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Archive for the ‘Current events’ Category

Summer issue coverThe Library that Target Built,” by teacher-librarian Rachel Cloues, reveals what happened when Target donated a library “makeover” to a San Francisco elementary school: the district’s anti-branding policy wasn’t enough to keep the students from being engulfed by corporate messaging.

Rethinking Schools’ summer 2014 issue, “Targeting Books and Films.”  asks how are media affecting students, and how can we engage students to explore social justice themes?

In “‘May the Odds Be Ever in Your Favor': Teaching Class and Collective Action with The Hunger Games,” Elizabeth Marshall and Matthew Rosati base a role play on the wildly popular novel in order to deepen students’ understanding of social class and its impact on alliances and resistance.

Then Linda Christensen shows how she uses Myrlin Hepworth’s  poem “Ritchie Valens” to teach cultural history, “raise the bones” of a biographical poem, and inspire students to write their own poetry. You won’t want to miss her article, “Singing Up Our Ancestors.”

On the policy front, we are honored to share “Colonialism, Not Reform: New Orleans Schools Since Katrina.” This interview with parent activist Karran Harper Royal is a disturbing warning for parents and educators everywhere.

Other articles in this issue include:

Disarming the Nuclear Family” by Willow McCormick. Most children’s books-even those with animals as the protagonists–portray families with two heterosexual parents. A 2nd-grade teacher has her students create a book that represents their own more diverse families.

Image for Disarming the Nuclear Family

Illustration: Christiane Grauert

12 Years a Slave': Breaking Silences About Slavery” by Jeremy Stoddard. A teacher educator puts the award-winning 12 Years a Slave in the context of other films used to teach about slavery.

Independence or Catastrophe? Teaching Palestine through multiple perspectives” by Samia Shoman. A social studies teacher uses conflicting narratives to engage students in studying the history of Palestine/Israel, focusing on the events of 1948.

Carbon Matters: Middle school students get carbon cycle literate” by Jana Dean. A 6th-grade teacher uses the carbon cycle to help students understand climate change. Along the way, she deals with a parent who wants her to give equal time to “climate change is a myth.”

Articles in Spanish

Three articles in this issue also appear in Spanish:

La biblioteca que construyó Target  Por Rachel Cloues, traducido por Nicholas Yurchenco. Cuando Target le donó a una escuela primaria en San Francisco la remodelación de su biblioteca, la política del distrito en contra de las marcas no fue suficiente para impedir que los estudiantes fueran bombardeados por mensajes corporativos.

El desarme de la familia nuclear Por Willow McCormick, traducido por César Peña-Sandoval. La mayoría de libros para niños–hasta los que usan animales como protagonistas–retratan a las familias con dos padres heterosexuales. Una maestra de 2do grado pide que sus estudiantes creen un libro que represente la diversidad de sus propias familias.

“Que las probabilidades estén siempre a su favor” Enseñar sobre las clases sociales y la acción colectiva a través de Los juegos del hambre (The Hunger Games)Por Elizabeth Marshall y Matthew Rosati, traducido por Shireen Cotterall. Los juegos del hambre se usa como base para una dramatización que profundiza el conocimiento de los estudiantes sobre la clase social y cómo esta impacta las alianzas y la resistencia.

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June 26, Rethinking Schools editor Wayne Au spoke at a Seattle rally protesting the role of the Gates Foundation in public education: “Educating the Gates Foundation.” The rally was sponsored by Washington BATS (Bad-Ass Teachers) and Washington Save Our Schools. This is the speech he delivered at the rally. 

Educating the Gates Foundation Rally Remarks

by Wayne AuWayne Au

Good evening. I’m here tonight because I am deeply concerned. I’m concerned that public education is rapidly becoming privatized. I’m concerned that we are all part of a grand experiment, one that is hurting kids and communities. I’m concerned that we are losing democratic, public accountability in public education. I’m concerned with the state of public education reform and the role of Bill Gates and his foundation.

 

You see, right now Gates and his foundation are pushing an entire set of public education reforms like charter schools and vouchers, high-stakes, standardized testing, and using tests for teacher evaluation. We are getting this set of reforms purely because he and his foundation have leveraged vast financial resources to influence and negotiate politics. They are doing this despite all countervailing evidence, and they are doing this with no democratic accountability.

 

And that is just the thing. While Gates and his foundation tinker around with charter schools, high-stakes testing, the Common Core, and the junk science of using tests to evaluate teachers, they avoid the central and most important issue that impacts educational achievement: poverty.

 

But Gates and the Gates Foundation aren’t hearing that. As far as I can see, they are not about actual educational equality and equity. Instead they seem to be about opening up public education to the marketplace.

 

In fact, Gates has said as much. Back in 2009 in the run up to the Common Core, Gates said the following:

When the tests are aligned to the common standards, the curriculum will line up as well—and that will unleash powerful market forces in the service of better teaching. For the first time, there will be a large base of customers eager to buy products that can help every kid learn and every teacher get better.

 

I find this ironic. It seems to me that Gates wants to fix inequality in public education by relying on the same market forces responsible for the crisis in housing, the crisis in medical care, the climate crisis, the massive wealth gap, and the increase in the schools-to-prisons pipeline for youth of color, amongst other national travesties.

 

And all of this has me concerned because in many ways you and I and our children are unwillingly part of a grand experiment in education reform. Back in September of 2013, Gates himself said, “It would be great if our education stuff worked, but that we won’t know for probably a decade.” These folks pushing these reforms do not know if they will work, but they are willing to experiment on an entire generation of children.

 

And this raises another issue that we must contend with: institutionalized racism. We know that the system of public education does not serve low-income black and brown kids like it should. Unfortunately, here in Seattle we are a great example of this given the low achievement and disproportionate discipline rates for students of color. But the question we have to ask ourselves is this: “Have these corporate styled reforms like charter schools and high-stakes testing actually improved the conditions of education for the least served?”

 

On the whole the answer is “no.” Low-income students of color have had their curriculum gutted because of the tests. They are far more likely to experience scripted instruction and rote learning purely to prepare for the tests. They are far more likely to have art, recess, music, physical education, and even science and social studies cut in preparation for the tests.

 

And despite their never ending promises, the charter school sector has continued to find ways to keep out English Language Learners and students with disabilities, expel or counsel away low performing kids of color, maintain intense racial segregation, and NOT, I repeat, NOT out perform regular public schools in terms of overall achievement.

 

Given that both failure on high-stakes tests as well as expulsion and suspension from school greatly increase the chances of students to get caught up in the criminal justice system, I would argue that these reforms contribute directly to the racism of the schools-to-prisons pipeline.

 

In this way low-income black and brown students of color are the ultimate guinea pigs for the Gates experiment in public education reform, and I think it is ethically, morally, and politically reprehensible that wealthy elites feel so free to experiment on our kids.

 

This is especially true given that Gates’ own children have not had to face any of his own reforms. In fact, I want all of our children in public schools to have what Gates’ children have had.

 

Take Lakeside Schools, where his kids have attended. They had small class sizes, a large, well endowed library, top notch facilities, and a rich curriculum. These things seem to work for children of the elite. Don’t the rest of our children deserve them as well?

 

Lakeside students also don’t have to take 5, 6, 7, or 8 high-stakes, standardized tests a year. As my dear friend and education activist Jesse Hagopian says, we could say the boycott of high-stakes testing in Seattle really started at schools like Lakeside because the rich have rejected having their children take these tests for years: They just sent them to elite private schools.

 

I also want all of our kids to have some other things those Lakeside students have, like food security, a stable home to live in, jobs for their parents that pay livable wages, access to free or affordable healthcare…You know, all the basic human rights that the rich can afford and, increasingly, the poor cannot.

 

If Gates and the Gates Foundation really want to start increasing the achievement of low income and students of color, and if they are unwilling to have the real conversation about growing race and class inequality in this country, then I’ve got a suggestion: Fund a nationwide campaign for the implementation of Ethnic Studies. We’ve got research that shows that Ethnic Studies, like the program that was banned by conservatives in Tucson, Arizona, contributed greatly to positive educational outcomes and college attainment of students of color there. In that program students learned about their cultural histories and identities, and they learned about institutional racism in this country.

 

But I doubt we’ll see any Gates-funded campaign for Ethnic Studies because it doesn’t have the right kind of politics.

 

Speaking of politics, as the Seattle Times reported, Bill Gates recently said that, “These are not political things,” and that he’s merely supporting research about making education more effective. I’d like to close my speech tonight by pointing out how this statement rings hollow in so many ways.

 

For instance, we have ample research on the critical impact of smaller class sizes, the importance of culturally relevant practices, the fallacy of using test scores to evaluate teachers, the increased inequity produced by charter schools, the harmful effects of high-stakes, standardized testing, and the central role poverty plays in educational achievement. But Gates and his foundation don’t care to listen to any of this. They have their own agenda for public education, and they are wielding their mighty resources to advance this agenda with disregard of sound critiques or public deliberation.

 

Gates’ statement also rings hollow because these are all political things. Poverty is a political thing. Institutionalized racism is a political thing. High-stakes testing is a political thing. Charter school policy is a political thing. Private school vouchers is a political thing. All curriculum, especially the Common Core, is a political thing. Teachers’ rights to due process and protections provided by union contracts are political things.

 

When you attack public education and try to reshape it along the lines of private industry, and you do it with no democratic accountability to the public, THAT is a political thing. Every aspect of education policy is a political thing, and it is ignorant of Gates to think or say otherwise.

 

But that is why I am standing here tonight. That is why you are here as well. We all know better. We all know that public education is a political thing, and we all know that public education is a political thing worth fighting for. We can win this fight. Together we can remake our schools in ways that actually meet the social, cultural, and academic needs of ALL of our children. We can resist the privatizers like Gates. We can put the Public back into public education.

 

Thank you.

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We have wonderful news. Two of our recent books earned Honor Awards from Skipping Stones magazine–a journal that has been celebrating exceptional multicultural children’s literature and professional education resources for over 26 years.

REEcoverRethinking Elementary Education and Teaching About the Wars earned the awards. Luckily, we have a special promotion going on right now so you can get these books and any others from our collection now with our 20% end-of-school-year discount.  Use code GRADE14 at checkout.

Also a winner of the Independent Book Publishers Association Ben Franklin Gold Award, Rethinking Elementary Education is a collection of articles by teachers, parents, and activists about elementary school life and learning. The book covers classroom community, media literacy, language arts, science, social studies and other topics through a social justice lens.

Jonathan Kozol, author of Savage Inequalities, described Rethinking Elementary Education this way: “Another glorious package of encouragement and challenge from the most enlightened and most fervent group of teachers and their allies in our nation. Indispensable for elementary teachers–and a feisty provocation to all educators to stand up and fight for our beliefs.”

Teaching About the WarTeaching About the Wars, edited by Jody Sokolower, focuses on U.S. military engagement in Afghanistan and the Middle East. Although the United States has been at war continuously since just after 9/11, the role of the U.S. military around the world is rarely discussed in classrooms. This collection provides lessons and activities for teachers to engage students in critical thinking about this critical issue.

We’re so grateful for everyone who contributed to both of these books and to Skipping Stones for recognizing our work and passion for multicultural social justice education.

And we’re grateful to you for your continued support of our work.

If you want to see for yourself why these books earned accolades, use code GRADE14 for a 20% discount off these or any of the books in our collection.

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We’re nearing the end of Asian Pacific American Heritage month, but don’t let the teaching of Asian Pacific Islander history and perspectives be limited to just one month. It’s good that we have official months and weeks during which we learn about and celebrate a diversity of cultures. But, of course, the world is always multicultural, and our curriculum should be too.

By sharing these articles, we’re posing a friendly challenge to take lessons about Asian Pacific history and culture (as well as Black history, Latino history, etc.) beyond the artificial boundaries created by the dates May 1 and May 30.

Enjoy these articles, available free to all friends of Rethinking Schools. 

You’re Asian, How Could You Fail at Math? by Wayne Au and Benji Chang.  Unmasking the myth of the model minority.

Taking a Chance With Words by Carol A. Tateishi. Why are the Asian-American kids silent in class?

Decolonizing the Classroom: Lessons in Multicultural Education by Wayne Au. This article is one of many critical pieces published in our new and expanded edition of Rethinking Multicultural Education.

The two articles below were originally published in Rethinking Schools magazine. They are now available from the Zinn Education Project, a collaboration between Teaching for Change and Rethinking Schools. (Register for free access to these and hundreds more teaching articles and resources.):

A review of ANPO: Art X War by Moé Yonamine. A film tackles the U.S. occupation of Japan.

What the Tour Guide Didn’t Tell Me: Tourism, Colonialism, and Resistance in Hawai’i by Wayne Wah Kwai Au. Lessons on the history of Hawai’i and the impact of colonization and tourism.

 

These articles are free to read for our subscribers. Subscribe today at a 20% discount when you use code GRADE14 at check out. You’ll gain immediate access to these articles: 

Tiger Moms and the Model Minority Myth by Helen Gym
The media splash around Amy Chua’s writings about Chinese mothers exploits Asian stereotypes, exacerbates racial tensions and creates additional obstacles for vulnerable youth.

Haiku & Hiroshima by Wayne Au
A high school teacher uses an animated film and haiku poetry to raise awareness about the events of August 1945 and the dropping of the atomic bomb.

The Other Internment: Teaching the Hidden Story of Japanese Latin Americans During WWII by Moé Yonamine.
A role play engages students in exploring a little-known piece of history-the deportation of people of Japanese origin from Latin American countries to U.S. internment camps and back to Japan as POWs.

 

 

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We are seeking your articles and stories for a new book with the working title, Rethinking Bilingual Education.

Practicing bilingual teachers, we need your voices! We’ve extended our deadline to July 10th. We are looking for articles that show how you integrate social justice themes into your classroom curriculum, how you confront issues of equity and access in your classroom and school community, or how you deal with the pressures of assessment and standardization without sacrificing the integrity of your bilingual teaching.

In this book, we are defining bilingual education as occurring in instructional settings where  teaching and learning take place in two languages with the objective of developing long-term biliteracy. We are particularly interested in articles that describe K-12 bilingual classroom teaching and curriculum—those that are social justice oriented, story-rich, replicable and critical. We are especially looking for articles about:

  • teaching in bilingual classrooms from a social justice perspective
  • anti-bias lessons/units (teaching about gender, race, class, ableism, etc.)
  • social justice lessons across the curriculum (particularly in math and science)
  • special education in bilingual contexts
  • helping students value and use non-dominant languages
  • perspectives from a diverse range of bilingual programs (especially programs that incorporate African American English, ASL, Mandarin, Cantonese, Korean or Russian)
  • family involvement
  • effects of testing or the Common Core on your bilingual program

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.

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 academic 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. Traditional 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 “Sin Fronteras Boy” by Grace Cornell Gonzales and “Aquí y Allá: Exploring Our Lives Through Poetry—Here and There” by Elizabeth Schlessman Barbian. As a model of writing for the magazine, see anything by Linda Christensen.

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

The submission deadline for this call is July 10th.

Please send submissions electronically (Word.doc) to grace@rethinkingschools.org. We are unable to read submissions of more than 3,000 words, and are generally interested in articles that are substantially shorter.

If you have questions, don’t hesitate to contact Grace Cornell Gonzales at grace@rethinkingschools.org.

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Oops!  We scheduled this to post on Saturday, but something went awry. Now we’re a few days late, but we think these links are still worth a look. 

We like sharing interesting news, insightful opinions, activist victories, and actionable curriculum via Facebook, Twitter, and of course through our magazine and books.

We thought why not collect some of our favorites ideas, opinions, and stories in one place each week. It gives you a peek at what piques our interest, and gives us the opportunity to revisit the news that’s shaping our profession and the public debate about education.

Let us know what you think of this idea in the comments, and feel free to add to our list there as well.

Speaking “Mexican” and the use of “Mock Spanish” in Children’s Books (or Do Not Read Skippyjon Jones) by Dolores Inés Casillas via Sounding Out! Librarian and Rethinking Schools contributor Rachel Cloues alerted us to this thoughtful critique of the Skippyjon Jones series.

Post-patriarchy? We Still Have Much to Learn (and Teach) by Jody Sokolower  via Common Dreams. What started as a post here on our blog ended up at one of our favorite news and opinion sites.

Charter Schools Fail: New Report Calls Their ‘Magic’ Into Question, by Jeff Bryant, via Common Dreams. Bryant writes “In even the most casual treatments of education, charter schools are now regarded by many as a given “improvement.” (For those of you who watch NBC’s “Parenthood,” you saw that in this season’s episodes.) Bryant calls this glib pro-charter propaganda into question.

Teaching Untold Stories About Asian Pacific American Heritage Month by Moé Yonamine via Zinn Education Project. By now, many of us have heard of the Japanese American internment in the US during World War II. But very few of us know anything about the U.S.-ordered internment of Japanese Latin Americans — 2,300 individuals from 13 Latin American countries who were forcibly brought to the US and imprisoned during the war.

Pearson Wins Major Contract From Common Core Testing Consortium by Sean Cavanaugh via Education Week. We want to make clear that we don’t really “like” this link, but include it because it unfortunately confirmed our beliefs about the CCSS. For those who think the CCSS is an earnest and sincere attempt to improve schools, think again.

Rethinking Cinco de Mayo, by Sudie Hofmann via Zinn Education Project. As one person commented on our Facebook page after seeing this article, “Less beer. More truth.”  Need we say more? Read it.

Louis C.K. Takes Aim at Common Core… And We’re All Smarter for It, by Diane Ravitch via Common Dreams. Even we can’t resist pop culture sometimes. “My kids used to love math. Now it makes them cry. Thanks standardized testing and common core!”

Whitewash: How ‘The New York Times’ Just Rewrote the History of Sports, by Dave Zirin via The Nation. “From boxer Muhammad Ali to the Donald Sterling saga, Timothy Egan’s recent New York Times op-ed is a whitewash of the progressive history of sports.” 

Last year, 25 hedge fund managers earned more than double every kindergarten teacher combined by Matthew Yglesias, via Vox. Who doesn’t love an occasional interesting factoid? Can you say ‘Capitalism run amok?’

Chicago Teachers Union votes to oppose Common Core Standards by Becky Schlikerman via Chicago Sun-Times. New York teachers have taken this bold step as well (and need our support, by the way). Who’s next?

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

I came of age in the late 60s, when abortion was illegal, women were routinely blamed for getting raped, and we represented less than 5 percent of the lawyers in the country. When I came out in the early 70s, lesbian moms and gay dads were losing custody of their children, LGBTQ couples had no rights when a partner was dying, and teachers had to stay in the closet.

So it’s easy to feel like things are getting better. And it’s true that things have changed. Just a few weeks ago, the Obama administration included gender identity under Title IX—the civil rights law that prohibits sex discrimination in federally funded education programs. Public attitudes about LGBTQ civil rights have changed markedly.

But misogyny and homophobia are alive and well. Nowhere is that clearer or more damaging than in our schools. Just a couple of months ago, Candler Elementary School in North Carolina school banned a 9-year-old boy from using his “My Little Pony” backpack because it was making him a target for bullies. Rather than working with the children who were taunting and attacking him, they blamed the child for “triggering” the incidents. Twenty-six states say abstinence must be taught as the best method of birth control. Gay and transgender youth are 5-7 percent of the nation’s overall youth population, but 13-15 percent of those in the juvenile justice system.

How can we change the terms? Before Rethinking Schools published Rethinking Columbus in 1991, “Columbus discovered America” was how the history got taught. Now, 300,000 copies later, the conversation has changed. It’s not perfect, but the real history of colonial conquest has made its way into classrooms everywhere.

We need to do the same with sexism, gender, and sexuality. Rethinking Schools has been working intensely in the past few years to cultivate and support the writing of teachers, students, parents, and teacher educators who are doing that work. Now we are working on a new book to bring it all together.

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Rethinking Sexism, Gender, and Sexuality is built on the premise that we need to build social justice communities in our schools—places where everyone is nurtured as the unique and wonderful being they are, and where tensions and conflicts are acknowledged and resolved.

Equally important is the integration of sexism, gender, and sexuality into the curriculum. Fighting misogyny and homophobia are not issues just for the hallways and playground—struggles, heroes, and problems need to be acknowledged in our history, our literature, and our sciences.

We’re now in the last few days of a crowdfunding campaign to fund Rethinking Sexism, Gender, and Sexuality. We can’t publish without this support. Our goal is $20,000 and we’re almost there!

Please: Go to the website for our Indiegogo campaign, check out the video, read the sample articles, and help us make our goal. We’re so close! Give generously and spread the word to friends, relatives, and colleagues.

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by Jody Sokolower

RSEditors_Jan2012_146We’re in the middle of a crowdfunding campaign to raise money to publish Rethinking Sexism, Gender, and Sexuality. Our goal is $20,000 and we still have about $6,000 to go.

Early in the campaign, someone wrote to ask us why we need so much money just to publish a book. We thought you might be interested in where that $20,000 will go.

The overwhelming majority of the work on Rethinking Sexism, Gender, and Sexuality is volunteer. I am paid staff at Rethinking Schools, but the other four amazing members of our editorial committee—Kim Cosier, Rachel Harper, Jeff Sapp, and Melissa Bollow Tempel—are volunteering their time, wisdom, and energy. None of the more than 50 teachers, parents, students, and teacher educators with articles in the book are being paid. They have written, revised, and revised again out of a commitment to social justice education and to bringing these issues into classrooms everywhere.

So where is all that money going? We have a wonderful art director, Sabiha Basrai, at Design Action in Oakland. She is committed to creating the most beautiful book possible for the least amount of money, but she still needs to be paid. We also have to pay for aspects of production that you may not have thought about—I’ve been an editor for a long time, but I didn’t realize we were going to need money for indexing until a few months ago! Here’s our production budget, which doesn’t even include expenses involved with marketing the book, paying for inventory, etc.

$8,000:  Production editor

$6,800:  Design and layout

$3,500:  Artwork and photos

$1,500:  Indexing

$1,000:  Proofreading

$7,000: Initial print run (3,000 copies of the book)

$500:  Misc

Total:  $28,300

Of course, the real value of Rethinking Sexism, Gender, and Sexuality can’t be put into dollars and cents. It’s the thought-provoking and inspiring work of everyone who has contributed an article, editorial time, or artwork to this extraordinary book.

As we near the last days of the campaign, we appreciate anything you can do to help us spread the word and make our goal.

Thanks for your support.

 

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We like sharing interesting news, insightful opinions, activist victories, and actionable curriculum via Facebook, Twitter, and of course through our magazine and books.

We thought why not collect some of our favorites ideas, opinions, and stories in one place each week. It gives you a peek at what piques our interest, and gives us the opportunity to revisit the news that’s shaping our profession and the public debate about education.

Let us know what you think of this idea in the comments, and feel free to add to our list there as well.

abolition-earthday-posters4An Earth Day Message: Take Heart from the Abolition Movement, by Bill Bigelow. April 22 was Earth Day, and Rethinking Schools curriculum editor (and resident environmental justice expert), penned this column for our Zinn Education Project’s “If We Knew Our History” series.

DeColores: The Raza Experience in Books for Children, maintained by Rethinking Schools contributor Beverly Slapin. A blog filled with astute reviews and essays. Teachers and parents — and anyone who reads — will find the blog to be a valuable resource.

Protecting Classrooms from Corporate Takeover: What Families Can Learn from Teachers’ Unions, by Amy B. Dean, via Yes! Magazine. The Milwaukee Teachers’ Union, led by its president and one of the founding editors of Rethinking Schools Bob Peterson, is prominently featured in this well done article.

Teachers Are Losing Their Jobs, But Teach for America’s Expanding: What’s Wrong With That?, by Alexandra Hootnick, via The Nation. The Nation has reliably good coverage on big education issues. Don’t miss the special focus on Teach for America in the spring issue of Rethinking Schools, too.

Jim Crow in the Classroom: New Report Finds Segregation Lives on in U.S. Schools, via Democracy Now! This segment features an interview with journalist Nikole Hannah-Jones, whose multi-part investigation “Segregation Now: Investigating America’s Racial Divide” can be found at ProPublica.

Americans Who Tell the Truth: Dave Zirin portrait, by Robert Shetterly. Our favorite sports journalist Dave Zirin was deservedly honored by Americans Who Tell the Truth with one of Robert Shetterly’s incredible portraits. Read about his accomplishments and view the portrait at this link.

Duncan Withdraws NCLB Waiver from Washington State, via the inimitable Diane Ravitch. This news caused quite a stir when we posted it on our Facebook page on Thursday, and rightly so. Ravitch provides a good explanation of what this means and its implications for public schools nationwide. The corporate-led school privatization movement marches on…

Pearson Pays $7.7 Million in Common Core Settlement, by Lindsey Layton via The Washington Post. The entire Common Core enterprise reeks of corruption. Here’s another piece of evidence.

Scholastic and Big Coal Team Up to Bamboozle 4th Graders, by Joan Brunwasser, via OpEdNews.com. An interview with our curriculum editor Bill Bigelow about the successful campaign Rethinking Schools initiated to get Scholastic, Inc. to stop pushing pro-coal propaganda to 4th graders.

Minneapolis Replaces Columbus Day with Indigenous People’s Day, by the staff of the Indian Country Today Media Network. Minneapolis is starting a movement. Let’s join them! (Also join the, um. . . . spirited conversation at our Facebook page about this bit of news.)

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We recently learned of an interview by Democracy Now! with journalist Nikole Hannah-Jones, who discusses the segregation that persists in public schools around the United States. 

Watch a brief segment here:

You can watch the full interview at the Democracy Now! website.

Nearly 60 years after the Civil Rights Act and Brown v. Board of Education decision, Hannah-Jones points out that many public school districts look as though these landmark changes never happened.

“What George Wallace and others like him wanted was all-white schools. All-white schools don’t really exist anymore, but all-black schools do,” Hannah-Jones says. “Sixty years after Brown, integration is gone for many students.”

Hannah-Jones discusses the redrawing of school district boundaries in Tuscaloosa, Alabama as just one example of what she calls the “resegregation of America’s schools.”

“We still have a racialized K-12 system,” Hannah-Jones says. “Black and brown students tend to be in schools where they’re receiving an inferior education. They have less rigorous curriculum, and they’re less likely to have access to classes that will help them in college.”

Hannah-Jones’ full report, “Segregation Now” is published at ProPublica.

Related Resources:

The Promise: Brown v. Board of Education, the Civil Rights Movement, and Our Schools, special issue of Rethinking Schools, Volume 18, Issue 3, Spring 2004.

Teaching Brown in Tuscaloosa, by Alison Schmitke

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