Volume 31, No.1

Fall 2016

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  • When They Tried to Steal Our Classrooms

    By Amy Lindahl

    Teachers learn that the district’s plan for a desperately needed school renovation is based on “100 percent utilization” — teachers will rotate through classrooms, losing the home bases students depend on. They organize to change the plan.

  • What Happened to Spanish?

    How high-stakes tests doomed biliteracy at my school

    By Grace Cornell Gonzales

    A 3rd-grade bilingual teacher describes how administrators’ anxiety about standardized test results erodes both a school’s commitment to Spanish literacy and students’ love for learning.

  • ¿Qué le pasó al español?

    Cómo fue que las pruebas de alta exigencia condenaron a la educación bilingüe en mi escuela

    By Grace Cornell Gonzales

    Una maestra bilingüe describe cómo la ansiedad que sienten los administradores escolares con respecto a los resultados de los exámenes estandarizados disminuye el compromiso de la escuela con el desarrollo de la lectoescritura en español y el amor de los estudiantes por el aprendizaje.

  • Passion Counts: The “I Love” Admissions Essay

    By Linda Christensen

    Seniors write admissions essays based on something they feel passionate about, discovering at the same time that they are “college material.”

  • Space for Young Black Women: An Interview with Candice Valenzuela

    By Jody Sokolower

    The story of the development, challenges, and successes of a support group for Black girls at an Oakland, California, high school.

  • Who’s Stealing Our Jobs?

    NAFTA and xenophobia

    By Tom McKenna

    As a way to deal with racial tensions between his Black and Latina/o students, a high school teacher examines the impact of the North American Free Trade Agreement.

  • My So-Called Public School

    School foundations and the myth of funding equity

    By Ursula Wolfe-Rocca

    A teacher uses her own school to illustrate how school foundations perpetuate inequality within districts and states.

  • Lead Poisoning

    Bringing social justice to chemistry

    By Karen Zaccor

    Building on the lead-poisoned water scandal in Flint, Michigan, a Chicago chemistry teacher helps her students explore lead poisoning in their own city.

  • Ebola: Teaching Science, Race, and the Media

    By Alexa Schindel, Sara Tolbert

    Two teacher educators encourage their students to think about the impact of racial and colonial biases on media coverage of science issues—and on scientists.

  • Racism, Xenophobia, and the Election

    As teachers and students return to classrooms this fall, together we have to try to make sense of a tumultuous presidential campaign and a summer of racial violence that have […]

  • Fighting to Teach Climate Justice

    By the editors of Rethinking Schools

    There remains a huge gulf between the human and ecological consequences of the climate crisis and the puny attention given to the crisis in the school curriculum. The few paragraphs […]

  • Mexican Teachers Fight Corporate Reform

    “What they’re doing to us is subtle genocide,” Euterio Garcia, an Indigenous teacher from Oaxaca, Mexico, told reporter Shirin Hess. “I am a bilingual teacher for Chinanteco and Spanish. I […]

  • Our picks for books, videos, websites, and other social justice education resources 31.1

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

  • Saul Alinsky Lives!

    By Matt Alexander

    People Power: The Community Organizing Tradition of Saul AlinskyEdited by Aaron Schutz and Mike MillerVanderbilt University Press, 2015 Fifteen years ago, I was part of a community organizing effort that […]