Recently in Unions Category

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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 16, 2014

Do Teachers' Unions Truly Practice Democracy?

Meier: Do most teachers view their unions much as they view other organizations--some better, some worse, but not "ours."

December 11, 2014

The Difficult Conversations on Race

Casey: How can schools in a society that aspires to be democratic not take on the injustices of racism?

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 20, 2014

Democracy: Who Educates the Educators?

Casey: No one becomes a teacher to become rich. We do so out of a vocation, a calling to educate and care for young people.

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 13, 2014

The 2014 Elections, Public Education, and Teachers' Unions

Casey: Attacks will be made on teacher and public employee pensions. Due process rights for teachers will be assailed.

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.

November 06, 2014

The 'Public' Character of Public Schools

Casey: The imposition of a business model and "market discipline" on public education, with the use of high-stakes standardized exams as a "bottom line," has done serious damage.

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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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