Category: anti-racism

Survey: Students Want More Opportunities to Connect With Teachers During the Pandemic: Education Week

“the survey also found that Black students, in particular, were more likely to have experienced economic hardships as a result of the pandemic: 37 percent of Black students said that at least one of the adults in their household had lost their job due to the coronavirus, compared to 27 percent of Latino students, 23 percent of white students, and 16 percent of Asian American and Pacific Islander students.”

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62,596 Years of Instruction Are Lost Annually, and It Has Nothing to Do With COVID

The losses are quantified in often horrifying detail by Lost Opportunities, a report recently released by The Center for Civil Rights Remedies at the Civil Rights Project at UCLA and the Learning Policy Institute. NEPC Fellow Dan Losen of the UCLA Civil Rights Project wrote the report with Paul Martinez, also of the Civil Rights Project.”

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How an Indigenous land-based learning approach to STEM could help students across Canada: Toronto Star

““Indigenous people have these knowledges, they express them in different ways, though,” said Dokis, who is a member of Dokis Anishinabek Nation. “It’s passed on through story and observation. Whereas in western mathematics or sciences, those knowledges are expressed through numerical formulas.”

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A Trauma-Informed Approach to Teaching the Colonization of the Americas

8 questions to guide your conversations

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Vulnerable students more likely to slip through the cracks: check attendance stats to find out who needs support

“High proportions of teachers report that they are not receiving adequate guidance to serve many of these populations — especially if they are teaching them remotely — and low percentages of principals indicate that their schools are offering the tutoring needed to help students catch up. “

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Using Social Justice to Promote Student Voice: Preteen students can gain confidence in their ability to navigate complex topics by using intersectionality to investigate social issues.

“There is power in student voice, and it isn’t a voice any teacher can give. We don’t give voices. We make space for them in our curricula and classrooms, or we don’t. Especially in times like these when our nation is burning, we should listen to the young people. We should center their voices through choice of their tasks, choice of what they want to study, and overall handing them some leadership opportunities. How else will they practice taking over the world?”

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Seven deadly sins to avoid on the path to anti-racism

“As we embark on our anti-racism journey, it is important to remember that this commitment is hard but necessary. We are not free until we are all free. Let’s roll up our sleeves and truly get to work. Our country will be better tomorrow for what we do today.”

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Practical Advice on Addressing Racial Justice in K-12 Schools: A Q&A with Gloria Ladson-Billings

“How, then, should teachers effectively and appropriately address such concerns, especially as they pertain the systemic and historic nature of racial discrimination and stratification in our country?”

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How White Educators Can Approach Antiracist Work:Striving to understand the origins of the concept of race and the effects of implicit biases are good initial steps.

“I believe that, as Dr. Ibram X. Kendi says, we are all “either racist or antiracist; there’s no such thing as ‘not racist.’”

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Measuring Daily Attendance and Participation During COVID-19 – An Invaluable Tool for Reducing Educational Inequity

“Until new research examining absenteeism in blended or distance learning settings can be conducted, we advise continuing to monitor which and how many students miss 10% or more of learning opportunities.”

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