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December 18, 2014

Democracy, Schools, and Teachers' Unions

Casey: 'At a time that teachers' unions face existential threats, how do we defend the democratic voice that they provide teachers?'

December 09, 2014

Can Schools Act as a Force Against Racism?

Meier: What are the lessons in equality that young people absorb through the structuring of schools, and how do they match the "civics" lessons they may be receiving formally?

December 02, 2014

Most Schools Don't Model Democracy

Meier: While it's true democracy is never complete, we do kids and ourselves a disservice to pretend that our schools are living examples of even an imperfect democracy.

November 18, 2014

Confronting School Reforms That Work Against Democracy

Meier: Does a climate of fear help create excuses for more and more emergencies that can't be turned over to "the people"?

October 23, 2014

Civic Literacy and the Power of 'Close Reading'

Casey: Could it be that if we focused on the actual standards, the extravagant claims that are made against the common core would be impossible to sustain?

October 16, 2014

Getting Past Surreal Arguments on the Common Core

Casey: In my judgment, the [common-core] standards have the potential to do some real good.

May 29, 2014

'Urban' Schools and Other Euphemisms

Meier: It's amazing the lengths to which we will go to avoid the questions that surround poverty and segregation, and how useful instead it has been to focus our animosity on schools.

May 22, 2014

We Need a Strong Alliance for Schools

Meier: States are making it easier to hand over our schools to private interests or providing money to existing private schools.

May 20, 2014

Thoughts From a Sit-In

Klonsky: The struggle in the cities, while certainly connected to testing and curriculum (common core), has been focused on equity.

May 01, 2014

Who Do We Ally With?

Meier: Of late, teaching is not a field I'm comfortable seeing my grandchildren or their friends entering.

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The opinions expressed in Bridging Differences are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.
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