From Chicago to Dallas, from Atlanta to Nebraska, from Maine to Los Angeles, and in small towns throughout the land, an outpouring of millions of Latinos and human rights supporters […]
Fourth-grade English language learners use wikis to study border issues and gain literacy skills.
For those of us working with immigrant populations, we have in our students living examples that we can use to bring the immigration issue to the forefront and teach all of our students.
The Association of Raza Educators implores you: open your scholarships to all students of Hispanic descent regardless of citizenship.
Have you ever sat next to an Asian student in class and wondered how she managed to consistently get straight A’s while you struggled to maintain a B-minus average? -from Top […]
Viviana, who had only lived in the United States for two years, walked nervously to the speaker’s podium at a press conference on the steps of her high school. Although […]
When I was a child, my mother couldn’t help us with our homework. She had gone to work as a maid in a Mexican hacienda at age 11 and hadn’t learned to […]
The same mid-February weekend that Trump declared his manufactured emergency, I traveled to El Paso on behalf of the Massachusetts Teachers Association to take part in a “Teach-In for Freedom” organized by Teachers Against Child Detention. This event, among other demands, “called on the U.S. government to end the detention and criminalization of immigrant children and their families.”
Students’ names are the first thing teachers know about the young people who enter our classrooms; they can signal country of origin, gender, language. Students’ names provide the first moment when a teacher can demonstrate their warmth and humanity, their commitment to seeing and welcoming students’ languages and cultures into the classroom.
A teacher creates a welcome poems lesson to celebrate the diversity of students — and with students.
I worked with ArtXpress — a program for teens through the Milwaukee Art Museum — as an intern for three weeks over the summer. Our mission was to choose a […]
Immediately after an earthquake devastated Haiti in 2010, corporations swooped in to capitalize on the destruction and to privatize public enterprises. Hagopian explores how disaster capitalism hit the education system and what the effects were on students and families.
A high school teacher explores how the dynamics of a classroom can change when a student leaves and what the effects can be on that student, the other students, and the teacher.
A social studies teacher describes the role play trial she developed around a largely forgotten period: when during the Great Depression the United States deported thousands of Mexican American families.
A teacher of color writes about obstacles he faced during his first year in the classroom and the support he received — and did not receive — from other teachers and administrators.
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.
“Haiti is one of the poorest countries in the world.” That’s the only thing this Haitian American teacher remembers being taught in school about her family’s country of origin. She calls for a revolution in how educators teach Haiti.
How 4th-grade students in Southern California were helped by their teachers to develop curriculum surrounding the mass deportation of U.S. citizens of Mexican heritage in the 1930s and pass a law to investigate what happened.
A high school teacher uses the #MeToo movement and students’ own experiences with apologies to interrogate the government’s 1993 apology to Native Hawaiians for the 1893 overthrow of the Kingdom of Hawai’i.
Organizer and advocate Tony Báez has been fighting for improved bilingual education programs for decades. In this interview, he talks about the current state of bilingual education and describes how parents and educators won a maintenance K-12 bilingual program in the Milwaukee Public Schools.
It has always been an educator’s responsibility to act in solidarity with vulnerable students. But with President Donald Trump’s September declaration that he will end DACA, we are called on to be more audacious, more resolute, and more imaginative in our solidarity with the 800,000 undocumented young people who now face a frightening uncertainty about their future in the United States.
Since 1993, the Mexican border city of Ciudad Juárez has been shaken by disappearances of teenage girls and young women. Officials say they have few leads. The murders in Juárez have received some international attention, primarily due to government inaction. Yet little has been done by the government to prevent violence against women and girls, as officials neglect to bring their perpetrators to justice.
Residents do not let these deaths go unnoticed as hundreds of pink crosses — a symbol of these missing women — dot the border. An increase in these deaths coincided with the implementation of the North American Free Trade Agreement (NAFTA). A treaty between Mexico, the United States, and Canada, NAFTA sought to increase investment opportunities by eliminating tariffs and, like many other economic agreements, benefited the economic elites of the three countries while resulting in widespread unemployment, increased class stratification, and mass emigration. Most of the “disappeared” women work in assembly plants or maquiladoras, owned by the United States and transnational corporations that dashed to northern Mexico post-NAFTA to reap the benefits of lower wages and lax environmental regulation.
A middle school teacher describes the trauma experienced by his students over the year and struggles to create meaningful hope rather than slogans.
A teacher wrestles with explaining refugee crises, dictators, and the trauma of war to her 1st- and 2nd- grade classroom.
Educator Debbie Wei, co-founder of a folk arts-based school in Philadelphia’s Chinatown, describes her journey—from growing up as the child of Chinese immigrants who never spoke to her in their native language, to advocating for heritage language programs.