Twitter, Google Docs and their cousins shrink the spaces between cultures even as they expand the reach of a typical classroom. How can you use them to promote social justice?
For the last few days, an “educational analyst” for Focus on the Family has been getting a lot of press. She’s been suggesting that anti-bullying efforts that draw attention to the harassment of lesbian, gay, bisexual and transgender (LGBT) students are part of a “gay agenda” to “sneak homosexuality lessons into classrooms.”
When many students think of buses and desegregation, their minds instantly go to Rosa Parks and the 1954 Montgomery Bus Boycott. But the larger civil rights fight over transportation took place seven years later with the Freedom Rides.
Last week, we posed a question to students via their teachers: What advice would you give to the new president? Their thoughtful responses blew us away.
Telling only one story of civil rights marginalizes the voices we ignore. It also prevent us from doing exactly what the story of civil rights is supposed to teach us to do―fight for justice in our own communities as those before us did.
What do you do when anti-bias teaching strategies are derailed by real, in-the-moment fears? See how one educator responded to Islamophobia in her classroom.
Marvin Reed resides in the Bay Area and teaches third grade at Rosa Parks Elementary School in the Berkeley Unified School District. He holds a bachelor’s degree in sociology, a master’s degree in higher education and leadership policies, a Multiple Subjects Teaching Credential and currently is pursuing a doctorate in educational leadership from California State University, Sacramento. He was recognized in 2021 as the Computer-Using Educators (CUE) Emerging Teacher of the Year. He has served as a judge and as a leadership clinician with many prestigious marching band programs around the state
“The Fort Peck Assiniboine & Sioux Tribes Reservation in Montana is home to tribes whose culture was defined by their relationship to their land and their horses. Generations of systemic oppression drained their culture of its traditional meaning, and they struggle with grief, shame, and loss. Their trauma has led to fractured families, substance abuse, and a high teen suicide rate. Charlie Four Bear gives troubled Fort Peck youth a chance to build relationships with horses, and through them, with tribal elders like himself, to reclaim their tribal family’s cultural pride.”
“The desert-dwelling Agua Caliente Band of Cahuilla Indians were uprooted from their ancestral lands. For decades, they were cheated of the property rights deeded to them by the U.S. government, and then subject to restrictive deed provisions. Not until the 1980s were they able to develop their own land in Palm Springs, and only recently have they begun to restore the springs revered by their ancestors. Tribal council member Anthony J. Andreas III battles the severe mental health problems that afflict the traumatized tribe by reviving ancestral practices. Traditional Bird Songs and pottery help today’s youth draw strength from the tribe’s sources of spiritual resilience.”