By Laura WinnickTeaching Octavia Butler’s Kindred is one of the most important projects I embark on with my students. I’ve taught it for the past two years, and have seen my students, previously bored by texts, evolve into voracious readers, horrified by the grim depictions of slavery and transfixed by the possibility of time travel. This year, we paired John Jennings and Damian Duffy’s newly published graphic novel with the dense fictional text, and students arrived every day begging to read the graphic novel, utterly obsessed with the artistic rendering. In this unit, our essential questions are extremely difficult. We examine: How do race and gender affect our identities? What are the lingering effects of slavery? How are people impacted by their ancestral histories?
By Linda K. WertheimerThe fifteen-year-old girl told me she was open to learn about different religions and cultures so I could not resist asking: “Would you ever want to see the inside of a mosque?” The girl shook her head as she chatted with me and her mother in a donut shop in their southeast Texas town. She had just quit her high school in favor of homeschooling because she and her parents objected to the geography teacher’s instruction about Islam as part of a broader lesson on world religions.
A Q&A with Tanya ErzenI taught a college course on women and citizenship in US History in a women’s prison in 2003 in New York City, Bayview Correctional Center. The prison has since closed and will house a women’s organization that works on global women’s issues. I noticed that during that time, the majority of people I saw coming into the prison, aside from family members and loved ones of those incarcerated, were religious volunteers, and I became curious about the presence of religious groups inside. It was around that time that a colleague sent me an article about Florida transforming its state prisons into faith-based character institutions. Since I write about evangelicalism and religion in general, I wanted to explore how people in prison experience the presence of so many religious groups.
By Rashod OllisonIt was February 1988, and I was in the fourth grade, the new kid at Fair Park Elementary in central Little Rock. I was nervous, of course, because I was the new kid. And nobody wants to be the new kid. But unlike previous classroom situations, I wasn’t the only black face in the place. There, in Mrs. Charlotte James’ orderly room, I was surrounded by kids who looked as though they could have been my cousins—black and brown faces staring back at me sans the entitled icy glares I usually got from white kids in Hot Springs. Also, Mrs. James was black, as stately and no-nonsense with her pearls and round glasses as the Baptist church mothers who silenced me with a stern look whenever I was disruptive in the Lord’s house. She was my first black teacher, and I was “so excited” like the Pointer Sisters.
By Meryl StreepWhen we think about our days in school, we often recall a particular teacher who made the most difference in our lives. For me, it was my music teacher, Claire Callahan. I was in high school and thought she was inconceivably old—something like twenty-four. She was a guitar student of Andrés Segovia. She didn’t have enough money for her lessons, so she came to my suburban school in New Jersey and taught music. She was absolutely amazing. Teachers perform major miracles in America, daily. My interest in public education comes from the respect I have for what teachers do and is very personal.
It’s December, which means it’s time for our holiday sale! All this month, get 30% off every purchase on our website using code HOLIDAY30. This year, we’re donating 20% of all sales in December to the Water Protector Legal Collective, which provides legal support for water protection activities in resistance to the Dakota Access Pipeline. Now, more than ever, these are titles will be timely and necessary as we transition to the new administration. Looking for a title, but don’t know where to begin? Get started with this list we put together of our bestsellers and highlights of 2016. Happy book hunting and Happy New Year!
2016 is a year that speaks for itself. It’s been a rough and tumultuous one, culminating in a divisive presidential election that has many people afraid of what’s in store for the country once the new administration takes office on January 20. When we’re in need of wisdom and guidance during troubling and unpredictable times ahead, we turn to our authors, who continue to offer their time and insights to give us perspective and commentary on the condition of our world. Our blog, the Broadside, wouldn’t be what it is without them. As always, we’re so grateful to them. We’ll need their thought-provoking essays as we head into 2017. Before the year comes to a close, we would like to share a collection of some of the Broadside’s most-read posts. Happy New Year!
By Linda K. WertheimerIt’s a time-honored tradition to be a “Hanukkah parent.” How could it be wrong? Moms and dads can build children’s pride in their Jewish identity by showing them it’s okay to talk about their faith in a Christian-majority school. They can help if the teacher knows nothing about Hanukkah. They can counter the anti-diversity message President-elect Donald Trump recently sent when he announced “we are going to say Merry Christmas again” at a rally in Wisconsin. But Jewish parents should think twice about bringing Hanukkah to their child’s classroom.
The results of the 2016 presidential election have left many people in shock and disappointment. In a time where people are fearing that a new administration will work to reverse much of the progress made in the last eight years, we are left wondering what the future holds. How do we continue to fight against climate change, fight for reproductive rights, LGBTQ protections, and racial and economic justice?
Throughout this election cycle, we’ve seen the rise of the radical right reminiscent of the pull of ultraconservative organizations from the past; increasing calls to prevent new immigrants from entering our country; increased calls to improve gun control legislation; a resurging wave of religious intolerance against Muslim Americans; and nationwide protests imploring racial justice and economic progress. These issues and others that have made headlines in the news have become focal points in this year’s presidential debates. To help inform the conversation about these topics, we’re recommending a list of titles from our catalogue.
By Bill McKibbenThoreau posed the two practical questions that must come dominate this age if we’re to make those changes: How much is enough? and How do I know what I want? For him, I repeat, those were not environmental questions; they were not even practical questions, exactly. If you could answer them you might improve your own life, but that was the extent of his concern. He could not guess about the greenhouse gas effect. Instead, he was the American avatar in a long line that stretches back at least to Buddha, the line that runs straight through Jesus and St. Francis and a hundred other cranks and gurus.
By Nicholas DiSabatinoOne of the most gratifying aspects of working on Dr. Christopher Emdin’s New York Times bestselling book, For White Folks Who Teach in the Hood…and the Rest of Y’all Too: Reality Pedagogy and Urban Education, is seeing the reaction of educators on Twitter. Since it went on sale this past March, the book has elicited enthusiastic and thoughtful tweets, fulfilling a definite need in the conversation in the world of urban education.
By Christopher EmdinIn his proclamation for this year’s National Teacher Appreciation Week (May 2-6), President Barack Obama states that “our country’s teachers—from the front lines of our civil rights movement to the front lines of our education system—have helped steer our country’s course. They witness the incredible potential of our youth, and they know firsthand the impact of a caring leader at the front of the classroom.” Associate professor and educator Christopher Emdin is certainly at the front lines of a radical approach to teaching urban youth.
By Theresa PerryAs I was reading this book, I remembered Dr. Emdin’s March 2014 Simmons College—Beacon Press Race, Education, and Democracy Lectures, upon which this book is based. To the rapt audience, overflowing with high school and college students, teachers and teacher educators, community activists and organizers, the excitement was palpable. The young and the elderly enthusiastically embraced Dr. Emdin’s ideas about urban education and urban youth. Most importantly, all of us in the room could feel Dr. Emdin’s passion, love, and respect for our youth.
A Q&A with Alfie KohnThere’s an epidemic of helicopter parenting. Young people today are narcissistic and suffer from inflated self-esteem. Kids need more experience with failure so they can learn to cope with the real world. Children need more self-discipline and “grit.” These are some of the conventional assumptions about children and parenting that have been uncritically accepted in our culture. In The Myth of the Spoiled Child: Coddled Kids, Helicopter Parents, and Other Phony Crises, now available in paperback, esteemed critic and lecturer Alfie Kohn debunks these beliefs and challenges us to reexamine this conservative ideology adopted often by liberal parents. We caught up Kohn to discuss these myths and how harmful they are to healthy child development.
By Christopher EmdinOne of the most brazen statements related to Black History Month in recent years came from rapper Kanye West about ten years ago when he said “...I make Black History everyday, I don’t need a month.” Since then, this phrase has found it way across the lips, Twitter timelines, and Facebook statuses of a new generation of Black folks every February. Like many of Kanye West’s statements, the words seem to revolve around a need to affirm oneself. However, reflecting deeply on the essence of the quote, and considering its decade long permanence as a manta of sorts for the hip-hop generation, West’s declaration signals the tensions between Black History Month and the youth to whom it should mean the most.
By Christopher EmdinMy phone buzzes one more time. I look over at the glowing screen to see that I have been tagged once more in the Ron Clark dance video from his school in Atlanta. I nod, give a half smile at the screen, and continue on my school visits. Today, I’m in the Bronx, and am working with a group of students who are researching cell division so they can add a layer of complexity to their rap song on mitosis and meiosis. The three young men I am sitting with are concerned because the simple rhyme scheme they have developed thus far isn’t going to cut it. This realization hits after they overhear a pair of young ladies perform their rap on the reproductive system that cites recent research in biology and comes replete with choreographed dance moves to match the verse. My phone buzzes again. I am tagged in the Ron Clark video again. My response this time is two fold. My first is: Damn, this white boy got some rhythm. The second is: I feel sorry for anyone who thinks they’re just gon’ “Hit the Quan” to academic success. The fact is, if you ain’t got Clarks rhythm, and the structures are not in place to support and validate such a transgressive approach to teaching, you will fail miserably. In fact, you may end up doing much more of a disservice to the students than a traditional school would. Ron Clark works at a school that is named after him with a certain funding structure, certain rules of conduct, and very particular philosophies. If you do not have any of these structures in place, or any strategies for circumventing the ones you are bound by, I feel bad for you son...You’ve got ninety-nine problems and Hittin’ the Quan in school is one.
Justice Antonin Scalia’s words during the Supreme Court’s revising of the Fisher v. University of Texas case of affirmative action have been rattling around the insides of many who work and study on college campuses. His words caused outrage, but in fact, they are representative of the widespread and erroneous belief that campuses are apolitical locations of merit and ability. His words are racist because they absolve and therefore further the bedrock of institutionalized racism on college campuses. And these words are echoed in the limited ways that higher education currently has responded to students’ accounts of racism.
There he goes again. Last week Justice Antonin Scalia spoke plainly on his misgivings about affirmative action. Afterwards, his commentary was a constant subject at holiday cocktail parties in Washington, DC where I live. Abigail Fisher’s case challenging the University of Texas’ use of affirmative action was back before the Supreme Court for the second time in three years. At the oral argument, to audible gasps, Scalia clumsily engaged in “mismatch theory,” speculating that African-American collegians would be better off attending “less-advanced,” “slower-track” schools where they might achieve more because classes are not “too fast for them.”
It can’t be repeated often enough: Standardized tests are very poor measures of the intellectual capabilities that matter most, and that’s true because of how they’re designed, not just because of how they’re used. Like other writers, I’ve relied on arguments and research to make this point. But sometimes a telling example can be more effective. So here’s an item that appeared on the state high school math exam in Massachusetts: