Your weekly newsletter from Learning for Justice

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March 16, 2021
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** How You Can Address Anti-Asian Violence and Bias
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Amid the pandemic, Asian American people continue to experience racism, violence and harassment. These resources ([link removed]) can help you teach the historical precedents for this moment, introduce ways for students to recognize and speak up against coronavirus racism, and start conversations with even the youngest learners about recognizing and acting to address injustice.
Why I Teach: Returning to the Place of Origin // Gerardo Muñoz ([link removed])

Down the Hall: Demystifying the Process // Veronica Menefee ([link removed])

The Night Before the Dream // Glenda Armand ([link removed])
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Supporting Trans Students in Your School or District
While federal policymakers are no longer working to roll back the rights of trans students, state legislatures across the country are considering bills that do just that. In this article ([link removed]) , Jey Ehrenhalt and Cory Collins, the authors of our Best Practices for Supporting LGBTQ Students guide, recommend steps educators can take today to let trans students know that “it is safe for them to be who they are in your classroom—and that you have their back.”
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** White Supremacy Culture in Teacher Prep Programs
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If we’re serious about dismantling white supremacy in schools, teacher preparation programs are an obvious place to start. In our latest magazine ([link removed]) , professor Natalie Odom Pough writes that teacher preparation programs can “equip future educators with the knowledge and skills to provide positive learning experiences and environments for students of color.” But first, they need to look within.
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** Queer People Have Always Existed—Teach Like It
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Queer history didn’t begin with Stonewall. And, as LFJ Senior Writer Cory Collins explains, limiting queer history to the 20th century harms all students, particularly LGBTQ students. In his new article ([link removed]) , Collins identifies the problems with common approaches to teaching queer history and recommends strategies educators can use to teach the “gaps and silences,” uplifting history that’s been left out of the narrative—and curriculum—for too long.
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** Pandemic Pedagogy: One Year In
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As many communities pass the one-year mark of distance learning, quarantine and loss, it’s important to acknowledge the undeniable impact of the pandemic on all of our lives—including the ways students experience school. T ([link removed]) hese resources ([link removed]) offer help addressing the pandemic head-on in class, supporting student well-being during the pandemic and centering community.


** Check Out What We’re Reading
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“We have effectively created yet another pipeline to push out and police our most vulnerable children.” — Southern Poverty Law Center ([link removed])

“Because Black deaf students were prohibited from opportunities to interact with students and teachers on the White Deaf school campuses, this separation contributed to the development of Black ASL, a variety of American Sign Language that's distinctively different from those of white deaf students’ signs.” — DCMP ([link removed])

“Upon arrival, these children encounter a complicated immigration legal system, while having to navigate a new society within an anti-immigrant sociopolitical context. In recent years, these unaccompanied children have been exposed to traumatic situations such as overcrowded detention centers and abuse.” — National Education Policy Center ([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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