Too often our metaphors embed messages that are hostile to the Earth and to social justice. Metaphors can reflect — and legitimate — a violent, extractive, colonial worldview.
Christensen argues that the tight reliance on the format of the literary analysis hinders students’ imaginations, and that they should instead write “unbound” essays of risk-taking and experimentation.
Consider the following sentences: A woman, without her man, is nothing. A woman: without her, man is nothing. It’s all in the points—the periods, commas, semi-colons, and other punctuation marks. […]
When Chicago stole my mother’s tongue, it also stole all her yesterdays. A poet’s lyric plea for teachers to nurture their students voices and stories.
None of my schools issued uniforms. What I did wear was a uniform in my head which kept me in line, out of trouble. It was a suit which had […]
Using native Spanish speakers to instruct their classmates in more than just verbs and pronunciation.
Building classroom relationships through poetry.
Latinos dance, they sing, they happily play baseball. And what great food!
Nurturing student writing to make it language of power”.”
A mother tries to leave her Southern accent behind.
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 kindergarten teacher looks at birthday celebrations in her classroom and whether all of her students’ home languages and rituals are being uplifted.
“Part of the work of teaching students to read is teaching them to question not only the written word, but also the author,” Christensen writes in her article about teaching students how to confront writers whose stories erase the full truth and misrepresent people and places.
The director of a world language teacher preparation program argues for an end to the edTPA because it bars native Spanish speakers from public school classrooms.
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.
The staff advisor for their high school’s Queer-Straight Alliance delves into the complexities of a student-led training for teachers on the importance of using students’ preferred pronouns.
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.
A teacher in a predominantly white school and classroom describes how she chose to protect and educate one of her Black students, rather than use him to educate her white students.
A journalist explores the way Indigenous language and community is connected to the classroom in several communities in Alaska, and explores how educators there have built new frameworks to fight against Eurocentric curriculum.
A kindergarten teacher uses images, literature, poetry, and collages — as well as her own history — to challenge students’ implicit bias and preconceived notions surrounding the color black and to teach the lesson that Black is beautiful.
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.
Returning to her home country of Okinawa at 13, Moé Yonamine was hit by a teacher for speaking her Indigenous language. She reflects on the history of colonial oppression in Okinawa and the importance of keeping culture and language alive.
The executive director of San Francisco’s Arab Resource and Organizing Center describes the successes and obstacles for a community-based campaign to offer Arabic language instruction in the district’s schools.
For almost two decades, teachers have looked to Reading, Writing, and Rising Up as a trusted text to integrate social justice teaching in language arts classrooms. This accessible, encouraging book […]
Rethinking Bilingual Education is an exciting new collection of articles about bringing students’ home languages into our classrooms. How do we bring social justice curriculum into our bilingual classrooms? How […]
