“Social security and public education are based on an extremely dangerous principle, namely that you care about other people.” Noam Chomsky “The author and intellectual Cornel West has said that ‘justice is what love looks like in public.’ I often think that neoliberalism is what lovelessness looks like as policy.” Naomi Klein Finding ways to save … Continue reading Getting Stuck on Self-Care: Why Community Care is Important for Educators
This episode features an interview with Jesse Stommel, Executive Director of the Division of Teaching and Learning Technologies at University of Mary Washington.
Does going gradeless automatically guarantee an equitable classroom? Could gradelessness produce inequitable outcomes? Can privilege, bias, and oppression still find its way into my teaching practice, regardless of my best intentions? I, for one, am thankful to have had gradeless educators pushing my thinking about these questions, helping me move from naive optimism to a … Continue reading Equity in the Gradeless Classroom Roundtable
Take a moment to think about the purpose of grades. What comes to mind? Historically speaking, grades were verbal reports from the teacher to parents about what students knew and could do, as well as areas in which they could improve (Brookhardt et al). Percentages and letter grades entered the academic scene in the early 20th century, … Continue reading The Grade Divide
In 2005, after my first year teaching junior high English, Illinois passed a mandate to expand the required Holocaust unit to include other acts of genocide. Like most new teachers, I turned to colleagues for help, but found very few knew much about genocide beyond the Holocaust. So I began seeking genocide literature appropriate for junior … Continue reading Beyond Mandates and Measurement: Lessons from Genocidal Education