Who in the situation comes to the table with the most institutional power? Who comes is working against generations of historical oppression or erasure?


When we tell the story of a people instead of allowing them their own voice and agency, we teach entire generations to be disempowered.


It's easy to see our students through one lens and not step back to take in the bigger picture.


Not only does the article provide some concrete examples from other classroom teachers to inspire our own practice, but also provides a beautifully critical, high-level view as to why resistance is an inherently important part of our work.


My job as an educator is not to perpetuate an oppressive system, but rather to give students the tools to dismantle it. Teachers have the unique opportunity to directly combat those oppressive structures with stories


Teacher Stephanie Rivera offers some inspiration this spring Friday.


Our classrooms should be a place where they can shed their fearful cloaks, step into the light, and see us welcoming them with open arms.


I haven't known how to begin most days as a person, much less how to try and bring these discussions into the classroom.


We may be an English class, but it's clear to me we need some history, too.


We have two jobs: create a space of safety, validation, and love for our students, and to teach them how to critically question power, advocate for themselves, and resist oppression.


The opinions expressed in The Intersection: Culture and Race in Schools 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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