Ep. 113: Equipping Young People To Lead

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EQ: How are young people around the world being equipped to address important social issues of our times?

Guest: Alisara (Ally) Christensen is from Bangkok, Thailand and the Jump! Foundation

Ally shares her experiences growing up in international schools and her passion for youth development. The Jump! Foundation offers a range of hands-on, experiential workshops to empower and equip students for exploring social issues, and specifically increasing their awareness on diversity, equity and inclusion. Although surprising for some, these conversations are somewhat new in international education. However, with access to technology and social media conversations about race and justice are now coming to the forefront of the conversation. We also explore the ever-evolving language around these issues of opportunity access. We finish the episode discussing the importance of having youth be the drivers of the conversation and bringing them along for the work rather than doing the work of change for them.

Resources:

Do Your Fudging Homework:

Ep. 111: Back to School, Go To School Board Meetings!

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EQ: How can we better understand the anatomy of a school district in order to access levers of power & be more effective advocates in our local schools?

Hope and Megan and joined by 2 special guests, Bethany Rivard and Wendy Smith. Bethany is an award winning English Language Arts & Theater teacher at Fort Vancouver High School. Wendy is a classroom teacher and on the Vancouver Public Schools Board director. In this episode, they discuss the anatomy of a school district including who you should reach out to when you have concerns, the best way to connect with your school board members, and why you should attend and participate in school board meetings.

If you’re interested in running for local office reach out:

Do Your Fudging Homework:

Ep. 109: Back to School, Mail Bag Edition

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EQ: What concerns, questions, ideas, or fears do you have for the upcoming school year?

Today’s episode is the start of our Back to School series. First, we’re going to discuss listeners' ideas, concerns, questions, and fears shared with us. We appreciate everyone who took the time to send us your thoughts.

Then, we’re going to  record an episode specifically targeting educators returning to the classroom--we’ll dig into creative ideas and ideally leave you with some hope & inspiration for the weeks ahead. Lastly, we’ll dive into the anatomy of a school district and levers of power with a guest who is a teacher, union activist, and school board member! We’re really excited for the episodes ahead.

This conversation is an exploration of what “normal” school years mean and what our listeners are thinking about as we head into fall. While we may not be full-blown quaranteaching, we are returning to school this fall with a pandemic hovering over our shoulders. 

Related Sources:

A special thanks to all our listeners who contributed to this conversation via Slack, Twitter, and Facebook. We appreciate your engagement!

Ep. 106: On CRT with Dr. Lee-Ann Stephens, 2006 MN Teacher of the Year

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EQ: Is Critical Race Theory currently being taught in K12 schools, and if not, should CRT curriculum be adopted in k-12 education?

For part 2 of our conversation we are excited to be joined by our guest Dr. Lee-Ann Stephens, Minnesota Teacher of the Year 2006, has been an educator for 31 years with K-12 teaching and leadership experience. She currently serves as a teacher on special assignment with the St. Louis Park Schools in Minnesota, as the High Achievement Program Coordinator and the advisor for Students Organized for Anti- Racism. She is an affiliate with Pacific Educational Group: Courageous Conversations about Race, an Advisor for Integrated Schools, and she has been appointed by Governor Walz to the Education Commission of the States, a partner with education policy leaders to address issues by sharing resources and expertise. Follow Dr. Stephens on Twitter: @MNTOY2006

In this episode, Dr. Stephens defines critical race theory and delineates the five tenets of CRT:

  1. Permanence of Racism--so embedded in society it seems natural & is often invisible

  2. Counter Storytelling--sharing stories that are counter to the dominant narrative

  3. Interest Convergence--Civil Rights victories occur when White People benefit. In other words when interests converge.

  4. Critique of Liberalism--challenges the notion of neutrality, objectivity, colorblindness, & meritocracy

  5. Whiteness of Property--According to legal CRT scholar Harris, property functions on 3 levels: the right of possession, the right to use and the right to allocate. Furthermore, the right to transfer, enjoy and exclude.

We then discuss whether or not CRT is currently being taught anywhere in the US in K-12 classrooms how some folks confuse critical race theory and culturally responsive/reflective teaching and whether or not it should be. 

Check out Dr. Stephens’ Writing & Podcasting:

Champagne & Real Pain:

🥂Fight for Honesty in Education

👎🏻Shame on these people: Linda Ader, Erick Johnson, and David Weinberg who are running for Peninsula SD No. 401 on false narrative about CRT & comprehensive sex education

Do Your Fudging Homework:

Ep. 105: Critical Race Theory & Other Things White People Don’t Understand

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EQ: How is the panic around Critical Race Theory indicative of white nonsense and why has it become such an easy target for Conservative Politicians?

In this episode of IWL, Megan and Hope dig into the kerfuffle that is the recent critical race theory (CRT) debate. Built on nonsense and white fragility, CRT is now a phrase donning the lips of many a well-meaning but poorly informed person. Armed with fear and misunderstanding, some communities are demanding school boards institute bans and establish parameters for how teachers teach history (and other related topics). From “why are folks mad” to “are we actually teaching CRT in our classrooms”, these IWLs share their own understanding of the topic and where they are still learning, growing or feeling confused.

Referenced in this episode:

Do Your Fudging Homework:

Ep. 103: Meet Us at the Corner of Evangelical Fundamentalism & Tiktok

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EQ: To what extent should we pay attention to the intersection of white supremacy, religious fundamentalism, crazy, and Tiktok? 

In this episode of IWL, Hope and Megan delve into the weirdness that is the intersection of Tiktok, the Far-Right and Evangelical Fundamentalism.  Is the vaccine a mark of the beast? Is the Hunger Games hand signal a camaraderie between anti-vaxxers? How did “persecution culture” become a thing? How are private social media companies limiting or banning the spread of misinformation and lies? 

Lastly, these IWLs try a new segment to honor the end of the school year and #throwback to HS yearbooks--School Year Superlatives!

Related Resources:

Do Your Fudging Homework:

Ep. 97: Make Space for Intersectional Conversations This Women's History Month

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Essential Question: How can we intentionally highlight, honor and celebrate “forgotten” women in history (WOC, Trans women, Indigenous, etc.) during Women’s History Month

In this episode Megan and Hope reflect on the lessons they learned during Black History month and  discuss the origins of Women’s History Month in the US. It was thanks to Jimmy Carter that in 1980 the week of March 8 was officially proclaimed  Women’s History Week. Then, Congress passed a resolution that eventually expanded it into a Month. More importantly on a global scale people around the world celebrate March 8 as International Women’s Day.  This year’s International Women’s Day theme is “Choose to Challenge” and the organizers have said, “A challenged world is an alert world. Individually, we're all responsible for our own thoughts and actions - all day, every day. We can all choose to challenge and call out gender bias and inequality. We can all choose to seek out and celebrate women's achievements. Collectively, we can all help create an inclusive world.” Post historical context, the IWLs analyze what it means to “choose to challenge”, including who has paved the way for women’s rights and who are a few unsung heroes we all should know more about. Lastly, Megan and Hope commit to challenging the status quo and #beinglessbasic this month (and all year long!)

Related Links:

Where to Spend Your Money This Month:

Finish reading by March 13 for the #readlessbasic book club conversation!

Finish reading by March 13 for the #readlessbasic book club conversation!

Follow us on Twitter @IWL_Podcast or find us on Facebook

Ep. 96: Moving Beyond Tropes--A Discussion about BHM in Schools

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Essential Question:  How can you move your work with BHM out of whitewashed ideals and into a less basic space?

In this episode, Megan and Hope discuss the importance of Black History Month, why it’s still needed and how teachers should continuously embed the stories and histories of Black people all year long. 

Decentering whiteness and white comfort at this time of the year is crucial for any educator but especially those who tout their anti-racist identity. Many of us are taught that there is a Villain, Victim, and a Hero in every story. White people have been taught our whole lives that they are the heroes, and if they can’t be the heroes then they are the victims. White allies need to be comfortable accepting that they are not the heroes in the antiracism story and that in fact, they have been the villains to the BIPOC experience for centuries.  White people need to actively work to not center whiteness or white comfort. 

Resources referenced:

Who to follow on social media:

Do Your Fudging Homework:

  • Hope: Continue to integrate BHM into your lessons this month and don’t give up on this aspect of the work even in a pandemic.

  • Megan: Go follow Garrison Hayes - and then do/read what he recommends. His Instagram is good, but his Tiktok is better. Garrison Hayes - TikTok - Insta @garrisonh

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Book Club Reminder:

Pick up a copy of Caste by Isabel Wilkerson to join the collab book club between The Nerd Farmer Podcast and IWL.

  • Tweet about the book with either #nerdfarmreads or #readlessbasic

Follow us on Twitter @IWL_Podcast or find us on Facebook

Ep. 95: IWL Crossing--On Returning To School in Tacoma

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Tacoma Public Schools plans to return all grades to some in-person classroom teaching next month. Frankly, the “plans” sound more like “wishes,” “hopes,” “fingers crossed,” “it sure would be nice…” So, what do teachers think about that, and what should parents be asking?

Megan, Hope, and Auntie Evelyn join up again to discuss the latest news on the return to school for Tacoma Public Schools. There are only three months left in the school year–do we use them for something entirely new (which could be a super-spreader event daily), or use the time to get everything organized so that schools really can be on track to return in the fall? It’s not an easy question to answer, and well-intentioned people will have wildly different opinions based on risks, family situations, and experience.

Relevant Readings:

Do Your Fudging Homework:

  • Call/email the City Council

  • Call/Email the school board

  • Call/email the Superintendent Carla Santorno—csantor@tacoma.k12.wa.us

    • Deputy Superintendent Josh Garcia—jgarcia2@tacoma.k12.wa.us

  • Post on Social media and tag the school district and Superintendent.

  • Get your friends to do the above

Ep. 93: IWL Crossing: Tacoma School Schedules and Teacher Respect; WTF TPS?!

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Over the last week Tacoma social media has been abuzz with concerns about a “new” classroom schedule for Tacoma Public Schools that is to go into effect on February 8. The schedule shows “in person” teaching in the afternoons and remote learning in the morning.

Why? Our COVID 19 numbers are far worse now than they were last March, and there are new variants that are even more contagious. Yes, everyone, especially teachers, students and parents, wants to get back to normal. But we need to do that safely. Can we safely return students to the classroom now?

Well, it turns out that the schedule showing “in person” class periods really means “eventually, when we return to in person teaching, it will be on this schedule, so let’s try this schedule out now even if it is disruptive and results in less actual class time with students.” In response, many teachers and parents are saying “WTF TPS?!!!”

In this joint episode of Crossing Division, Tacoma’s Talk Show, and Interchangeable White Ladies (IWL), Tacoma’s premier teaching and equity podcast, IWLs Hope Teague-Bowling and Megan Holyoke join Evelyn Lopez to talk about what’s going on in Tacoma School World. Why a schedule change now? Has the teachers’ union sold out its members? And what we can do about it? Listen and let us know what you think, and what should happen next!

To understand this better, check out the following links:

Ep. 84: This is Where We're At

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EQ:  How can you, through the Trauma that is 2020, navigate figuring out what you can and can’t control and find the strength and persistence to change the things you can?

In this episode Hope & Megan recap ideas from episode 80 “Back to School Coronavirus Edition” and the predictions we had about returning to school. Now, weeks into the school year it’s apparent no one knows what they’re doing and we’re all barely holding on by a thread. Teachers, students, and families alike are trying to maintain some semblance of sanity with the ever shifting tide of expectations. With basically no leadership from the Federal Government and varied support from local leadership, the stress and trauma from living in the Rona Era continues to escalate. The conversation runs the gamut of topics including why we should/shouldn’t have in-person teaching, how we are trying to focus on what we can control and how we are finding slivers of joy in the midst of a pandemic. 

We hope that educators listening will feel a sense of solidarity and perhaps walk away from this with a few ideas for your own instructional practice. We also hope that for listeners not in education, this conversation shines some light on what is happening. 

Champagne and Real Pain:

🥂 All of the teachers out there that have been showing up the best they can, with all odds against them, and doing the damn thing.

👎🏻 Real Pain to 2020 man… like, why won’t it stop? Also, to the governor of Texas for an egregious block on Texans' right to vote.

Do Your Fudging Homework:

  • Megan: Go outside and get away from screens. Give your brain a break. Do it. You’ll like it. I promise.

  • Hope: Build in some time to escape or do something that brings you joy even if you feel it will put you further behind.

Ep. 80: Back To School Coronavirus Edition

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EQ:  How can educators continue to do their own racial literacy, while managing COVID trauma and teaching remotely?

In this episode, Megan and Hope discuss a range of topics including  how we’re feeling about the start of the new year and the Wild West of the Covid Era, what’s the difference between emergency remote teaching and actual online learning, how to manage the unknown knowns and known unknowns, AND how to continue to intentional grow our own capacity to be anti-racists and design curriculum accordingly. We also touch on how to create meaningful virtual communities, what are the best practices for student engagement and how do we support students, families, teachers and our communities in this environment.

Resources referenced:

Champagne & Real Pain:

🥂All the teachers who ARE working hard prepping for the school year

👎🏻Districts who are ignoring COVID reopening guidelines and opening their campuses (such as Georgia Reverses Suspension)

👎🏻 The politicians who’ve shifted to blaming and vilifying teachers when they were praising us back in the Spring.

Do Your Fudging Homework:

  • Hope & Megan: Read some of the links above, learn about the challenges of reopening schools, and support our communities (families, students, parents, teachers, ERBODY) in this stressful time

Ep. 78: Defund School Resource Officers

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EQ: To what extent do schools need SROs? 

Guest: Megan Holyoke, Lincoln HS Teacher and shit-talker extraordinaire. Previous guest on IWL Episode 29 “Striking While Female”

We begin this episode by voicing our current thoughts on the #defundthepolice and #abolishthepolice moments. Listeners can rest assured that this discussion is not about any one officer but about systems. American policing is rooted in slavery and is now an integral mechanism in our public schools. To be clear, calling for a removal of police from schools is an explicit disruption to the school to prison pipeline. We are asking that the money spent on district partnerships with local police be used to fund social services such as counselors, nurses, social workers, etc. We continue to circle around the notion that white people continue to make excuses and uphold oppressive systems such as policing because they are afraid.

List of Resources Referenced:

Champagne & Real Pain:

🥂Restorative Justice Work

🥂The Advancement Project

🥂Minneapolis Public Schools Terminates Contract with Police Department

👎🏻White people who refuse to understand George Floyd protests

👎🏻People so set in their fear they can’t hear or listen to others

Do  Your Fudging Homework:

  • Annie: Rewatch 13th documentary

  • Hope: Read some of the links above; listen or read Stamped from the Beginning

  • Megan: Before you go outward, go inward to examine why you are so defensive

Ep. 73: The Police & Passive White Folks Are the Problem

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EQ: How do we make sense of the world in which we presently live? No, really - how? We need ideas. 

In this episode, Annie and Hope move through a range of thinking about current events in the US.

Some key points:

  1. For some white people this is their “awakening moment” what many experienced in 2012 with Trayvon Martin’s murder, in 2014 Michael Brown’s murder, in 2016 with Philando Castile  & Alton Sterling, 2017  Freddie Gray murder 

  2. We need white people to fight white supremacy (especially the “milk toast”, conservative types0

  3. Murder isn’t political. Stop making it that. Neither is Coronavirus for that matter

  4. To what extent is the white response to George Floyd’s murder performative?

  5. White people need to move from actors, to allyship, to being accomplices (see White Accomplices)

  6. We need the political will to address police brutality

  7. It is worth the risk to join the protests and stand up for Black lives

  8. We need to reimagine policing (maybe even abolish the police)

Learn More:

Champagne & Real Pain:

🥂white people who are doing the work and putting their bodies on the line; people of color who’ve continued to lead change 

👎🏻 The police!

Do Your Fudging Homework:

Follow us on Twitter @IWL_Podcast or Facebook: Interchangeable White Ladies Podcast

Lastly, don’t forget to pick up your copy of The Body is Not an Apology for the #readlessbasic book club

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Ep. 68: Throw Out the White Canon #DisruptText Part II w/ Lorena German

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Note to listeners: This episode was recorded in mid-February as a part II to episode 65 “Throw Out the White Cannon #DisruptTexts

Shortly after this recording, Lorena German was featured in The New York Times “Bringing A New Vibe to the Classroom.”

EQ: What does it mean to teach in multicultural and multilingual classrooms and communities in 2020?

Guest: Lorena German, classroom educator and Chair of the National Council of English Teacher’s Committee Against Racism and Bias in the Teaching of English and co-founder of #DisruptTexts

In this episode, Lorena explains the origins of The Multicultural Classroom and its mission: “we aim to address the national issue of effectively teaching in multicultural and multi-lingual classrooms and communities. We believe that a culturally sustaining pedagogy can be practiced through targeted professional development.” Lorena also digs into her work on the NCTE Committee Against Racism & Bias and how it’s helped her advance her vision of effective and compassionate teaching in multicultural/multilingual classrooms. She talks about her role in co-founding #DisruptTexts with Julia Torres and Tricia Ebarvia and future projects she’s looking forward to. Read her post “Disrupting Shakespeare”.

Champagne 🥂 & Real Pain 👎🏻

🥂 Ibram X. Kendi

🥂 The Love & Lies of Rukhsana Ali by Sabina Khan

🥂 Black educators on Twitter (i.e. Kelly Wickham Hurst)

👎🏻 Revisionist history and people beating the drum about white history

Do Your Fudging HW:

Follow us on Twitter @IWL_Podcast or Facebook: Interchangeable White Ladies Podcast

Ep. 67: What A Pandemic Reveals About Education Equity--Teaching & Learning During the Covid-19 Outbreak

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Note to listeners: This episode was recorded on Saturday March 14. Some information may have changed by the date this was published. Unfortunately, due to timezone issues, Annie was unable to join the discussion.

EQ: What has this pandemic revealed about issues of equity and access in education?

Guests: Aaron Shelby, Secondary Curriculum Coordinator, and Amy Daraiseh, Learning Support at the American School of Abu Dhabi.

Weeks ago, educators in East Asia transitioned to virtual teaching, offering synchronous (live) and asynchronous learning opportunities for students kindergarten through university level. Many international teachers kept tabs on this progression, perusing social media for what was inevitably coming to all of us. Concerns about teaching students with special needs, supporting English language learners, and managing poor internet connection across the globe were hot topics on many message boards. For better or for worse, it seemed the US was living blissfully in denial of the impending virus that would sweep the nation and ask educators to re-examine what it means to teach and to learn in the midst of a pandemic. 

To get some perspective on the logistics of remote learning, listen to the conversation  “Teaching Online During the Covid-19 Outbreak” Nate Bowling had with two teachers, Jordan Moog and Michele Curley, from the American School of Abu Dhabi.

In this episode, two of Hope’s favorite colleagues join her for a discussion on the range of equity issues rising to the surface in educating in the “new frontier” of the coronavirus. We discuss special education accommodations, tech access, wrap-around services (food, childcare, medical care), and how to provide social-emotional support to students in a time of crisis. Our conversation has a global framing but Hope weaves in Washington specific data and concerns in order to keep listeners grounded in something more familiar. 

Learn about what’s happening in WA state:

Around the World:

Champagne & Real Pain:

  • 🥂 to Educator Temporary School Closure for Online Community and all the educators making themselves vulnerable to share ideas. 

  • 🥂 Naomi Campbell for telling us to wipe down our seats

  • 🥂 American Community School administration and colleagues

  • 👎🏻 to the ashholes who are hoarding TP and being butts to others during a time of crisis

  • 👎🏻 those who are still traveling which puts others in danger

Do Your Fudging Homework:

  • Hope: keep sharing your resources, bringing hopeful in the midst of chaos

  • Amy: channel positive energy and spread it to those around you

  • Aaron: be good to yourself and check in on your neighbor

Follow our guests on the socials: Aaron Shelby (Twitter) Amy Daraiseh (Twitter)

Ep. 66: Let Black Folks Do What They Want With Their Hair

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EQ: How is hair discrimination a not-so-subtle manifestation of racism & white supremacy? Why can’t white folks just let black folks do what they want with their hair?

Guest:  Jenna Hanchard is a lifelong community storyteller who has spent her career centering and amplifying diverse voices. Jenna is the leader of Culture & Innovation at The Riveter Co, a women-run co-working and community company poised to become a modern union of working women. She is a three-time Emmy award winner and an Edward R. Murrow award recipient. She was also on the Nerd Farmer Podcast Episode 9 on covering Tacoma and TV News, and Episode 53 “Review in Shadecast”

In this episode, Jenna explains how hair discrimination is rooted in white supremacist ideologies that view hair style as choice rather than understanding the way hair styles reflect culture and history. She shares the story behind Washington state’s HB 2602 (a kind of “Crown Act” bill), led by Representative Melanie Morgan and the intentional language choices in this bill. Jenna gives concrete advice for how to disrupt hair discrimination in the work place (and schools). We hope you leave this conversation challenged and motivated to examine the policies that do/don’t exist in our school districts, our cities, and our states. Call your local legislator using the hotline 1800-562-600 “I’m calling to support HB 2602 because everyone deserves the right to wear their natural hair. Because not passing this bill would directly perpetuate systemic racism in our country.” ALSO, go sign The Crown Act petition!

Context for Hair Discrimination Legislation:

High profile cases for hair discrimination:

Move to pass legislation:

Progress in WA state:

Champagne & Real Pain:

Do Your Fudging Homework:

  • Hope: Go watch Hair Love and watch you attitude about people's hair

  • Annie: learn history! Shout out to Teen Vogue for pivoting from vapid fluff to hard-hitting journalism.  

  • Jenna: look and see where your state is--what’s passed, not passed, look at local district policies. If there isn't a bill figure out how to get one started. If there is, go and show up. 

Follow us on Twitter @IWL_Podcast or Facebook: Interchangeable White Ladies Podcast

Ep. 64: Why We ALL Need an Equity Literacy Framework

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Today’s episode is extra special to us as we get to chat with two incredible educators who are shaping the profession through their interrogation of the personal and professional ways educators perpetuate white cultural norms in schools.

Our essential question is: How can we “learn to be a threat to inequity in our spheres of influence” in 2020?

Guests: Katy Swalwell, Associate Professor of Social & Cultural Studies in the School of Education at Iowa State University, and Paul Gorski, founder of Equity Literacy Institute and  EdChange. 

We first heard about the equity literacy framework from our guest Marquita Prinzing in Ep 46: Don’t be a Passive Progressive Educator and were incredibly excited when Katy reached out to us to share how she was using the podcast with her pre-service teachers. We are incredibly grateful she and Paul were able to come on the show.

In this episode Katy and Paul describe how they came to this work, specifically unpacking the idea of equity literacy which “moves us beyond cultural competency.”  They share how schools and districts are approaching this differently than a simple list of strategies and emphasize that this work is a mindset shift. We highly recommend that listeners spend some time with the Equity Literacy Institute directly. 

Finally, we ask Paul to share the story behind his controversial tweet that calls out white liberalism. 

Do Your Fudging Homework:

Follow us on Twitter @IWL_Podcast or Facebook: Interchangeable White Ladies Podcast

Ep. 63: Rethinking the Purpose of Spirituality in 2020

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EQ: What obligation do religious communities have in fighting injustice?

Guest: Dana Coggan is an "environmental advocate, community connector, youth advocate, minister."

Note to listeners: Last January we had Erin Jones on the show to discuss her take on evangelicalism and politics. Today we’re excited to invite Dana Coggan on our show to have a similar conversation but casting a wider net for understanding faith and spirituality.

In this episode we discuss the different between being spiritual and being religious. We share stories of how “the church” can both “shape and scare you.” In sharing our own experiences and hearing Dana’s perspective, we reference a handful of current events such as how organizations like Christianity Today, the Methodist Church, and the Mormon Church are struggling to stay relevant or speak out against injustice. 

References:

Champagne & Real Pain:

  • 🥂 Open and Affirming Churches

  • 👎🏻👎🏻 “Evangelicals” and Trump as Jesus; Mormon church abusing tax exemption

Do Your Fudging Homework:

  • Hope: reconsider the notion of what religion looks like in your life. 

  • Annie: Educators, flex your compassion and empathy with your students from faiths and religious practices that differ from your own. 

  • Dana: Speak out against the displacement of local homeless community

Follow us on Twitter @IWL_Podcast or Facebook: Interchangeable White Ladies Podcast

Ep. 62: Why Social Justice Education Matters in A World on Fire

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EQ: How can social justice education help students and teachers be better global citizens?

Today our guest is Christina Torres also known as @biblio_phile. 

From Teach For America to leading her own classroom at the Punahou School in Honolulu, Hawai‘i, Torres opens up about her journey as a social justice educator.  Throughout the episode we circle back to three major questions:

  1. What is my work in justice now, given my position of privilege?

  2. How can I make my kids feel safe/heard/comforted at this moment in time?

  3. How can I continuously reflect and grow in my own awareness about matters of justice in the world?

We know that our students will face a variety of challenges, injustices and problems in the world. It’s not about what they will experience but a matter of how they might experience it. Social justice oriented educators strive to equip students with the tools to navigate the challenges (not necessarily solve them).  We help students understand the “danger of a single story.” 

Finally, we explore the tension between staying aware and protecting our mental health/managing tumultuous times through self-care. We share our own strategies for helping students discuss these important issues while managing the array of emotion present in any given classroom.

References & Resources:

      • Build their own understanding of world events.

      • Think about their values and what's important to them.

      • Take learning into the real world.

      • Challenge ignorance and intolerance.

      • Get involved in their local, national and global communities.

      • Develop an argument and voice their opinions.

      • See that they have power to act and influence the world around them.

  • Unesco defines global citizenship in this way, “While the world may be increasingly interconnected, human rights violations, inequality and poverty still threaten peace and sustainability.”

  • NPR Podcast “Codeswitch”

Bernice

Do You Fudging Homework: