educators, and healers. It is consistent throughout all of what I share, understanding that there is always room to shift, grow, and transmute this framework.
Do you need support modifying a curriculum to be inclusive, accessible, and advanced for student centered learning and methodology? I can support.
You can also find public syllabi and curriculum developed for higher education, high school aged, and grades 6-8th in the curriculum section.
As a curator I center the breadth of Black Indigenous Queer Technologies. Technologies that disrupt white dominant concepts of time, gender, borders, and extreme systems of punishment that have altered a natural order. I am inspired by the way art is a medium of archival storytelling, and how the anti-space can exist to not only shift culture but change consciousness. In this way, my curation style experiments with my own questions around space making, equity, and art. I continue to come back to questions regarding global Black, Indigenous, and Queer experiences, history, and sometimes how those both show up in our current world.
My curative research practice centers qualitative methodologies, being informed by first person narratives alongside archival and oral histories. Academic methodologies I am informed by are spatial restorative land justice, queer “promiscuous”, Black feminist, and Indigenous feminist discourse.

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What People Are Saying

"I am so happy that I attended the training! Cheyenne is very knowledgeable about the topics we discussed and very welcoming of other people’s thoughts as we learn new terminology and ideas."

— Jen, Boston University

"It was so thoughtfully planned and facilitated. I appreciated your intentional transparency and your modeling of responsive, flexible leadership. I came away feeling energized and enriched. The training has left me thinking hard about how I can make my classroom a smooth counterspace – about what both of those words mean in a classroom, about where/how my classroom sits inside an institutional (and social) structure, and about all of the emotional history students bring into any classroom."

— Lise, Public School Teacher

"This training was intimate and intense but I felt like people were bringing their best selves. Conversation was nuanced, careful and honest. I would say it was more challenging, in good ways, than many of these types of trainings that I have been to in the past. Thanks Cheyenne for offering this truly valuable resource to the world. I appreciate all the work you are doing!!"