Your weekly newsletter from LFJ

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April 11, 2023

Deadline approaching! Applications to LFJ’s upcoming summer Professional Learning Institutes are due no later than Sunday, April 16. Scroll to the end of this message to learn more details about these low-cost, weeklong, immersive and place-based learning experiences
(or click here to get started applying ([link removed]) ).


** Advocate for the Well-Being of Black Children ([link removed])
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** Partnering With Families to Support Black Girls ([link removed])
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Anti-Blackness is pervasive and has material consequences for all people—especially Black children, whose presence is often either overlooked or villainized. But there are specific actions that educators, parents, caregivers and communities can take to insist on the well-being of Black children.

When it comes to supporting Black girls in particular, partnership with families is key. The trauma of Black girls often goes unnoticed and unaddressed, and their resulting trauma-based responses—like withdrawal, isolation, depression, irritability, aggression or risky behaviors—tend to be punished or even criminalized. It’s a vicious and escalating cycle, say authors Adam Alvarez, Ph.D., and Eshe Price in this Learning for Justice article ([link removed]) . “Many Black girls are pushed out of school, funneled into the justice system and struggle with high levels of cascading stress. This is why the combined support of educators, families and caregivers is crucial.”

Read more here. ([link removed])
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** Stop Talking in Code: Call Them Black Boys ([link removed])
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“In order to address the bias against Black boys, we must first acknowledge the bias attached to the term ‘Black males,’” writes Daryl Howard, Ph.D., in this LFJ article ([link removed]) . The term “Black male” is nonspecific and dehumanizing. “A Black male could be a man or a preschooler. Or it could be a dog or fish or any other species. It’s not an adequate descriptor for any Black boy—or man.”

Read more here. ([link removed])

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** Ending Curriculum Violence ([link removed])
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Yes, curriculum can be violent—both intentionally and unintentionally. In this LFJ article ([link removed]) , Stephanie P. Jones, Ph.D., details what curriculum violence looks like and how educators can work to end it, leading with problematic examples of lessons about slavery: “Reenactments and simulations do not help students to understand slavery. Instead, they distort students’ understanding of the past and the present.”

Read more here. ([link removed])


** Resource Spotlight
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* Solidarity as Social and Emotional Safety ([link removed])
* Decarceration Begins With School Discipline Reform ([link removed])


** Professional Development Opportunities ([link removed])
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** Professional Learning Workshops ([link removed])
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LFJ offers virtual open-enrollment professional learning workshops for current K-12 classroom teachers, administrators and counselors, and for anyone who coaches classroom teachers and administrators. Spring workshops ([link removed]) are now open. Check out our list of available workshops and register today!


** Professional Learning Institutes (Apply by April 16!) ([link removed])
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This summer, LFJ will host two Professional Learning Institutes: low-cost, weeklong, immersive, place-based learning experiences that will support educators’ capacities to implement social justice education in their practice. Learn more about the institutes and how to apply here. ([link removed])
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Have a comment, question or idea for Learning for Justice? Drop us a line at [email protected] (mailto:[email protected]) .
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