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Chandler P. Miranda

Chandler P. Miranda is a doctoral candidate at New York University and is currently conducting her dissertation research at a high school for recently arrived immigrant teenagers. Her research focuses on school culture and schooling practices for immigrant youth. She taught high school science for seven years in San Benito, Texas, and in Barranquilla and Bogota, Colombia, before pursuing a doctoral degree.
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Learning for Justice and the Power of Place

Learning for Justice is a community education program of the Southern Poverty Law Center (SPLC) that cultivates and nurtures dialogue, learning, reflection and action from those most proximate to and impacted by injustices in the South. By centering learning to inform action for liberation and justice, LFJ will complement the SPLC’s work to increase power and capacity for multiracial, inclusive democracy.

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The Learning Center and Civics for Democracy

Introducing LFJ’s Learning Center, our new online popular education space for everyone (adults, youth and children), offering learning for civic and political action. The Learning Center continues our Community Justice Sites programming in our Southern states and extends our resources to a national audience. This new landing page and menu provides links to our new learning resources and series.

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History and the Power of Place

Video and Q&A conversations with Civil Rights Movement activists and witnesses to history: Jo Ann Bland of Selma, Alabama; Charles Person of Atlanta, Georgia; Valda Harris Montgomery of Montgomery, Alabama; and Helen Sims of Belzoni, Mississippi.
October 21, 2024
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Effective Classroom Facilitation Is Critical to Psychologically Safe and Supportive Learning Spaces

During this back-to-school season, let’s commit to ending school pushout and keeping children in the classroom. Effective classroom facilitation is critical to supporting student learning and lessening behavior concerns. We offer this classroom facilitation model with practices to help educators respond to student behavior with the goal of ensuring well-being and keeping learning on track rather than maintaining absolute control. It focuses on children’s development instead of punishment and offers proactive and inclusive practices to create affirming learning spaces.