Christensen has students reimagine literature and their own stories to talk back to and disrupt injustice — and build solidarity.
A high school teacher analyzes the biases in financial literacy curricula and shares how he teaches about alternative economic systems and powerful labor and social movements instead.
Green and her students critique the idea that good citizens follow rules, and then study activists who make — rather than keep — peace in the face of injustice.
Teacher educators describe how teachers interpret Tennessee’s “Prohibited Concepts in Instruction” law; vague language suppresses — educators resist.
As one teacher says, “My students may be little, but that does not mean their emotions are.” A parent of a student with Down syndrome and educators in the same district discuss inclusive teaching strategies and pedagogical risk-taking.
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.
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.
Just as workers are going to need unions, young people need to be organizing as students to make collective demands on the system as well as to meet their needs in an emergency.
The letters are sweet and encouraging — had they been delivered, they could have changed their recipients’ lives.
“Do you feel like a boy?” “No, mom. I’m a girl.” My daughter’s statement could not have been more direct, honest, and clear. In that moment I glimpsed how deeply gender-expansive people feel who they are, no matter what society has labeled them as at birth.
I hope that centering Indigenous voices in the classroom and school garden will teach my students the value of Indigenous ways of knowing. As they develop an awareness of the social injustice and resilience that characterizes the stories of Indigenous peoples and their food cultures, I want them to be dissatisfied with the absence of Native narratives and seek out the voices of the tribes themselves.
In her new book, The Spirit of Our Work: Black Women Teachers (Re)member, Cynthia Dillard (now dean of the College of Education at Seattle University) provides language for what occurs when Black women teachers discover their spiritual wisdom and identities that are part of a long historical continuum of Black women’s resistance, creativity, and ultimately, their healing.
There is no end-point in the fight for justice and equality, no moment when the argument is finally settled. As Angela Davis has said, “Freedom is a constant struggle.” Although that proposition seems exhausting, it is also hopeful. If our wins are never wholly secure, then neither must our losses be permanent. The struggle for reproductive justice continues, and our curriculum must nurture our students’ capacity to envision and participate in its next stages.
To say this year has been tough on schools and educators would be a wild understatement. We asked a group of educators if there was one moment, event, or issue that really stuck out for them — something that encapsulated their experiences during these tough times. We also asked if there was anything that gave them hope, strength, or helped them through this year. Here’s how they responded . . .
A 5th- and 6th-grade teacher asks her students to wrestle with what “identity” and “intersectionality” mean.
Have we reached a point in history where we are ready to embrace a new way of living in the world, expanding not our military power, but our humanity?
An elementary teacher helps her students express themselves about social justice issues like the murder of George Floyd and Black Lives Matter through movement and dance, and helps them see how dance can celebrate diversity.
As part of the so-called “Great Resignation,” many teachers are leaving the field or thinking of leaving earlier than expected; the impact on public education could be catastrophic.
Role plays can offer students engaging ways to learn, but require careful contextualization and follow-up. This article offers some cautions and guidance about using them.
A doctoral student tells the story of her experience with a dangerous role play — poorly conceptualized and taught — when she was an undergrad.
In honor of Zinn, we are featuring a “Zinn at 100” essay in each issue of Rethinking Schools this year. This is not nostalgia. We commemorate and celebrate Zinn for his ongoing relevance in helping us think about education and activism.
Wolfe-Rocca shares the results of the first-ever comprehensive review of state standards on Reconstruction, noting that Zinn Education Project researchers found that the standards fail to define the era or outline its crucial themes. The article also offers what the Zinn Education Project proposes for state and district standards.
Teachers nationwide have been standing up to register their resistance and solidarity, organizing rallies, supporting school board candidates who reject these bills, and doubling down on their own efforts to learn and teach about race.
Alexander and their middle school students use the powerful poem “To live in the borderlands means you,” by Gloria Anzaldúa, to explore the borderlands of their own lives.
A music teacher stories her tense journey to listen to and include a parent in her child’s education.