Search

With all the talk about Cam Newton’s celebrations—and less than a week to go before Super Bowl 50—educators can take advantage of this teachable moment.

When LFJ’s manager for teaching and learning—then a fifth-grade teacher—shared his personal story about the 9/11 attacks with his students, a fascinating, in-depth conversation about narrative writing occurred.

Costumes and makeup aren’t the only markers for cultural appropriation. Dr. Neal Lester explains the prevalence of—and problems with—“figurative blackface.”

After reading Yaa Gyasi’s Homegoing, this teacher is doubling down on his efforts to root the study of literature and written expression in an emancipatory impulse.

What you need to know to facilitate classroom conversation about this controversial topic.

Oct. 8, was a day of victory for a group of 22 Life Academy students in Oakland, Calif. They are part of a 2-year-old advocacy club called “The Real DREAM Act Movement.” Students met regularly to support in campaigning for the passage of the federal DREAM Act. After several weeks of active letter writing and campaigning, their dream had finally come true: California Gov. Jerry Brown signed into law AB 131, a companion bill to AB 130, together known as the “California DREAM Act.”

My son was a 16-year-old high school junior on 9/11/2001. He could see the twin towers burning a few miles across the harbor from his school in Staten Island, N.Y. Across the country, other students watched the images on television, either as they were happening or later, as they looped endlessly on cable news.

When 10-year-old Julia Alvarez immigrated to New York, she learned the power of words.

“So, there aren’t any girls in the book?” Find out how an English teacher answered this student question—and fit the male-centered Lord of the Flies into a classroom focused on voices traditionally left in the margins.