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.”
Seth is a graduate student pursuing an EdS degree in school psychology at the University of Wisconsin-Eau Claire. He has taught a variety of courses under the social studies umbrella, which include AP US history, World History, and Human Geography. He believes in evidenced-based practices, public schools and their teachers, and the value of social studies education in a time of civic apathy.
This Colorado teacher wants future educators to know that educators in her state aren’t walking out because they hate their jobs. They’re walking out because they love them.
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.