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As a matter of practice, we encourage teachers to integrate learning opportunities about religious tolerance and cultural understanding throughout the school year. But this is especially important as the 10th anniversary of 9/11 approaches.

A weekly sampling of articles, blogs and reports relevant to TT educators.

As a student, seventh grade was a really scary time for me. Even now, I distinctly remember the churning in my belly every morning when I arrived at school. I was crippled by insecurity when the teacher called my name in class and all eyes turned my way. School felt aggressive and frightening. Students struggled for power and to be seen as “popular.” I began to realize that my anxiety was something that made me different from the other kids.

How can educators enfranchise student voices for school improvement? A free toolkit—Speak Out, Listen Up!—offers some try-tomorrow strategies.

In almost every public school in the United States, attitudes and behaviors in the classroom presume an unacknowledged, yet pervasive, Christian norm. How does this affect students who are not Christian?

The shared history of African Americans and Indigenous Americans is rarely taught. TT talked to Professor Tiya Miles about why we can’t understand American history without it.

Several stacks of fake dollar bills enclosed in a Plexiglas case sit at the center of an exhibit entitled “RACE: Are We So Different?” at the National Museum of Natural History in Washington, D.C. One stack towers over the others. This teetering pile of bills represents the average net worth of “white” people’s assets in relation to those of other racialized groups based upon data collected by the U.S. Census Bureau from 1997 to 2000. While the “Asian” stack is almost as high, the “black” stack can hardly be called a stack at all; the “Latino” stack is almost as low.