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by Jody Sokolower

RSEditors_Jan2012_146One of the pleasures of working on Rethinking Sexism, Gender, and Sexuality has been the discussions among the editorial committee as we have outlined the book, reviewed submissions, and brainstormed chapter introductions. We’re a small group but we span generations, cultures, and experiences; our meetings are lively, thoughtful, and mind-expanding.

One of the most important issues we’ve discussed is the proliferation of anti-bullying campaigns now being marketed and implemented in school districts across the country. Talking openly with children about how we treat each other is almost always a good thing, but we have serious concerns about anti-bullying as an approach.

For one thing, anti-bullying is reactive rather than proactive. Building community—helping children look for what connects them with others and encouraging them to feel empathy—creates classrooms and schools where bullying is much less likely to happen.

For another, bullying freezes children (and adults, too) into static roles: the bully, the victim, the potential ally. But all of us are more complicated than that, and most conflict situations are more complicated, too. Teaching young people to understand the social contexts that can lead to problems—racism, sexism, homophobia, ableism, among others—gives them the tools to solve problems without labeling others.

9780942961591.MAINI remember an example from when my own daughter had just started 6th grade in a new school district. She has always been gender nonconforming, and middle school is especially hard for nonconformists of all types. Another girl on the basketball team teased her nonstop for dressing like a boy, looking like a boy. I knew that this child was being raised by a grandmother who was now too ill to take care of her; her home life must have been incredibly stressful. As a lesbian, I had a strong hunch that issues of sexuality and gender were barely beneath the surface for her, too. Tensions over race and academic confidence were part of the mix. But the school did no community building; there was no effort to help students talk with each other about the issues they were grappling with as brand new adolescents. What a difference it would have made if teachers were talking to each other about how to create something positive. Instead, my daughter stopped playing basketball.

Giving teachers the tools to support students—all students—is at the core of why Melissa, Kim, Jeff, Rachel, and I are so happy to be working on Rethinking Sexism, Gender, and Sexuality. The beautiful work being done by educators all over the country inspires us every day.

And the enthusiastic response to our Indiegogo campaign has made us realize how many of us are eagerly awaiting this book.

If you’d like to delve more into the problems with anti-bullying campaigns, check out “10 Ways to Move Beyond Bully Prevention (and why we should),” by Lyn Mikel Brown. You can read it online now or as part of our book as soon as it’s published.

Watch the video that tells the story of how the book came to be, and join the community of supporters who are making it possible for us to publish it.

by Jody Sokolower, managing editor
and lead editor for Rethinking Sexism, Gender, and Sexuality

v28-3The cover theme of our spring issue of Rethinking Schools  is “Queering Our Schools,” and the thought-provoking and inspiring articles will be included in our new book Rethinking Sexism, Gender, and Sexuality

Our editorial takes up the question: How do we create classrooms and schools where each child, parent, and staff member’s unique, beautiful self is appreciated and nurtured?

High school teacher Adam Grant Kelley was disturbed by the conflicts fueled by homophobia and racism at his school. In “500 Square Feet of Respect: Queering a Study of the Criminal Justice System” he describes the curriculum he developed to build bridges as well as academic skills.

 

Rethinking Sexism, Gender, and Sexuality is filled with insightful articles like these on dozens of critical topics. You can be a part of publishing this needed classroom resource: Watch our short video below, which tells the story of how this book got its start, meet the editors, and join our campaign to publish Rethinking Sexism, Gender, and Sexuality.

Resisting Teach for America

Our spring issue also features a special section on Resisting Teach for America. “Organizing Resistance to Teach For America,” by Kerry Kretchmar and Beth Sondel. tells the story of former TFA members joining with parents, students, and veteran teachers to organize a people’s assembly and nationalize efforts against TFA.

In “An Open Letter to New Teach For America Recruits,” Chicago teacher Katie Osgood urges new TFA recruits to think twice before they sign up.

Articles in Spanish!

Three articles in this issue also appear in Spanish:

Enjoy the spring issue, and don’t forget to support our Indiegogo campaign to publish Rethinking Sexism, Gender, and Sexuality!

by Melissa Bollow Tempel

UPDATE:  A short time after I posted this at Huffington Post, I received a lengthy email from a teacher who was clearly upset about my message. He wrote: “As a high school history teacher from New York City, I have a different perspective on morality. I personally do not agree with same-sex marriage and I do not endorse homosexual conduct. Nor do I agree with the so-called ‘progressive’ and ‘enlightened’ views you are advocating. . . . You do not stand for common sense, reason, or logic.”

It’s sad to get a message like this, especially from a fellow teacher. It makes me even more passionate about our work on Rethinking Sexism, Gender, and SexualityDespite the progress that has been made in the past years, there is clearly more education that needs to happen. We want to give as much support as we can to teachers who will show compassion, foster understanding in our schools, and advocate for those who feel helpless or alone.

Share this message and our campaign with your friends, family, and, especially, teachers you know.

We can help the children of today—the adults of tomorrow—act with love and compassion toward people who are different, rather than with fear and hatred.

Thank you for your support!

Melissa Bollow Tempel, editor
Rethinking Sexism, Gender, and Sexuality

Here’s the original post:

MBTheadshotA few years ago, I worked with a teacher that changed my view of not only teaching, but the world. Andy and I co-taught literacy at a school in the city. Every morning Andy would join us with a smile on his face and we would greet the students. He had an eternally cheerful disposition and genuine care for children. Andy and his partner, Mark, cared for foster children. One Monday morning, before the students arrived, Andy and I were chatting about what we we did over the weekend. Andy told me about how he had spent the weekend on his organic farm with Mark and dog, picking pumpkins and preparing the garden for winter.

“You’re so lucky,” Andy said, “you can tell the students what you did with your family over the weekend.” It took me a moment to understand that Andy was talking about having to stay in the closet at work, and then I felt terrible. I felt for Andy, and I felt even worse for all the students who would miss out on the opportunity to learn about organic farming experiences and the rest of Andy’s charmed life. He also wasn’t able to teach the students to build an understanding and care for equity and rights of LGBTQ people.

Read the rest of this post at HuffingtonPost Gay Voices

Join our campaign to raise funds to publish Rethinking Sexism, Gender, and Sexuality! 

by Jody Sokolower

Jody Sokolower, lead editor of Rethinking Sexism, Gender, and Sexuality

How do you respond when a child asks, “Can a girl turn into a boy?” in the middle of circle time?

What if your daughter brings home schoolbooks with sexist, racist stories?

What does “queering the curriculum” really mean?

What if parents complain?

Rethinking Sexism, Gender, and Sexuality is filled with insightful, inspiring articles on these and dozens of other critical topics. This is the book we wish our own teachers—and our children’s teachers—had well-thumbed copies of in their classrooms.

We’ve got the articles and we’re deep into revision and design. But we can’t publish this life-changing resource without your help! That’s why we’ve launched an Indiegogo campaign—so friends and supporters like you can join us as we work to bring Rethinking Sexism, Gender, and Sexuality to classrooms around the world.

Please go to our campaign page, watch our video, learn about how the idea for the book was born, meet the book editors, and join our campaign today. (Depending on the size of your gift, you might be eligible for a special perk.) No donation is too small!

 

Most important, please share our campaign with everyone you can think of who cares about these issues and wants to become part of the community making this book a reality. Thanks for your support!

by Grace Cornell Gonzales

GraceGonzalezLast year, during a Teachers 4 Social Justice salon in San Francisco, I read Henry Giroux’s “Teachers as Transformative Intellectuals” for the first time. It’s a very academic article but, after pushing through the dense language, I took away a valuable message. As we know, teachers are currently under attack—from media that portray us as inept, union-protected burnouts, from curriculum developers who hope to mechanize and “teacher-proof” our work, from a regime of standardized testing that sets us up for failure and then ranks us. Giroux points out that this vision of teachers is at odds with the fact that teaching is and has always been intellectual work.

When Giroux suggests that we look at ourselves as transformative intellectuals, I take that to mean that teachers need to be the ones doing the speaking and the writing about what teaching means today—telling stories that put students and teachers in the center, that prioritize social justice and create pathways towards a viable and vibrant public education system. For me, writing has been the part of my life that has most made me feel like a transformative intellectual. The biggest gift that Rethinking Schools has given me is a way to conceive of myself as both a teacher and a writer, one who is helping in some small way to construct that counter narrative.

That’s where the idea of running a T4SJ writing study group came from. We began with the idea of encouraging teachers to write about their experiences for publication, adding their voices to the dialogue about what teaching (and particularly social justice teaching) means in our current environment. We wanted to create a writing group where we could workshop our drafts and also look at models of published writing by other educators on social justice themes.

BayAreaWritingGroup

 

My co-facilitator, Mike Tinoco, a high school English teacher and participant in the San José writing project, and I started to design our study group, with a ton of help from the more seasoned core members of T4SJ and from RS managing editor Jody Sokolower. At the annual T4SJ retreat, the organization had envisioned the range of our work as a series of concentric circles—radiating out from the personal at the center, through the realms of classroom, school, and school system, to society as a whole. We took these domains as a structure for picking our readings—we started with readings that focused on the personal, then took a look at classroom articles, finally moving out into articles that address school system and societal issues.

Mike came up with a simple protocol for workshopping our own pieces—sharing highlights, asking clarifying questions, moving on to probing questions, offering concrete suggestions, and finally allowing the writer to reflect on everything they had heard. We asked Jody to come talk about how to “story” writing, and also about the process of submitting to Rethinking Schools.

What blew us away was the amount of interest in the group. Initially worried that not very many people would sign up, we ended up having to create a waiting list. Our final group of 13 includes elementary, middle, and high school teachers; college professors; students; and researchers. It has been an amazing group to work with—diverse, collaborative, critical in their thinking and writing.

We began meeting in November, and will meet once a month through May. At the meetings, we check in, eat dinner, discuss a published article, and then workshop two of our own pieces. By the end of the school year, we hope to have a compilation of our own articles to share on the T4SJ website, and hope that members will submit to Rethinking Schools and similar publications.

So far, we have workshopped articles on:

  • charter schools and how they undermine working conditions for teachers
  • equitable family involvement in bilingual schools
  • curricula around stereotypes in advertising
  • culturally responsive education
  • restorative justice
  • new teachers’ struggles to find authentic ways to interact with students.

I personally can’t wait to see what people bring in for our April and May meetings!

With all the pressures on teachers these days, community is growing more and more important. I count myself so lucky to have a space where I can bring my writing and feel like my voice as a teacher and a writer is affirmed by other wonderfully transformative educator/intellectuals.

We hope to offer this writing group again next year (check out www.t4sj.org for info on future study groups and for current opportunities, such as the salons, to get involved in the Bay Area). If you are interested in our process or protocols, please feel free to contact me at grace@rethinkingschools.org.

And, to read the great Rethinking Schools articles that we’ve discussed in the group this year, check out the links below:

Standing Up for Tocarra, by Tina Owen

Trayvon Martin and My Students, by Linda Christensen

Transsexuals, Teaching Your Children, by Loren Krywanczyk

by Wayne Au

wayneheadshotThis post is an excerpt from the introduction to our new and expanded 2nd edition of Rethinking Multicultural Education: Teaching for Racial and Cultural Justice published just last week.   

Rethinking Multicultural Education: Teaching for Racial and Cultural Justice, second edition, has been a long time coming. Over its almost 30 years of existence, Rethinking Schools has published more than 200 articles that dealt explicitly with issues of race and culture. Even though Rethinking Schools has always kept racial and cultural justice amongst our main focal points, until the first edition of Rethinking Multicultural Education in 2009, we had never published a book that specifically focused on race and culture in education in their own right. This book does just that: provide a Rethinking Schools vision of anti-racist, social justice education that is both practical for teachers and sharp in analysis.

It is my hope that the selections included in the second edition of Rethinking Multicultural Education: Teaching for Racial and Cultural Justice offer a more robust and powerful definition of multicultural education than we see so often used. For instance, some educators and teacher educators say they teach multicultural education, but do it under the guise of “global education.” This form of multiculturalism feels safer to some because it uses the veneer of international cultures to avoid more serious and painful realities of issues like racism. Similarly, “diversity education” and “cultural pluralism” get used with the singular intent of promoting heroes and holidays and celebrate individual differences, again circumventing issues of power and privilege.

RME2_cvrThe terms “diverse students” and “urban students,” two more stand-ins for “multicultural” students, have devolved into meaning “poor African American and Latino students” or “students who aren’t white.” This is particularly ironic given that in some school districts in the United States, schools might be approaching 100 percent African American or Latino students, as is the case in Detroit and Santa Ana, California, respectively, and are regularly referred to as “diverse” by professors, teachers, and politicians alike. The right wing has also developed its own, sometimes contradictory definitions of multicultural education. While some conservatives have vehemently attacked multicultural education as representative of the downfall of Western Civilization, others such as E. D. Hirsch (founder of the Core Knowledge curriculum) have developed a different definition of multicultural education. As Kristen Buras, professor of education at Emory University, talks about in her book, Rightist Multiculturalism, Hirsch’s Core Knowledge curriculum has recently taken up the banner of multicultural education by defining the United States as a multicultural nation of diverse immigrants—while simultaneously covering up systematic oppression based on class, race, and nation status.

Multicultural education is also being narrowly defined as a path students can take to “higher” status literature. Teachers use Tupac’s lyrics to move students to Shakespeare; students can unpack hip-hop lyrics as a way to learn literary language like stanza and rhyme, but they need to study Frost and Yeats to be considered well read. Students in regular classes can read “thug” literature, but AP classes need to read the classics. (Does anyone read Morrison as a precursor to Chaucer? She’s harder than the Canterbury Tales). This version of multicultural education focuses on access to the canon of high-status knowledge. In doing so, such a definition not only keeps the Eurocentric canon of knowledge at the heart of “real” education, it also communicates to students the idea that the diversity of their identities, lives, and communities do not really matter when it comes to learning.

The second edition of Rethinking Multicultural Education is an attempt to reclaim multicultural education as part of a larger, more serious struggle for social justice, a struggle that recognizes the need to fight against systematic racism, colonization, and cultural oppression that takes place through our schools. In the chapters included here, multicultural education:

  • is grounded in the lives of our students.
  • draws on the voices and perspectives of those “being studied.”
  • teaches through dialogue.
  • critically supports students’ identities.
  • embraces and recognizes the value of students’ home languages.
  • critiques school knowledge, knowledge that has historically been Eurocentric.
  • invites students to engage in real social and political issues.
  • creates classroom environments where students can meaningfully engage with each other.
  • is rigorous, and recognizes that academic rigor is impossible without it.
  • connects to the entire curriculum.
  • is rooted in an anti-racist struggle about which knowledge and experiences should be included in the curriculum.
  • celebrates social movements and the fight against nativism, xenophobia, and white supremacy.
  • explores how social, economic, and cultural institutions contribute to inequality.

It is critical that I take a moment here to address an issue regarding how I am defining “multicultural” in this book. Some friends and allies, for instance, critiqued the first edition of Rethinking Multicultural Education for focusing too narrowly on typical categories of race, ethnicity, and culture, to the exclusion of more expansive definitions of “multiculturalism” that might include, for instance, an attention to the identities of LGBTQ youth in our classrooms and curriculum, or to the religious diversity of our students and communities. I understand and appreciate these concerns. The identities of our students and their communities are diverse and exceedingly complex, and certainly one approach is to define “multiculturalism” in ways to match every aspect of those identities—every aspect of “difference.” My answer in conversation with these friends and allies has been along two lines. First I attend to the context of Rethinking Schools itself. Two of our earlier, widely used books, Rethinking Our Classrooms Volumes 1 & 2, take up a broad definition of teaching for social justice, and in doing so, both volumes seek to embrace an expansive definition of culture, and also span grade levels and subject areas. Granted these two volumes are not perfect, but in many ways, my choice of focusing on more typically defined notions of race, culture, and ethnicity was a conscious one within the context of Rethinking Schools. We had already worked with the more expansive notion of culture in those two volumes, but had yet to take up a book that focused on race, racism, and the ways culture intertwines with them. The second part of my decision to define “multiculturalism” in the manner that I have for Rethinking Multicultural Education is connected to my experience teaching multicultural education and diversity courses at the university level. As I discussed earlier in this introduction, I worry that multiculturalism has been equated with “diversity” and has become the “everyone else” category. Teacher education credential coursework at many universities, for instance, require some sort of “diversity” class as a part of their core sequence of courses. Although I generally believe in the importance of requiring such courses and certainly do not want them taken out of teacher credential programs, the “every aspect of difference” nature of these classes oftentimes means that students—future teachers in this case—may talk about race, privilege, and myriad issues associated with diversity but give short shrift to the painful and powerful systemic racism, the legacies of colonization, and the realities of cultural oppression.

To be clear, I’m not opposed to more expansive definitions of multiculturalism and diversity, and I’m open to hearing the critiques of my friends, colleagues, and allies regarding the definition of multiculturalism I’ve chosen within the context of Rethinking Schools as a whole and the field of multicultural education as it currently exists. But this book represents the need to defend the conscious and explicit attention to race and ethnicity, and the aspects of culture that extend from them, as I have done here in this second edition of Rethinking Multicultural Education.

Read the rest of Wayne’s introduction >>

We are pleased to announce that we are in the early stages of work on a book about bilingual education.  If you’re a subscriber or have been following this blog for long, you have probably noticed that Rethinking Schools has published a number of excellent books relevant to teaching and learning in bilingual classrooms.

Yet, if you consider yourself a bilingual education advocate, you also know the importance of improving and reforming bilingual education in collaboration with other bilingual educators, activists and students. We hope you will contribute to the conversation in this new book dedicated to rethinking bilingual education.

We are looking for articles—social justice-oriented, story-rich, and replicable—that describe bilingual classroom teaching and curriculum. Review our call for submissions below for details, and please share this with your professional network!

Thanks,

Grace Cornell Gonzales, Elizabeth Schlessman, and Pilar Mejía

Call for Submissions: Attention Bilingual Educators, Students, and Activists!!

Seeking Narratives for a new book by Rethinking Schools
Working Title: Rethinking Bilingual Education

Bilingual education is a perspective. A human right. An opportunity. Bilingual learning affirms that there is more than one way to say, see, and know. Yet bilingual programs too often replicate the inequities of the dominant culture. We must rethink bilingual teaching—day in, day out, from multiple perspectives—to ensure that the injustices and inequities that permeate our schools are not simply translated from monolingual to bilingual learning environments.

We invite you to submit a story that relates to teaching and learning in bilingual classrooms in the United States. We are particularly interested in articles that describe bilingual classroom teaching and curriculum—those that are social justice-oriented, story-rich, replicable, and critical. We hope to include articles about bilingual education across the curriculum so teachers and students of all disciplines are encouraged to contribute. We are especially looking for articles about:

  • teaching in bilingual classrooms from a social justice perspective
  • special education in bilingual contexts
  • confronting the challenges of bilingual education
  • perspectives from a diverse range of bilingual programs (especially those taught in languages other than Spanish, and programs that incorporate African American Vernacular English or ASL)
  • family involvement
  • how policy matters affect bilingual ed (e.g., analysis of testing, legislation, CCSS, etc.)
  • stories that offer historical perspectives with a connection to the present

Students’ voices are important; make sure we can hear them! We especially encourage submissions from teachers and students of color, particularly those who speak a language other than English as their first language. We will also read submissions written in Spanish.

Please remember that Rethinking Schools is not an academic journal. We want the writing to be lively, conversational, and to avoid the kind of needless jargon that infects so much education writing. Please approach it as a narrative with a beginning, middle, and end, filled with anecdotes and the voices of teachers, parents, and/or students. Academic/scholarly articles will not be considered for this book.

The best way to understand what works for Rethinking Schools is to read through several issues of the magazine with an eye to how the authors show specifically what they do in the classroom and how they integrate information about the topic into the article. Specific models you might want to look at include:

As a model of writing for the magazine, see anything by Linda Christensen.

Before you begin writing, check out the writers’ guidelines.

Please send submissions electronically (Word.doc). We are unable to read submissions of more than 3,500 words, and are generally interested in articles that are substantially shorter.

The initial submission deadline is April 30th.

If you have questions, e-mail Grace Cornell Gonzales.

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