We must open the doors of our practice, our minds, and our students' minds and hearts as well.

The longer we live with the myth of racism or its tendrils as bygone ideas, the more we provide the tinder of complacency that allows fires of hatred to fly through our streets.

When we isolate kids from opportunities to experience the land, we essentially leave them in a space of disconnect from nature and the environment.

It's easy to take the focus, dedication, and joy learning can provide for granted.

Love pushes all of us to do better and hold each other and ourselves accountable in that process.

It would be easy, as I leave my fifth year of teaching and prepare for the next, to just shrug my shoulders and move forward. That's no way to grow though. Our students and our profession deserve so much more.

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.

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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