Volume 29, No.4

Summer 2015

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  • 4-Year-Olds Discuss Love and Marriage

    By A.J. Jennings

    An early childhood educator shows how far-ranging discussions can open children’s eyes to a broader understanding of relationships, including same-sex marriage and not getting married at all.

  • Los niños y las niñas de 4 años hablan sobre el amor y el matrimonio

    By A.J. Jennings

    Una maestra de preescolar demuestra cómo una variedad de conversaciones pueden ampliar el conocimiento de los niños sobre las relaciones interpersonales, incluyendo los matrimonios del mismo sexo y las parejas que no se casan.

  • Baby Steps Toward Restorative Justice

    By Linea King

    A middle school teacher tries to implement restorative practices in her classroom. It’s harder than she thought.

  • Collaborating to Capture Community Resilience

    By Stephanie Cariaga, Jerica Coffey

    Teachers form an inquiry-based study group to support each other as they look for ways to build on the resilience of their students.

  • Storytelling as Resistance

    By Jerica Coffey

    After a critical look at how their community is described by others, high school students interview and tell the true stories of people in their Watts, Los Angeles, neighborhood.

  • Research as Healing

    By Stephanie Cariaga

    As 9th graders focus persuasive letters on community issues, their teacher realizes she must be open about her own pain to empower students to be open about theirs.

  • Can We Rescue the Common Core Standards from the Testing Machine?

    By Peter Greene

    Would the Common Core be OK if it weren’t for the tests? An activist/blogger says no.

  • Learning About Inequality

    A poem for two voices

    By Linda Christensen

    A master English teacher uses dialogue poems to develop empathy and connect history to literature.

  • Climate Change and School in a Yup’ik Fishing Village

    By Jill Howdyshell

    In a small village in southwestern Alaska, climate change is a current reality, not a distant fear. But it’s not in the curriculum or discussed at school.

  • Blood on the Tracks

    Why are there so few Black students in our science classes?

    By Amy Lindahl

    Science teachers at a Portland, Oregon, high school ask how they can make their science classes more welcoming to Black students.

  • Colonizing Wild Tongues

    By Camila Arze Torres Goitia

    A teacher vividly describes her own experience of English-only schooling.

  • Teaching as Defiance

    By the editors of Rethinking Schools

    Recently, we posted an article at the Rethinking Schools Facebook page that listed reasons why parents should opt their children out of standardized testing, including “standardized tests narrow the curriculum.” […]

  • Short Stuff 29.4

    Seattle Students Vote with Their Feet Not a single junior at Seattle’s Nathan Hale High School showed up to take this spring’s Smarter Balanced tests (SBAC—one version of the Common […]

  • Letters 29.4

    Unfair to Behaviorists? The author of “They Deserve Good Teaching, Too: Social Justice in a Classroom for Students with Autism” (spring 2015) has misrepresented to your readership what Applied Behavior […]

  • Thinking and Playing Under Pressure

    By Herb Kohl

    These are troubling times for teachers and students. The pressures of testing and being tested, the uncertainty of the future of tenure and evaluation, and the pressure to adopt new […]

  • Our picks for books and other resources for social justice teaching 29.4

    By Reviewed by Bill Bigelow, Deborah Menkart, and Dan Coffey

    Check out these valuable resources, reviewed by Rethinking Schools editors and Teaching for Change colleagues.

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