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April 16, 2019

The Power of Words: On "Classics" and "Canon"

This work must be led by those who have been historically oppressed, and if I want to support them, that means I must work to explore their writing and show my students just how powerful those voices are.

March 28, 2019

3 Small(er) Changes for a More Socially Conscious Classroom

Teaching with a socially conscious lens is not easy, nor does it happen overnight. There are some small steps you can take, though, to move you in the right direction.

March 04, 2019

Student Perspective: The True Meaning of Aloha

"Aloha" isn't just a greeting; in a way it is their way of life, and when you distort that sacred word, you distort their way of life.

February 25, 2019

Social-Emotional Learning Won't Happen Without a Culturally Relevant Start

Educators engaging in emotion-talk with students can encounter obvious barriers when not taking the individual's cultural background into account.

February 18, 2019

Unheard Voices: Recentering Discussions in the Classroom

There are some meaningful and important ways we can recenter power in our students' critical thinking.

January 28, 2019

The Adult in the Room

The Covington Catholic High School students should reflect on what they did, but who were the adults there who failed them?

January 22, 2019

The 'Small' Moments Matter

Seemingly little actions add up to the daily sparks that can begin igniting our students to take action and make change.

January 11, 2019

Addressing the Intersectional-Identity Phenomenon Through School Counseling

The intersectionality of students can eventually become a force for change for the individuals and the collective, once it is recognized and once actions to counterbalance injustice are created.

December 30, 2018

Riding the Wave of Change

Will we duck away from the changes coming, or move forward, powered by those changes, toward something greater than ourselves?

November 16, 2018

Children Will Listen: Teachers Must Hold Each Other Accountable

If we want to work towards true inclusivity, we must show that perpetuating oppressive beliefs, intentional or not, has a consequence on something or someone other than those oppressed.

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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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