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August 06, 2018

What Did You Learn in History Class?

Teachers today are fearful of deviating from the textbook and state standards and opening discussions in secondary classrooms around bits of information (say, for example, the U.S. turning away ships full of Jewish refugees during WW II) that might portray America as less than enlightened.

December 14, 2017

Why We Need Hygge Classrooms in America

As a nation, we have linked simple human well-being to wealth, and sealed it with the tamper-proof cap of low opportunity.

September 01, 2017

What It Takes for Families to Support Public Education

When it comes to education, we've certainly allowed all kinds of predators and vandals to chip away at America's best idea: a completely free, high-quality public education for every child. No matter what they bring to the table.

April 18, 2017

We Need Women in Education Leadership Roles

Our statistics are striking. Over half the people in the United States are women. Over half. But the fact remains that half the population has little political voice nor is it enmeshed in a political structure that embodies the knowledge, skills, talents, and gifts of the feminine.

January 24, 2017

We Can't Keep Quiet: What the Women's March Means for Teachers

I'm still processing the experience, considering what it means, today and for the next few years. As a teacher, an advocate for public education and for children, how do I reconcile "alternative facts" and fake news with the essential and important truth of millions feeling compelled to gather and organize? How can any of us put our heads down and do as we're told, knowing what we know?

December 12, 2016

Terminal Charterism: The View From Michigan

If you want to know what end-stage, terminal charterism looks like--how it impacts the educational ecology, when it is fertilized by policy tweaks, and allowed to flourish--take a look at the reality of Betsy DeVos's accomplishments in Michigan.

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The opinions expressed in Teacher in a Strange Land 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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