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My eighth-grade girls squealed at the shirtless male movie star photos in a magazine. “Oh my gosh! Check out the abs on this one!” “Yeah,” responded another. “And look at that picture of Taylor Lautner. His face isn’t very good looking, but who cares. Look at those muscles!” This is a typical exchange in my classroom during lunch or before morning meeting. As a teenager, I remember flipping through fashion and celebrity magazines, looking at female models with long legs, luminous skin and perfect hair. They represented what I was supposed to be. Knowing how far away I was from looking like them definitely made me feel ugly. But the magazines were also telling me what kind of guy I should find attractive. Apparently, not much has changed in teenage popular culture.

When a simple greeting engenders stereotypes.

Teaching students about the role children have played in the march for civil rights—historically and today—is just one of many ways teachers can bring the Women’s March into the classroom.

After a colleague told her, “I’m not coming back next year,” this teacher reflected on what makes her an effective anti-bias educator.

Social justice-oriented civics education is crucial for developing the civic knowledge, skills and dispositions people need to fulfill the potential of a multiracial and inclusive democracy.

I just started my sixth year teaching high school English. This year began with the same question as always: “How will I empower the young women in my classroom this year?”

I asked a small group of second-graders what they would like to find inside their mailboxes. That was after we read a story about a goose who opened her mailbox and found a kite. I expected to hear answers of things: video games, toys or basketballs. But the first student who raised her hand looked at me with sincere, big brown eyes and said, "I'd like to find a letter from my dad." In my classroom, my kids say the profoundest things.

Teaching with international films brings the world to your students. This toolkit for “Reel Life” provides information about suggested films that will “edu-tain” your students.

When we encourage our students to consider how power and privilege affect them, we must also anticipate that they’re going to want to do something about injustices they see.