By Lorena Germán
Social justice is not a book that you teach. It is not a unit you explore with students. It is not a week-long, school-wide celebration during which you acknowledge diversity. These are all too often superficial attempts at having in-depth conversations that require nuance, time, and pause. While well-intentioned, this type of teaching may lead educators to think they’ve done the work because they spent an hour or day teaching one idea in a one-dimensional way. However, social justice is not a topic or a content area, but an ongoing action and fight for a better quality of life for all. Therefore, it requires actionable and tangible steps.
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By Debbie Zacarian and Becki Cohn-Vargas
As one school year ends and we plan for the next, we see the glaring inequities that the pandemic has amplified, and we recognize that steps must be taken to address them. Beyond adopting new guidelines for hygiene and reducing our schools’ exposure to potential infection, it’s urgent that we focus as much if not more attention to an inclusive paradigm of schooling. This calls for a renewed focus on the global wellbeing of students. We propose four guiding principles:
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We have all heard that collaborating is an opportunity to stretch our thinking by hearing what others have to say, or have read, or are reading on a topic that we are exploring. That is what is occurring as I co-write a book with Ivannia Soto; I am learning about resources from my writing partner, in addition to reading what she has to say, and the combination makes collaborating a powerful experience. One book Ivannia recommended is Ijeoma Oluo’s So You Want to Talk About Race. A self-proclaimed “internet yeller,” Oluo brings a fresh, current, and serious look at racism in ways that are on the one hand personal and on the other generalizable. She helps us to see, in today’s climate, how it comes in many subtle, but no less-damaging forms than overt racism.
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