The Chilling Effects of So-Called Critical Race Theory Bans
Teacher educators describe how teachers interpret Tennessee’s “Prohibited Concepts in Instruction” law; vague language suppresses — educators resist.
Rights
It’s a Big Fat Deal
A special education teacher tackles fatphobia in our schools head-on, pointing out how we fall far short in our efforts to rid it from the classroom and how fundamentally detrimental fatphobia is to teaching and learning.
Don’t Despair About the Supreme Court
The courts have never been on the side of justice, only moving a few degrees one way or the other, unless pushed by the people. Those words engraved in the marble of the Supreme Court, “Equal Justice Before the Law,” have always been a sham.
Protecting Trans Youth
The Right has declared war on trans youth. Recent headlines offer a sickening taste of what reactionary governors and state legislators have been cooking up in their laboratories of transphobic […]
Diversity Is What Makes It Interesting to Study Living Things
A biology teacher focuses on how rethinking classroom language around gender and reproduction can impact inclusion.
The 2020 Presidential Election: Educators Speak Out
We asked a group of radical educators to weigh in on what they hoped would be part of any 2020 presidential candidate’s education platform.
“Aren’t Grown-Ups Supposed to Keep Kids Safe?”
If there was ever any doubt, now there is only certainty, as educators we’re on the front lines of this fight. And when students like Kina ask us if we can keep them safe, our actions must be our answer. If we refuse to talk about these issues — because they are too painful, too complicated, too sensitive, or too politically fraught — that sends a clear message that we have relinquished our responsibilities, as adults, to try to keep them safe. Our silence is complicity. Now is the time for action and solidarity.
Pencils Down
This powerful collection from the groundbreaking Rethinking Schools magazine takes high-stakes standardized tests to task. Despite overwhelming evidence that the tests are invalid ways to measure teaching and learning — […]