How the myth built up around Columbus has helped condition kids to accept imperial adventures like the Iraq war.
In the latest installment of our regular column “Earth, Justice, and Our Classrooms,” Rethinking Schools curriculum editor Bill Bigelow writes about global youth activism around climate justice and the urgency of the crisis, and introduces readers to the Zinn Education Project’s Teach Climate Justice campaign.
A high school ethnic studies teacher describes how students in the Pacific Island Club used poetry to refocus the narrative surrounding climate justice onto frontline communities.
As young people across the country join the global movement to mobilize school strikes to demand climate action, one group is starting to think more seriously about how to best support those efforts: their teachers.
The latest installment of our Earth, Justice, and Our Classrooms column looks to a piece of very good news that national media missed following the 2018 midterm elections. By a margin of almost two-to-one, tens of thousands of Portland, Oregon, voters approved an imaginative clean energy initiative that offers a model for the rest of the country — at the ballot box, but also in our classrooms.
“Climate justice” education means a lot of things. But one key aspect is that we involve students in probing the social and economic roots of the crisis.
We asked a group of radical educators to weigh in on what they hoped would be part of any 2020 presidential candidate’s education platform.
The third installment of our new environmental justice column celebrates the annual two-day Climate Justice Fair at Madison High School in Portland.
In the spring 2011 issue of Rethinking Schools we editorialized about the immense gulf between our terrible environmental crisis — especially the climate crisis — and the adequacy of schools’ curricular response. Seven years later, we still see this gap between crisis and curriculum — which is why we are launching this regular “Earth, Justice, and Our Classrooms” column: to offer encouragement and resources for teachers to help students explore the roots and consequences of the crisis and figure out how to respond.
The second installment of our new environmental justice column focuses on one part of a resolution passed by the Portland, Oregon, school board that mandates the school district not use text material that doubts “the severity of the climate crisis or its root in human activities.”