LFJ Director Jalaya Liles Dunn emphasizes that “Teaching an honest history counters a prevailing narrative that denies the real origins of this country and maintains an unjust society.”
Before joining Robert F. Kennedy Human Rights, Heffernan was the director of the Genocide Prevention Initiative at the United States Holocaust Memorial Museum. As a senior investigator with Physicians for Human Rights (PHR), he led three investigations to the Darfur region of Sudan and was the lead author of PHR’s report, Assault on Survival. Previously, he served as the Chief of Party for the National Democratic Institute for International Affairs in Guyana. In 1995, Heffernan helped establish and run, as executive director, the Coalition for International Justice, a Washington, D.C.-based
Amy Melik is an educator and facilitator with experience at the elementary, middle, high school and adult levels of education. She currently serves as ELL Teacher and coordinator for a school district near Milwaukee, Wisconsin, and is an equity specialist for BlackBlack and Associates, LLC. Amy serves on the Learning for Justice Ambassadors Collective as well. Her passion is working with culturally relevant practices as they relate to educators, parents and students, especially equitable opportunities for multicultural and bilingual families. Amy's current professional development projects are
Tracking and ability grouping remain common practices in schools across the country despite research showing these practices contribute to segregated classes and opportunity gaps. In Walla Walla, Washington, a group of educators decided to try something different.
A number of years ago, I asked my ninth-grade English students to make a bucket list of at least three things they’d like to do before they die. Examples of what they wrote down include “riding a motorcycle,” “becoming a
Trying to reconcile education and the world we currently inhabit has led one teacher to shift the focus of his teaching to nurturing active participants in a diverse democracy.