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Time Spent Building Community Is Never Time Wasted
LFJ Deputy Director Hoyt Phillips offers insight into the significance of intentional and consistent relationship building—inside the classroom and beyond.
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Recognizing Caregivers as Funds of Knowledge
When educators take the time to build and sustain engagement with students’ caregivers, they illustrate social justice in action, showing students that their identities and living situations are valuable and worthy of understanding.
May 26, 2023
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The Fight for Ethnic Studies
Across the country, advocates are working to ensure K-12 students have the opportunity to take ethnic studies courses.
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Section IV: Family and Community Engagement
Being an ally to LGBTQ students means bringing people in and reaching out. With these tips, we hope you can create a community within and beyond the school that helps all families feel valued and helps all students feel
October 31, 2018
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Teachers’ Silence on Climate Change Violates Students’ Rights
It’s our responsibility as educators to ensure we’re teaching our students what they need to know about climate change.
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Tips for Advocating for Inclusive Education
Recommendations for parents, caregivers and community members to help you advocate for inclusive education that supports all our children.
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Creating a Society Rooted in Justice: Q&A with Britt Hawthorne
Nationally recognized anti-racist and anti-bias writer and educator Britt Hawthorne provides insights on raising children to become global citizens.
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What Is Social Justice Education?
A renowned scholar and educator explains social justice education and highlights its role in actively countering injustice and helping to build an inclusive democracy for the benefit of all.
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Digging Deep Into the Social Justice Standards: Action
In this conclusion to a four-part series exploring the four domains of LFJ’s Social Justice Standards, we take a deep dive into action.
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Teaching to End Tragedy: A Call to Elementary School Teachers
This educator asks elementary teachers: Is your classroom preparing students to work toward healthier, safer, more equitable communities—or to do worksheets?