Unfortunately, the transformative history of Reconstruction has been buried. First by a racist tale masquerading as history and now under a top-down narrative focused on white elites. It’s long overdue we unearth the groundswell of activity that brought down the slavers of the South and set a new standard for freedom we are still struggling to achieve today.
Rethinking Bilingual Education is an exciting new collection of articles about bringing students’ home languages into our classrooms.
For almost two decades, teachers have looked to Reading, Writing, and Rising Up as a trusted text to integrate social justice teaching in language arts classrooms.
This new and expanded edition collects the best articles dealing with race and culture in the classroom that have appeared in Rethinking Schools magazine.
Volume 33, No. 3 — Spring 2019
Role-playing what Reconstruction could have been
A high school teacher uses a role play so students can imagine life during Reconstruction, the possibilities of the post-Civil War era, and the difficult decisions that Black communities had to wrestle with.
A debate in Berkeley about the power of a name
Across the United States, we are toppling monuments and former heroes. Past icons are rightfully crashing — in esteem and in our public and private spaces — as we begin the overdue process of reckoning with history. Contemporary heroes are being lowered, too. This vogue of name controversies might be seen as a petty preoccupation by detractors, but what could be a more powerful symbol than what we choose to name a school?
Reconsidering classroom birthday celebrations
A kindergarten teacher looks at birthday celebrations in her classroom and whether all of her students’ home languages and rituals are being uplifted.
A high school teacher looks at how a daily activity focusing on the representation of women helped transform her classroom.
A language arts teacher describes a school board debate in which she merely showed up, instead of showing up and fighting for communities of color.
We need teachers who want to work in a place where human connections matter more than profit. We also wrote this book because we have had days — many days — where our teaching aspirations did not meet the reality of the chaos we encountered. We have experienced those late afternoons crying-alone-in-the-classroom kind of days when a lesson failed or we felt like our students hosted a party in the room and we were the uninvited guests. We wrote this book hoping it might offer solace and comfort on those long days when young teachers wonder if they are cut out to be a teacher at all.
Students’ names are the first thing teachers know about the young people who enter our classrooms; they can signal country of origin, gender, language. Students’ names provide the first moment when a teacher can demonstrate their warmth and humanity, their commitment to seeing and welcoming students’ languages and cultures into the classroom.