Articles

Teachers, principals and school districts nationwide are grappling with how to respond to the increase in deportations and heightened fears of students and families.

From now on, when we talk about women’s history, the Women’s March should be part of those lessons. Here’s why.

This week’s statement from Secretary of Education Betsy DeVos on historically black colleges and universities is a prime example of whitewashing U.S. history. Classroom teachers for grades 6-12, however, can use this moment as a teaching opportunity.

The importance of relationships and community are woven into this school’s culture. How do they do it?

Yesterday, the Trump administration rescinded the Obama administration’s guidance on transgender students’ rights in public schools. Despite this action, the work to build safe, welcoming and affirming schools for transgender students must continue.

When a bias incident occurred on her campus, this educator quickly adjusted the next day’s teaching plan to address it—because she had to.

After reading Yaa Gyasi’s Homegoing, this teacher is doubling down on his efforts to root the study of literature and written expression in an emancipatory impulse.

What is the power of communities and organizations coming together to explicitly communicate a common social justice education message? It can grow our collective capacity to make positive change.

Teaching students about the role children have played in the march for civil rights—historically and today—is just one of many ways teachers can bring the Women’s March into the classroom.

The news has been abuzz with the term sanctuary city since President Trump issued an executive order on the matter. Attorney Naomi Tsu, who directs the Southern Poverty Law Center’s Immigrant Justice Project, explains exactly what sanctuary cities are.