Newsletter from Learning for Justice

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September 14, 2022
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** Promote Social Justice Learning
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Social justice education is essential in the current hostile learning environment created by censorship laws and policies aimed at prohibiting the teaching of honest history and further marginalizing LGBTQ+ students and educators. Helping children understand their own identities without devaluing others; encouraging them as they find the ways we’re all connected and deserving of respect; teaching them to recognize injustice and showing them how to act against it—this is the work of social justice education.

The Learning for Justice Social Justice Standards ([link removed]) are designed to guide in the development of inclusive curricula to make schools safer and more just and equitable. The standards are divided into four domains: identity, diversity, justice and action. Walking through each domain one at a time can help you understand and apply each standard in practice so young people develop the skills they need to reduce bias and prejudice to make schools and communities safer places for all.
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** LFJ Social Justice Standards: Identity
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Our identity consists of the various characteristics we use to categorize and define ourselves and the various characteristics that are constructed by those around us. Students need to first understand their own identities and celebrate the diversity of those around them to be in a community where justice can exist. You can start here with the SJS about identity ([link removed]) .
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** LFJ Social Justice Standards: Justice
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When examining justice with students ([link removed]) , it’s important for them to have concrete definitions of both justice and injustice so they can celebrate justice and also call out injustice when they see it. Explore this LFJ resource to learn more about our Justice domain—and how you might share it with students.
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** Reading for Social Justice: A Guide for Families and Educators
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This guide is designed ([link removed]) to support a group of caregivers: parents, guardians, teachers, librarians and others as they plan and lead an intergenerational social justice reading group. Along with models and resources, you’ll find practical recommendations for establishing a framework, inviting student input and organizing a series of meetings during which children and adults in your community can read, talk, teach and learn together.
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** LFJ Social Justice Standards: Diversity
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There are five common characteristics of a classroom based on shared inquiry and dialogue: listening, respect, humility, perspective and trust. Humility is critical when learning about diversity ([link removed]) because it pushes us to recognize that our own ideas and opinions are only part of the story and that other people may have access to pieces of the puzzle that we don’t know about.
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** LFJ Social Justice Standards: Action
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Give young people the skills to take what they have learned about identity, diversity and justice and apply it by taking action in their communities. In the context of the Social Justice Standards, “action” includes honoring and celebrating identity and diversity, as well as actively engaging to bring about ([link removed]) justice.
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** Webinar: Fun Social Justice Activities for Elementary Students
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Are you looking for fun and creative ways to engage children in anti-bias learning? This on-demand webinar ([link removed]) features entertaining and educational activities. Help young students learn the meaning and value of identity, diversity, justice and action—the four domains of the Learning for Justice Social Justice Standards. Find out how to implement these activities in your classroom with this exciting webinar!
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** In-person Workshops Are Coming to Atlanta in October 2022!
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Register now ([link removed]) to join us for Social Justice Teaching 101 ([link removed]) on Friday, October 28, 2022, from 8:15 a.m.-3:30 p.m. EDT, and Advocating for Teaching Honest History: What Educators Can Do ([link removed]) on Saturday, October 29, 2022, from 8:15 a.m.-3:30 p.m. EDT.


** Check Out What We’re Reading
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“Let’s ask ourselves: Aren’t teachers as deserving as Tesla? If return on investment is driving the conversation, let’s talk about how it’s teachers who will produce the next generation of farmers, pilots and engineers.” — The Washington Post ([link removed])

“In less than 60 days, voters in Alabama, Louisiana, Oregon, Tennessee, and Vermont will decide whether to abolish slavery. But it’s not exactly what you may think.” — Essence ([link removed])

“In fact, Wong suggests that a post-pandemic future in which the expertise of people with disabilities drives decision-making can better support the restructured, precarious lives we all live.” — The Washington Post ([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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