Your weekly newsletter from LFJ

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November 2, 2021
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** Apply to Join Our New Professional Learning Cohorts!
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We’ve created a new professional learning opportunity for educators: Teaching Hard History Professional Learning Cohorts ([link removed]) . The inaugural cohorts will engage with our
Teaching Hard History: American Slavery framework and learn how to use it to enrich their lessons on American enslavement, build students’ civic engagement and critical thinking, and deepen their mindsets around inclusion and empathy. Applications are open to K-12 teachers in the U.S., with preference given to those teaching in Alabama, Florida, Georgia, Louisiana or Mississippi. The deadline to apply is December 3.
Teaching Honest History: A New LFJ Resource for Teaching the Civil Rights Movement ([link removed])

Language Access: More Than Translation // Julie Feng ([link removed])

Reimagining Digital Literacy to Save Ourselves // Cory Collins ([link removed])
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Our Virtual PD Workshops Are Selling Out Fast!
Learning for Justice is hosting a series of virtual PD workshops ([link removed]) starting in December and going into early 2022. The workshops are open to current K-12 classroom teachers, administrators, and counselors, and for anyone who coaches classroom teachers and administrators. Workshops are selling out, so reserve your spot now!
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** A Look at 30 Years of Resources From LFJ
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As we look back on three decades of our work—and look forward to the work we must do to meet this moment—we at LFJ are asking, “what do we carry forward?” We take a look at some of those resources in the latest edition of PD Café ([link removed]) in our Fall issue. We hope you find them useful.
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** PD Webinar: Indigenous Peoples’ History
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Co-hosted with the Smithsonian National Museum of the American Indian, this webinar ([link removed]) looks at the ways history instruction often contributes to the erasure of Indigenous stories and perspectives. Learn about historical events as well as cultural and societal contributions of Indigenous peoples past and present.
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** Envisioning School Safety Without Police
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To many, the police-free schools movement may feel like a byproduct of 2020 uprisings against racial injustice. But as LFJ Senior Writer Coshandra Dillard reports, this movement is decades old ([link removed]) —and strengthened by solidarity movements of students, caregivers and community members.


** Check Out What We’re Reading
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“This lack of a more detailed and accurate history in school and everywhere else made me feel that I didn’t exist. I yearned to learn more. I couldn’t accept that my culture’s history consisted solely of bloody sacrifices shown in National Geographic, or conspiracy theory documentaries from the History Channel of how aliens built the pyramids.” — Youth Communication ([link removed])

“Parents, educators, and other adults in children’s lives can model how to use books to examine the social, political, and economic causes and consequences of what’s depicted in a story, and explore how those stories can reveal broader realities.” — Progress Report ([link removed])

“Parents say ... school administrators handled the situation surrounding the controversial video unfairly. They say the district was inconsistent, unfair and damaging.” — News4Jax ([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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