In the second of a three-part series, this new-educator mentor explains how to build beginning teachers’ strengths in culturally and linguistically responsive practices.
Over dinner recently, I learned of my niece’s concern about her high school administrators removing the Kony 2012 posters that had been plastered all over the school. Kony 2012, a global campaign and viral video released by the nonprofit Invisible Children earlier this month, had fired her up and inspired her. My sister was thrilled to see her daughter so taken with a cause and so committed to having impact.
My students had questions about the central character in the story Fly Away Home written by Eve Bunting and illustrated by Ronald Himler. And even as 2nd graders, they knew something about the problem. "Homelessness is mean," said James.
As dean of students, I’m sitting at my desk passing time one morning when my radio crackles. “There was just a fight in the courtyard,” says a teacher. “I’m bringing both of the students in right now.” I sigh in frustration and turn to watch the security-camera footage on my computer. Sure enough, there are two students facing off in the courtyard. Oh no, I think. Please don’t let that be who I think it is.
A family of four came to speak to my high school juniors and seniors. Two dads and their 16-year-old daughter and 17-year-old son talked about their family, the adoption process and their experiences with discrimination and prejudice.
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.
The Teaching Tolerance staff reviews the latest in culturally aware literature and resources, offering the best picks for professional development and teachers of all grades.
Cathery Yeh (she/her) is an assistant professor in the Attallah College of Educational Studies at Chapman University. She has been in education for over 20 years, beginning her tenure in dual-language classrooms in Los Angeles and abroad in China, Chile, Peru and Costa Rica. As a classroom teacher, Cathery visited over 300 student homes and integrated students’ lived experiences, knowledge and identities into the curriculum. Cathery’s research centers on critical mathematics education, humanizing practices, ethnic studies, and social justice teaching and learning. She is the co-author of the