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Our history is sometimes painful; focusing on the “best version” of that history to make it more palatable to young readers denies them the education they deserve.

Teaching Tolerance’s director reflects on what to tell children about the most recent wave of bomb threats against Jewish spaces.

Poet Adrienne Rich once asked: How can we connect the process of learning to write well with [a] student’s own reality, and not simply teach her/him how to write acceptable lies in standard English? The question appeared in her 1979 essay, “Taking Women Students Seriously.” Last week, Adrienne Rich passed away, leaving today’s educators to ponder alone a question that remains as pertinent as ever.

We are all still thinking, talking, teaching and grieving about the shooting death of Trayvon Martin, the 17-year-old in Florida, wearing that universal hoodie. Again, as a nation, we confront the issue of race and what it means to be an African-American teenage male in this country.

For two years I taught preschool to a diverse group of energetic children. Every morning one boy would enter the classroom, throw down his stuff, run over to the dress-up corner and slip into a shimmery polyester wedding gown.

Hand-raising workshops combat participation inequity.

As adults and authority figures, teachers have power over their students. This toolkit is an “adult privilege” checklist teachers can use as a self-assessment tool to help them think about their own privilege in the classroom.

This writer had a light-bulb moment about his student's family—and about himself.

General Mills recently ran an ad for Cheerios cereal featuring an interracial couple and their child. This is cause for celebration and an opportunity to help students explore race and expand media literacy. Unfortunately, not all viewers saw it that way.

The emancipation story remains largely incomplete, over 150 years later.