One principal questions the value of educator conferences that focus on “student voice” without recognizing the social contexts in which voices struggle to be heard.
Deslin Chapman (she/her) is the deputy director of curriculum and content for Learning for Justice. An author, editor, educator and democracy advocate, Deslin has extensive leadership experience in nonprofit program management, education and publishing. She is a graduate of Queens College (City University of New York), with Bachelor of Arts degrees in anthropology and English, and holds a Master of Arts in education from the University of Mississippi. Throughout her professional career, Deslin has infused her work with a deep commitment to human rights.
LGBT educators enjoy more openness and acceptance than ever before. But their gains have been fragile and uneven. And many still feel it’s safest to teach from the closet.
In this blog post, Steve Locke—a college professor of 13 years—details being wrongfully detained by the police while walking to get lunch all because they believed he matched a description.
Today is the 11th anniversary of the death of Matthew Shepard. I don’t think anyone can contemplate this date without a mix of strong emotions. But for me, the date always brings a special blend of anger, shame and guilt.
Ava, an 8th-grade student in my after-school creative writing class came to me to discuss a story she was working on. She was writing a fictional story about a gay teenager who struggles with his sexuality and coming out. Even early on in the process, I was impressed with her ability to look at this story as a complex study in understanding—giving a voice to, and respectfully exploring, the conflicts of a gay teen.
When talking with students about mass shootings, you can't avoid addressing mental health. This TT staffer offers recommendations for ways you can talk about mental health with your students—without adding to the stigma already in place.
“Many residents of Compton, California, live in a food desert, which means they lack access to healthy foods and young people have never acquired the habit of eating fresh fruits and vegetables. Retired neurosurgeon Sherridan Ross may have a solution: Teach them to grow their own food. Drawing on the legacy of farming in Compton by African Americans, Sherridan develops community gardens that transform the attitude of neighborhood youth to food, and benefits them in other ways, too.”
In this poem, the speaker--who is Native American--responds to a series of unspoken discriminatory questions. The reader can deduce the missing questions based on the speaker's responses.
Educators can’t display religious symbols in public schools, but that does not mean religious symbols can never appear in the classroom. So when is it OK?