Your weekly newsletter from Learning for Justice

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March 23, 2021
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** When Bad Things Happen
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As we continue to learn of another mass shooting—this time in Boulder, Colorado—we’re holding in our hearts all those who are grieving. And we hope that all of you are getting all you need as you continue to be there for the children and young people in your care. This article ([link removed]) , which explores ways educators can support students in the wake of community violence, can help.
Youth—United! Gun Violence Is a Permanent Issue // Adrienne van der Valk ([link removed])

A Flaw in the Foundation // Natalie Odom Pough ([link removed])

Queer People Have Always Existed—Teach Like It // Cory Collins ([link removed])
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Showing Up Strong in the Aftermath of Violence
Seemingly endless news of violence, loss and grief can be difficult for students to process. But it’s difficult for educators, too. We hope you will prioritize your well-being in the wake of recent violence. We hope these simple strategies ([link removed]) help.
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** Creating Safer Schools for Trans Students and Educators
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So far this year, more than 80 anti-transgender bills have been proposed at the state level, and much of this legislation targets trans children and youth. As anti-LGBTQ groups and lawmakers attack trans rights, schools must ensure trans students and educators are supported. Usethese resources ([link removed]) to build policy and help create a safer space for all students who could be harmed by policies that rigidly define and police gender norms.
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** After Atlanta: Teaching About Asian American Identity
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In her latest article ([link removed]) for Learning for Justice, educator Liz Kleinrock shares the conversation she started with students the day after the attacks in Atlanta and recommends resources to teach about Asian American history and identity.
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** Webinar: The Value of Educator Self-care
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Featuring middle school literacy coach Geneviéve DeBose and school social worker Shoshana Brown, this on-demand Learning for Justice webinar ([link removed]) will help educators understand the science and psychology of self-care, including how educator self-care affects students. You will learn a variety of practices and tools and be able to identify practices that work best for you so that you can thrive in your school community.


** Check Out What We’re Reading
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“‘I love speaking the language, and part of why I want to teach people to speak in Chinuk Wawa is because we don’t have that many speakers right now,’ Holsclaw said. “If we lose all of our speakers and we lose our language, and that’s a huge part of our culture that we won't be able to get back.’” — Indian Country Today ([link removed])

“It’s a situation playing out in schools across America. One that educators and mental health professionals say requires an intentional response as more schools reopen this spring. But with so much focus on ‘learning loss’ and ‘returning to normal,’ it’s unclear whether schools will be able to prioritize healing.” — KQED ([link removed])

“These three film segments illustrate how the major social movements of the 1960s and 1970s—including civil rights, feminism, environmentalism, Chicano Power, and farmworkers—were interrelated and strengthened one another.” — PBS LearningMedia ([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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