Articles

Every morning, Leo's smile brightens the cafeteria at my elementary school. He hobbles in, holding his teacher's hand. His eyes squint at the bright lights. He squirms at loud noises. And always, he smiles.

When I teach lessons about Martin Luther King Jr., I always wonder exactly how students will connect with the events and themes. My adult students are refugees and immigrants from different cultural backgrounds. Some of them were cultural minorities in their countries. Others are experiencing racial discrimination for the first time in the United States.

Last summer, my students were fascinated with union suits, the one-piece undergarment. We were getting ready to visit the Minnesota History Center, where a display featured a Minnesota-based company that got its start as a producer of union suits. We previewed the museum’s collection online. The students were quite taken with the red wool outfit with the “trapdoor” over the rear end.

We were encouraged to see that the school system in Durham, N.C., last week agreed to end discriminatory practices that prevent Latino students from receiving an adequate public education.

For more than 20 years, Teaching Tolerance, based in Montgomery, Ala., has worked to help educators embrace the diverse classroom. We strive toward bias-free schools. We advocate acceptance, respect, equality and safety for all students.

Oct. 8, was a day of victory for a group of 22 Life Academy students in Oakland, Calif. They are part of a 2-year-old advocacy club called “The Real DREAM Act Movement.” Students met regularly to support in campaigning for the passage of the federal DREAM Act. After several weeks of active letter writing and campaigning, their dream had finally come true: California Gov. Jerry Brown signed into law AB 131, a companion bill to AB 130, together known as the “California DREAM Act.”

I wish I could introduce Santos to many residents in my state. Santos is a fifth-grader at my school. I want to keep him safe. He was in my classroom for the first half of second grade. His parents are migrant workers, so when the spring, summer and fall work on South Carolina farms slows and stops for the winter, they take their family to other places and look for life-sustaining employment. Over the past three years, Santos has spent part of the school years here and part away.

Now that a federal judge has upheld most of Alabama’s new anti-immigration law, supporters can crow that the state is “No. 1” –at least when it comes to cracking down on immigrants. But what does that crackdown mean, practically speaking?

Did America’s most divisive war start over slavery or states’ rights? Too many educators get it wrong.

Earlier this year I spoke with a group of teachers who reported seeing a dramatic increase in the number of Spanish-speaking English language learners (ELLs) in their school district. Among their common concerns was a fear of not being able to effectively communicate with the students and their families. These teachers wanted to reach all their students and make them part of their class communities. And, they were very concerned with meeting the adequate yearly progress (AYP).