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Posts Tagged ‘social justice’

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!

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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

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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 >>

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HelenGymHelen Gym is a member of the Rethinking Schools editorial board, but that is only one of many hats she wears in her life as a mom, spouse, educator, and not-to-be-reckoned-with activist in Philadelphia.  The  Philadelphia Magazine recently ran this article about Helen, and the anecdote that best captures Helen’s passion and impact is this:

At A.S. Jenks, a quality K-4 school in South Philadelphia, only the kindergartners avoided enrollment in split grades. The parents were livid. But they had no idea how to actually change matters until they connected with Gym, who coached them in the art of activism. They filed complaints. They got in touch with the press. They organized a protest (in the rain) that lured the television cameras.

It worked. According to parents at the school, superintendent William Hite Jr. intervened personally. “I wrote on my Facebook page: ‘When I grow up, I want to be Helen Gym,’” says Jennifer Miller, a Jenks parent. “She really makes you want to fight for your children.”

We would argue that Helen makes us want to fight for all children, as do so many of our editorial board members-many of whom have been committed to social justice for decades.

Here’s more from the Philadelphia Magazine article. Read the full article about Helen here.

Helen Gym advances, and Mayor Nutter inches warily back. She waves a thick stack of papers at him, each sheath a complaint lodged by parents lamenting the calamitous conditions in Philadelphia’s reeling public schools. There’s the kid with dangerous asthma at the school without a nurse on hand. The dyslexic, orphaned high-school senior applying for colleges with no counselor to lean on. The bullying victim who fled Overbrook High only to find it impossible to enroll at another school.

“This is what we’re fighting against,” Gym tells Nutter. The Mayor is just a few yards from his office door, but he’s the one shifting his feet, looking to get away.

Minutes earlier, Gym had wrapped up a news conference in the ornate Mayor’s Reception Room, where, with the assistance of City Council, she’d usurped a podium usually used by Nutter and his invited guests. Gym and her allies were there to tout their latest pressure tactic: written complaints designed to compel the state to meet basic education standards and shake loose some badly needed dollars for the district.

“It would be nice to have your support, Mayor,” Gym tells him. Nutter issues a few noncommittal mumbles, cleans his glasses, and back-steps for the stairway. Gym shrugs. Powerful figures often look for the exits when she approaches.

That’s what happens when you develop a rep as perhaps Philadelphia’s preeminent public agitator. Relentless, whip-smart, meticulously prepared and utterly fearless, Gym—a private citizen who works without the heft of any meaningful institutional support—has managed to build herself one of the city’s largest bully pulpits . . .

A youthful 45, Gym is as ferocious as ever, and her public profile has never been larger. But these days, she’s laboring mightily not so much to remake the system as to preserve what’s left of it.

Philadelphia has become a premier battleground in a high-stakes national debate over the future of K-12 education. On one side are the self-styled reformers, a group with not much patience and a thirst for bold experimentation. On the other sit the teachers unions and, more interestingly, activists like Gym, whose opposition to the reform agenda is layered and nuanced but boils down to an aversion to the dismantling of traditional public schools and a deep-seated mistrust of the reformers’ motives.

Read more…

Articles by Helen Gym in Rethinking Schools:

School Closures Rock Philadelphia

Tiger Moms and the Model Minority Myth

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Earlier this month, we set up shop at the annual meeting of the National Association for Multicultural Education (NAME). It’s always a joy to see old friends and meet folks who are new but no less passionate about multicultural education.

If you follow our blog, you likely share this passion, and know that Rethinking Schools has offered insights and resources on critical, multicultural teaching since our inception in 1986.

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Here are a few examples, free to all friends of Rethinking Schools:

Decolonizing the Classroom: Lessons in Multicultural Education,
by Wayne Au
Multicultural education has to be based on dialogue, both among students and between students and teachers.

“If There Is No Struggle…” Teaching a People’s History of the Abolition Movement, by Bill Bigelow
Students “become” members of an abolitionist organization and grapple with the strategic dilemmas faced by one of the most significant U.S. social movements.

Multiculturalism: A Fight for Justice, by the editors of Rethinking Schools
The introduction to a special report on multicultural education.

Precious Knowledge: Teaching Solidarity with Tucsonby Devin Carberry
A high school history teacher centers a study of social movements on the fight over the Mexican American Studies program in Tucson. His students spread the knowledge.

These articles are free to read for our subscribers. Subscribe today to gain access! (All subscribers enjoy access to our online archives. If you have a subscription, but are not sure how to activate your online account, please call customer service at 1-800-660-4192.)

What Do You Mean When You Say Urban?: Speaking honestly about race and students, by Dyan Watson
“Urban” has become one of a series of euphemisms for African American and Latina/o students. What preconceptions hide behind the language?

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

Diversity vs. White Privilege: An Interview with Christine Sleeterby Bob Peterson and Barbara Miner
Christine Sleeter explains why multiculturalism, at its core, is a struggle against racism, and must go beyond an appreciation of diversity.

Putting Out the Linguistic Welcome Mat, by Linda Christensen
Honoring students’ home languages builds an inclusive classroom.

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Perhaps you’ve followed the controversy around the name of the NFL team Washington “Redskins.”  They have faced a lot of pressure, and rightly so, to ditch the offensive name. Sadly, the team owner Dan Snyder has vowed never to change the name, and NFL officials have only recently agreed to talks with Native communities. (Here’s background from Huffington Post if you haven’t been following the controversy.)

NoMascotsIn Wisconsin, there’s a similar fight underway. Mukwonago is a small town about 30 miles southwest of Milwaukee. The Mukwonago school district’s Indian mascot is offensive and damaging to the Native communities in Wisconsin, so they joined with progressive activists and concerned parents and students to urge the school board to part with the mascot and enter into a community-based process to find a new one. They nearly succeeded in forcing the school board’s hand until the state legislature intervened with a bill that makes it nearly impossible to protest racist team names and mascots.  Just yesterday, the bill passed in the Assembly, and the Senate will take it up next month.

One of the activists who has dedicated an enormous amount of time and effort in pressuring Mukwonago school officials is retired teacher Sandy Shedivy, a long-time friend, supporter and volunteer with Rethinking Schools.  Sandy is a scholar in her own right on this issue.  Her PhD dissertation was on stereotypes.

In her comments to the Mukwonago school board, Sandy expressed

“Our school has appropriated a cultural symbol without knowing the background and history of Indian regalia… these conceptual understandings of  ‘Indians’ rarely come from authentic interaction with members of the Native communities, based in a spirit of honoring and respecting diverse cultures. These logos and mascots must be challenged in order to dismantle the prejudices that emerge from our country’s colonial past.”

Would that NFL team owners and officials heed Sandy’s message.

Fortunately, calls to change the Washington D.C.’s team name have been growing, and sports newscasters and personalities like Peter King, Bill Simmons and most recently Bob Costas have expressed in very public ways that it’s time for a name change.  (Read Dave Zirin’s excellent column on Costas’ remarks.)

As educators committed to social justice, these names and mascots are a violation of our progressive principles, and we need to speak out.  But events like these are also an opportunity for learning and dialogue.

unlearningindianstereotypesSo as we discussed the Mukwonago mascot controversy with Sandy, we came up with the idea to send copies of our DVD Unlearning “Indian” Stereotypes to members of the Mukwonago School Board, the Wisconsin legislators who sponsored the bill to hamstring activists as they fight to remove offensive and racist mascots and logos from our public institutions, to the owners of the Washington D.C. football team, and to NFL commissioner Roger Goodell, whose response has been disappointing.

Originally produced as a filmstrip by the Council on Interracial Books for Children in 1977 as part of a series of filmstrips combating racial stereotypes, Unlearning Indian Stereotypes was enhanced and transferred to DVD by Rethinking Schools in 2008. In spite of the fact that it was produced more than 35 years ago, it remains a useful resource for understanding and confronting racial stereotypes.

Narrated by Native American children, the DVD asks viewers to examine racial stereotypes through the eyes of children, while also providing a brief introduction to Native American history.

We hope that the officials who receive the DVD view it with an open mind and consider how their actions and statements contribute to the negative stereotyping of Native Americans.

Showing the DVD in your classroom would be a great way to connect current events in sports to our history.

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Today is the 50th Anniversary of the March on Washington for Jobs and Freedom. A time when hundreds of thousands of people stood up for justice and a better life. We have so far to go as a nation to fight the persistent racism and oppression that still plagues not only our schools but all of society. It could be argued that we have moved backward in our journey toward racial equality, given the recent decision by the Supreme Court to dismantle major provisions of the Voting Rights Act and our country’s growing economic disparities. That’s why this anniversary represents less a celebration than a renewed commitment to fight for a more just and equitable future.

marchers at march on washington

Photo from The Walter P. Reuther Library of Labor and Urban Affairs/the Labor History Archives at Wayne State University, http://www.reuther.wayne.edu.

Here we feature articles that will help you share history’s struggles with your students, and hopefully help them discover their own agency in changing the world.

These articles are available free to all friends of Rethinking Schools:

Warriors Don’t Cry: Acting for Justice
By Linda Christensen
Using the struggles of the Little Rock Nine to teach students how to navigate an unjust world—and how to change it.

More Than a Statistic
By Dorothy Franklin
Reflections on the black side of school discipline—the intimate consequences of assumptions based on race.

Sharing the Movement
By Nancy Murray
As part of Project HIP-HOP, Boston-area students embark on a 5,000-mile journey to meet with Civil Rights Movement veterans.

A School Year Like No Other: Eyes on the Prize
By Bill Bigelow
An imaginative writing lesson based on the struggles of one of the Little Rock Nine, featured in the landmark PBS series.

Also, check out Claiming and Teaching the 1963 March on Washington at the Zinn Education Project website. Bill Fletcher Jr. reminds us that the march was about freedom and jobs, a fact overlooked by the mainstream media and our textbooks.

These additional articles are available to our friends who subscribe to our magazine.

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Illustration: Bec Young

Our Grandparents’ Civil Rights Era: Family letters bring history to life.
By Willow McCormick
Second graders ask grandparents to write about their experiences during the Civil Rights Movement. The letters bring surprising wisdom—and some thought-provoking issues—to the classroom.

Trolling for Stories: Lessons from Our Lives
By Linda Christensen
How to stick with students until they find stories they feel passionate about writing.

“My Family’s Not from Africa—We Come from North Carolina!”
Teaching Slavery in Context
By Waahida Mbatha
An African American middle school teacher changes her African American students’ understanding of Africa and their own history.

Schools and the New Jim Crow • An Interview with Michelle Alexander
By Jody Sokolower
The author of The New Jim Crow: Mass Incarceration in the Age of Colorblindness applies her thought-provoking analysis to children, schools, and priorities for education activism.

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by Bill Bigelow

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Howard Zinn, author of A People’s History of the United States, one of the country’s most widely read history books, died on January 27, 2010. Shortly after, then-Governor of Indiana Mitch Daniels got on his computer and fired off an email to the state’s top education officials: “This terrible anti-American academic has finally passed away.”

But Gov. Daniels, now president of Purdue University, was not content merely to celebrate Howard Zinn’s passing. He demanded that Zinn’s work be hunted down in Indiana schools and suppressed: “The obits and commentaries mentioned his book ‘A People’s History of the United States’ is the ‘textbook of choice in high schools and colleges around the country.’ It is a truly execrable, anti-factual piece of disinformation that misstates American history on every page. Can someone assure me that is not in use anywhere in Indiana? If it is, how do we get rid of it before more young people are force-fed a totally false version of our history?”

We know about Gov. Daniels’ email tantrum thanks to the Associated Press, which obtained the emails through a Freedom of Information Act request.

Scott Jenkins, Daniels’ education advisor, wrote back quickly to tell the governor that A People’s History of the United States was used in a class for prospective teachers on social movements at Indiana University.

Daniels fired back: “This crap should not be accepted for any credit by the state. No student will be better taught because someone sat through this session. Which board has jurisdiction over what counts and what doesn’t?”

After more back and forth, Daniels approved a statewide “cleanup” of what earns credit for professional development: “Go for it. Disqualify propaganda and highlight (if there is any) the more useful offerings.”

cartoon_danielaacademicfreedomDaniels recently defended his attack on Zinn’s work, telling the Associated Press, “We must not falsely teach American history in our schools.” In a letter posted on his Purdue University webpage, Daniels claimed that, “the question I asked on one day in 2010 had nothing to do with higher education at all.” Daniels should go back and read his own emails.

There are so many disturbing aspects to this story, it’s hard to know where to begin.

The first, of course, is Daniels’ gleeful, mean-spirited reporting of Zinn’s death. Anyone with even a passing familiarity with Howard Zinn’s career knows that his great passions were racial equality and peace. Finding cause for joy in the death of someone whose life was animated by confidence in people’s fundamental decency is shameful.

As someone who spent almost 30 years as a high school history teacher, I’m amused by the impoverished pedagogical vision embedded in Daniels’ emails and subsequent defense. Daniels wants Zinn’s A People’s History of the United States banned from the curriculum, so that the book is not “force-fed” to students. Governor Daniels evidently assumes that the only way one can teach history is to cram it down students’ throats. To see some alternative ways to engage students, Daniels might have a look at our lessons at the Zinn Education Project, which use Zinn’s People’s History of the United States in role plays, in critical reading activities, to generate imaginative writing, and to search for the “silences” in students’ own textbooks.

Take for example the last textbook I was assigned as a teacher at a public high school in Portland, Oregon, American Odyssey, published by Glencoe/McGraw-Hill. In the book’s one thousand pages, it includes exactly two paragraphs on the U.S. war with Mexico—the war that led to Mexico “ceding,” in the polite language of school curricula, about half its country to the United States.  American Odyssey does not quote a single Mexican, a single soldier, a single abolitionist, a single opponent of the war. Well, in fact, the textbook doesn’t quote anyone. As one of my students pointed out when we read the book’s dull passages in class, “It doesn’t even view it as a war. It’s a situation.”

Read the rest of Indiana’s Anti-Howard Zinn Witch Hunt at our Zinn Education Project.

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by Bill Bigelow

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We are honored to announce that Rethinking Schools has been nominated for a 2013 Utne Media Award in the category of Social/Cultural Coverage.

This is the 24th year of the Media Awards–formerly called the Utne Independent Press Awards–and the first nomination for Rethinking Schools. The Awards celebrate “the best of what we read,” according to Utne editors. We are thrilled to be included.

As many of you know, every issue of the Utne Reader features outstanding articles collected from some of the country’s most innovative publications and websites.

Other Utne Media Award nominees this year include some of our favorite sources of analysis and insight, including Orion,Yes!AdbustersIn These TimesTomDispatchNACLA, the New InternationalistGrist, and Sojourners.

The first Rethinking Schools article to be featured in Utne Reader was Annette Fuentes’ excellent report from our special School-to-Prison Pipeline issue, “Arresting Development: Zero Tolerance and the Criminalization of Children,” which appeared in the September/October issue of Utne.

Recently, Utne editors asked permission to reprint another Rethinking Schools article, Tim Swinehart’s fine “Stealing and Selling Nature: Why We Need to Teach Environmental History.” This piece appears in the just-released May/June Utne Reader, which includes a special section on the current state of the commons.

We’re delighted to be developing a closer relationship with Utne Reader. Award winners will be announced at a May 20 event at Loews New Orleans Hotel.

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Many of you are familiar with the work of Tucson teacher Curtis Acosta. Acosta is the warm and eloquent—and photogenic!—language arts teacher featured in the film, Precious Knowledge, about Tucson’s now-outlawed Mexican American Studies program. The program is still suppressed, but the work goes on, as Acosta describes in this letter, recently posted to the Education for Liberation email list. Rethinking Schools continues to support this fine program and we urge you to show your solidarity in whatever way you can.

And, speaking of which, if you live near Seattle or plan to attend the upcoming National Council for the Social Studies conference, please join us for the presentation of our Zinn Education Project’s Myles Horton Award for Teaching a People’s History to Sean Arce, a key architect of Tucson’s Mexican American Studies program. Arce will be speaking and showing Precious Knowledge. Details here

- Bill Bigelow

Curtis Acosta

Dear Compañer@s and Supporters,

It’s been a while since I last wrote about the situation in Tucson. However, there are a few links that I felt I should share with those interested in our continued lucha to reinstate Mexican American Studies in Tucson. First and foremost, I would like you all to know that I am still teaching my Chican@ Literature classes at a youth center on Sundays. I have a great group of youth that have joined me. The classes are free and it has been healing to have the freedom to engage in critical dialogue about literature without the threat of demonization hanging over our heads. However, we are only a handful in our Sunday class,  and those good feelings are not balanced by the injustice of thousands of students who are not able to take our courses in their regular public school experience. It is shameful, but we are dogged in our determination to see MAS back in TUSD.

The following link is to an essay that I wrote for renowned author, and personal hero of mine, Ana Castillo. It is a part of her amazing online magazine La Tolteca. I decided it was important to explain in more detail how I used The Tempest in my Chican@/Latin@ Literature classes. If that interests you, please take a look.

How I used The Tempest in my Chican@/Latin@ Literature classes.

Here is a documentary that was filmed about how our classes have been dismantled and the fall out. It’s another unique perspective that may serve as good discussion and dialogue for you and your students.

I hope that we can count on more support for my colleagues Sean Arce and José Gonzalez as they continue to defend themselves against a frivolous lawsuit.

Support the Raza Defense Fund

Since our classes were eliminated there have been many different rumors and such about the future of MAS and the Tucson Unified School District, so I was fortunate enough to be interviewed by award winning writer, Jeff Biggers of the Huffington Post. It was a great way to actually address what the future may bring for us with a  federal desegregation order and plan to be revealed on Friday.

We have two new members of the school board as of last night, and the feeling in town is one of optimism. However, the administration is very much the same and our curriculum and books are still banned. I’m not sure what type of future there will be for my colleagues and myself, but we will keep fighting for restitution of our program. I hope this interview answers any questions you may be having, but if not, feel free to reach out and contact me or my colleagues for further details.

Will Tucson School Board Reinstate or Replace Mexican American Studies? Interview with Curtis Acosta.

We hope you are all doing well all over the country toward liberating and inspiring our youth to not only dream, but to have the will to act!

In Lak Ech,

Curtis Acosta

Tucson, AZ

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