Search

Susan Gelber Cannon is an educator with over 30 years of experience in elementary and middle school classrooms. She advises the Middle School Student Council, serves as Diversity Coordinator and teaches history, English, Model UN and debate at The Episcopal Academy, in Newtown Square, Pennsylvania. She has trained teachers in China and Japan and at international conferences to develop teaching methods to empower students to think, care and act as informed global citizens. She is eager to share resources in character, global, multicultural and peace education via her book— Think, Care, Act

We are the staff of the Southern Poverty Law Center's Learning for Justice program. We are committed to teaching and learning together in community to foster the practice of democracy for the greater good of our communities in the South and our nation.

Darnell Fine is a classroom teacher and writer whose work focuses on questions of power and critical thought. He facilitates creative writing seminars and social justice workshops nationally and internationally. An educator by trade, he applies radical imagination to the profession of teaching. He seeks to empower his students and encourages them to transform society into a more just place. Darnell was also a 2012 recipient of the Teaching Tolerance Award for Excellence in Cullturally Responsive Teaching.

Mary M. Harrison, a regular contributor to Teaching Tolerance, is a freelance writer in St. Charles, Mo.

Michael R. Wenger is a special consultant to the Joint Center for Political and Economic Studies.

Jamie Rhein of Columbus, Ohio, is taking a break from teaching to pursue a writing project.

Luis C. Moll is a professor and associate dean at the College of Education at the University of Arizona. His research addresses the connections among culture, psychology and education, especially in relation to the education of Latino children in the U.S. Among other studies, he has analyzed the quality of classroom teaching, examined literacy instruction in English and Spanish, studied how literacy takes place in the broader social contexts of household and community life and attempted to establish pedagogical relationships among these domains of study. He is perhaps best known for coining

David O’Brien’s scholarship and teaching focus on the literacy practices of adolescents. He has studied how adolescents use literacy to learn content across the disciplines and also how their teachers learn to integrate literacy practices into various disciplines in middle and high school instruction. His research is collaborative, conducted within a community of practice with the intent of improving adolescents’ literacy skills and practices concurrently with improving their teachers’ abilities to meet the needs of a range of learners. In a recent project, he collaborated with colleagues at