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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?

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"?

November 11, 2014

Schools Should Teach Students to Lead, Not Follow

Meier: Schooling for democracy must essentially be schooling for teaching the arts and crafts of ruling: to students, their teachers, and their families and neighbors.

September 30, 2014

Teachers' Unions, Democracy, & Risk-Taking

What, Leo, could we do to make the unions we most respect become places that teach democracy on a daily basis?

June 05, 2014

What's Good for Rich Kids Is Good for Poor Ones, Too

Meier: It is galling when rich people in the ed policy field tell me that class size doesn't matter-and pay a lot to send their kids to schools with half as many students per class as urban schools.

June 03, 2014

Reform for Other People's Children

Klonsky: What we know for sure is that all over the country, power-philanthropists are making "gifts" to resource-starved school systems.

May 27, 2014

Urban, Rural Schools Connected by Inequality

Klonsky: Small rural schools, which often served as community anchors, were (are) being closed by the hundreds.

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.

April 29, 2014

An Assault on Public Schools

Klonsky: What we are facing at this moment though, is not so much the problem of choice schools vs. neighborhood schools, or progressive schools vs. traditional schools. Rather, it's an assault on public schools and public space in general.

April 24, 2014

Choice, Small Schools, and Trade-Offs

Meier: I also recognized that the new "reformers" used this to argue that their approach could be implemented, top-down, which would make it easier to replicate.

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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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