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In a recent discussion about a history reading, I asked students if they understood the need to think critically about what we read, even if the reading is labeled “historical.”

Before Freedom Summer began, Charles Moore and Henry Dee were the first victims of the project's white-supremacist backlash.

Our new film and viewer’s guide offer educators the tools they need to teach honestly and effectively about lynching and the symbolic power of the noose.

It happens in every class. We’re discussing a text, a publication, a current event, a poem. The content doesn’t matter. It’s the phrase that counts. A student comments and uses the phrase “African American” or even “black people.” The student is white. The reaction of the class – almost all white – is swift. As if choreographed, all eyes turn to the one student of color. The spotlight of eyes shines down and he or she blinks back as if staring into the sun. The teacher should use this moment to open a discussion.

When you hear about a school bully, you might automatically picture that big-for-his-age fifth grade boy or a teen girl whose manner of dress and speech makes her look and sound a bit rough and tough. All too often, however, school bullies are actually the grown-ups in charge.

The state of the union when the Brown decision came down.

Afraid to teach about privilege? Three teachers show how it’s done.

Silence speaks volumes. Our students are listening.