social justice what do you think of to me social justice is a simple concept
me social justice is a simple concept
me social justice is a simple concept it’s the notion that all people in a
it’s the notion that all people in a
it’s the notion that all people in a society deserve fair and equitable
society deserve fair and equitable
society deserve fair and equitable rights opportunities and access to
rights opportunities and access to
rights opportunities and access to resources but it’s become controversial
resources but it’s become controversial
resources but it’s become controversial and nebulous because we’ve stopped
and nebulous because we’ve stopped
and nebulous because we’ve stopped talking about what working for social
talking about what working for social
talking about what working for social justice actually looks like working for
justice actually looks like working for
justice actually looks like working for social justice can look like this or
social justice can look like this or
social justice can look like this or this it can look like this or it can
this it can look like this or it can
this it can look like this or it can look like this or my favorite it can
look like this or my favorite it can
look like this or my favorite it can look like that those are my students and
look like that those are my students and
look like that those are my students and whenever I’m asked to articulate my work
whenever I’m asked to articulate my work
whenever I’m asked to articulate my work or my priorities as a teacher I explain
or my priorities as a teacher I explain
or my priorities as a teacher I explain that I believe education can be a tool
that I believe education can be a tool
that I believe education can be a tool for social justice but a few months ago
for social justice but a few months ago
for social justice but a few months ago I logged onto Twitter as I do and I saw
I logged onto Twitter as I do and I saw
I logged onto Twitter as I do and I saw that a fellow teacher had taken issue
that a fellow teacher had taken issue
that a fellow teacher had taken issue with that belief teachers he said should
with that belief teachers he said should
with that belief teachers he said should not be social justice warriors because
not be social justice warriors because
not be social justice warriors because the purpose of education is to educate
the purpose of education is to educate
the purpose of education is to educate and he ended his argument by saying I
and he ended his argument by saying I
and he ended his argument by saying I teach my subject but I reject that
teach my subject but I reject that
teach my subject but I reject that simplification because teachers don’t
simplification because teachers don’t
simplification because teachers don’t just teach subjects we teach people when
just teach subjects we teach people when
just teach subjects we teach people when our students walk into our classrooms
our students walk into our classrooms
our students walk into our classrooms they bring their identities with them
they bring their identities with them
they bring their identities with them everything they experience in our rooms
everything they experience in our rooms
everything they experience in our rooms is bound up in historical context and so
is bound up in historical context and so
is bound up in historical context and so if we insist that education happens in a
if we insist that education happens in a
if we insist that education happens in a vacuum we do our students a disservice
vacuum we do our students a disservice
vacuum we do our students a disservice we teach them that education doesn’t
we teach them that education doesn’t
we teach them that education doesn’t really matter because it’s not relevant
really matter because it’s not relevant
really matter because it’s not relevant to what’s happening all around them and
to what’s happening all around them and
to what’s happening all around them and what’s happening all around them well
what’s happening all around them well
what’s happening all around them well racism for one in 2016 the University of
racism for one in 2016 the University of
racism for one in 2016 the University of Chicago released a report that revealed
Chicago released a report that revealed
Chicago released a report that revealed that according to results of the
that according to results of the
that according to results of the implicit association test fully eighty
implicit association test fully eighty
implicit association test fully eighty percent of white people harbored
percent of white people harbored
percent of white people harbored subconscious biases against black people
subconscious biases against black people
subconscious biases against black people believing them to be less intelligent
believing them to be less intelligent
believing them to be less intelligent lazier and more dangerous than whites
lazier and more dangerous than whites
lazier and more dangerous than whites and that’s just one concrete example of
and that’s just one concrete example of
and that’s just one concrete example of the insidious effects of historic and
the insidious effects of historic and
the insidious effects of historic and systemic racism on our country for more
systemic racism on our country for more
systemic racism on our country for more evidence we could look at incarceration
evidence we could look at incarceration
evidence we could look at incarceration rates we could look at statistics on
rates we could look at statistics on
rates we could look at statistics on police violence against black people we
police violence against black people we
police violence against black people we could look at the opportunity gap in
could look at the opportunity gap in
could look at the opportunity gap in education so yeah
education so yeah
education so yeah social justice belongs in our schools
social justice belongs in our schools
social justice belongs in our schools social justice should be a part of the
social justice should be a part of the
social justice should be a part of the mission of every school and every
mission of every school and every
mission of every school and every teacher in America if we want liberty
teacher in America if we want liberty
teacher in America if we want liberty and justice for all
and justice for all
and justice for all to be more than a slogan because schools
to be more than a slogan because schools
to be more than a slogan because schools are crucial places for children to
are crucial places for children to
are crucial places for children to become active citizens and to learn the
become active citizens and to learn the
become active citizens and to learn the skills and the tools that they need to
skills and the tools that they need to
skills and the tools that they need to change the world so what are those
change the world so what are those
change the world so what are those skills okay here’s a secret many of the
skills okay here’s a secret many of the
skills okay here’s a secret many of the skills that people need to orchestrate
skills that people need to orchestrate
skills that people need to orchestrate the kinds of change that will lead to
the kinds of change that will lead to
the kinds of change that will lead to justice are already built into the work
justice are already built into the work
justice are already built into the work of schools things like problem solving
of schools things like problem solving
of schools things like problem solving critical thinking collaboration
critical thinking collaboration
critical thinking collaboration perseverance none of that should be
perseverance none of that should be
perseverance none of that should be revolutionary on its own combine that
revolutionary on its own combine that
revolutionary on its own combine that with the ability to understand history
with the ability to understand history
with the ability to understand history not as one static and objective
not as one static and objective
not as one static and objective narrative on which we all agree but as a
narrative on which we all agree but as a
narrative on which we all agree but as a series of intertwined events about which
series of intertwined events about which
series of intertwined events about which there can be countless interpretations
there can be countless interpretations
there can be countless interpretations if we deliberately choose to explore
if we deliberately choose to explore
if we deliberately choose to explore history with our students rather than
history with our students rather than
history with our students rather than just teach it we help them understand
just teach it we help them understand
just teach it we help them understand that history is ongoing and that it’s
that history is ongoing and that it’s
that history is ongoing and that it’s connected to current movements for
connected to current movements for
connected to current movements for justice and we help them see themselves
justice and we help them see themselves
justice and we help them see themselves as potential players within a living
as potential players within a living
as potential players within a living history so those are the skills I’m
history so those are the skills I’m
history so those are the skills I’m talking about when I say that education
talking about when I say that education
talking about when I say that education can be a place to help kids learn how to
can be a place to help kids learn how to
can be a place to help kids learn how to work for justice but maybe the reason
work for justice but maybe the reason
work for justice but maybe the reason that my Twitter critic wasn’t happy with
that my Twitter critic wasn’t happy with
that my Twitter critic wasn’t happy with that idea is because he doesn’t agree
that idea is because he doesn’t agree
that idea is because he doesn’t agree with my definition of justice
with my definition of justice
with my definition of justice fair enough maybe he and I don’t see eye
fair enough maybe he and I don’t see eye
fair enough maybe he and I don’t see eye to eye politically but here’s the thing
to eye politically but here’s the thing
to eye politically but here’s the thing our aim is to encourage students to
our aim is to encourage students to
our aim is to encourage students to articulate their own opinions not to
articulate their own opinions not to
articulate their own opinions not to coerce them into agreeing with us so it
coerce them into agreeing with us so it
coerce them into agreeing with us so it actually
actually
actually doesn’t matter if he and I agree what
doesn’t matter if he and I agree what
doesn’t matter if he and I agree what matters is that we’re helping students
matters is that we’re helping students
matters is that we’re helping students have those conversations with each other
have those conversations with each other
have those conversations with each other and that means that as adults we need to
and that means that as adults we need to
and that means that as adults we need to learn how to become effective
learn how to become effective
learn how to become effective facilitators of our students activism
facilitators of our students activism
facilitators of our students activism we’ve got to help them learn how to have
we’ve got to help them learn how to have
we’ve got to help them learn how to have really tricky conversations we have to
really tricky conversations we have to
really tricky conversations we have to expose them to different opinions and we
expose them to different opinions and we
expose them to different opinions and we have to have to help them see how what
have to have to help them see how what
have to have to help them see how what they’re learning in school connects to
they’re learning in school connects to
they’re learning in school connects to the world outside so here’s an example
the world outside so here’s an example
the world outside so here’s an example of that every year my students study the
of that every year my students study the
of that every year my students study the history of apartheid in South Africa as
history of apartheid in South Africa as
history of apartheid in South Africa as a case study of injustice now for those
a case study of injustice now for those
a case study of injustice now for those of you who don’t know apartheid was a
of you who don’t know apartheid was a
of you who don’t know apartheid was a brutally racist system and the white
brutally racist system and the white
brutally racist system and the white ruled government in South Africa imposed
ruled government in South Africa imposed
ruled government in South Africa imposed racist laws to oppress people of color
racist laws to oppress people of color
racist laws to oppress people of color and if you resisted those laws you
and if you resisted those laws you
and if you resisted those laws you risked jail time violence or death and
risked jail time violence or death and
risked jail time violence or death and around the country other around the
around the country other around the
around the country other around the world of other countries governments
world of other countries governments
world of other countries governments including ours in the United States
including ours in the United States
including ours in the United States hesitated to sanction South Africa
hesitated to sanction South Africa
hesitated to sanction South Africa because well we benefited from its
because well we benefited from its
because well we benefited from its resources so in 1976 the South African
resources so in 1976 the South African
resources so in 1976 the South African government passed a new law which
government passed a new law which
government passed a new law which required that all students in South
required that all students in South
required that all students in South Africa learn in the language Afrikaans
Africa learn in the language Afrikaans
Africa learn in the language Afrikaans which was a white language and many
which was a white language and many
which was a white language and many black South Africans referred to that
black South Africans referred to that
black South Africans referred to that language as the language of the
language as the language of the
language as the language of the oppressor so not surprisingly students
oppressor so not surprisingly students
oppressor so not surprisingly students of color were outraged at this law they
of color were outraged at this law they
of color were outraged at this law they already attended segregated schools with
already attended segregated schools with
already attended segregated schools with overcrowded classrooms a lack of
overcrowded classrooms a lack of
overcrowded classrooms a lack of resources and a frankly racist
resources and a frankly racist
resources and a frankly racist curriculum and now they were being told
curriculum and now they were being told
curriculum and now they were being told to learn in a language neither they nor
to learn in a language neither they nor
to learn in a language neither they nor their teachers spoke so on the morning
their teachers spoke so on the morning
their teachers spoke so on the morning of June 16th 1976 thousands of kids from
of June 16th 1976 thousands of kids from
of June 16th 1976 thousands of kids from the township of Soweto walked out of
the township of Soweto walked out of
the township of Soweto walked out of schools and they marched peacefully
schools and they marched peacefully
schools and they marched peacefully through the streets to protest the law
through the streets to protest the law
through the streets to protest the law at an intersection they met up with the
at an intersection they met up with the
at an intersection they met up with the police and when the kids refused to turn
police and when the kids refused to turn
police and when the kids refused to turn back the police officers set dogs on
back the police officers set dogs on
back the police officers set dogs on them and then they opened fire and the
them and then they opened fire and the
them and then they opened fire and the Salado uprising ended in tragedy
Salado uprising ended in tragedy
Salado uprising ended in tragedy apartheid itself didn’t end until almost
apartheid itself didn’t end until almost
apartheid itself didn’t end until almost 20 years later but the activism of those
20 years later but the activism of those
20 years later but the activism of those kids in Soweto profoundly changed the
kids in Soweto profoundly changed the
kids in Soweto profoundly changed the way the world viewed what was happening
way the world viewed what was happening
way the world viewed what was happening in
in
in of Africa news outlets all around the
of Africa news outlets all around the
of Africa news outlets all around the world published this photo of 13-year
world published this photo of 13-year
world published this photo of 13-year old Hector Pieterson who was one of the
old Hector Pieterson who was one of the
old Hector Pieterson who was one of the first people killed by police in Soweto
first people killed by police in Soweto
first people killed by police in Soweto and it became nearly impossible to
and it became nearly impossible to
and it became nearly impossible to ignore the brutality of the apartheid
ignore the brutality of the apartheid
ignore the brutality of the apartheid regime in the months and the years that
regime in the months and the years that
regime in the months and the years that followed the Salado uprising more and
followed the Salado uprising more and
followed the Salado uprising more and more countries exerted political and
more countries exerted political and
more countries exerted political and economic pressure on the South African
economic pressure on the South African
economic pressure on the South African government to end apartheid and it was
government to end apartheid and it was
government to end apartheid and it was largely due to the activism of those
largely due to the activism of those
largely due to the activism of those kids in Soweto so every year my kids
kids in Soweto so every year my kids
kids in Soweto so every year my kids learn about this and invariably they
learn about this and invariably they
learn about this and invariably they start to draw connections between those
start to draw connections between those
start to draw connections between those kids in Soweto and themselves and they
kids in Soweto and themselves and they
kids in Soweto and themselves and they start to ask themselves what kind of
start to ask themselves what kind of
start to ask themselves what kind of political power and agency they have
political power and agency they have
political power and agency they have they ask themselves whether there would
they ask themselves whether there would
they ask themselves whether there would ever be a reason they would risk their
ever be a reason they would risk their
ever be a reason they would risk their lives so that a future generation could
lives so that a future generation could
lives so that a future generation could live in a more just world and most
live in a more just world and most
live in a more just world and most profoundly for me every single year they
profoundly for me every single year they
profoundly for me every single year they ask themselves whether adults will ever
ask themselves whether adults will ever
ask themselves whether adults will ever listen to their voices a few years ago
listen to their voices a few years ago
listen to their voices a few years ago my principal got an anonymous email from
my principal got an anonymous email from
my principal got an anonymous email from one of our students it informed him that
one of our students it informed him that
one of our students it informed him that the following day the students planned
the following day the students planned
the following day the students planned to walk out of school this was in the
to walk out of school this was in the
to walk out of school this was in the wake of Michael Brown’s death in
wake of Michael Brown’s death in
wake of Michael Brown’s death in Ferguson Missouri and the students were
Ferguson Missouri and the students were
Ferguson Missouri and the students were planning to join a walkout and March in
planning to join a walkout and March in
planning to join a walkout and March in support of the black lives matter
support of the black lives matter
support of the black lives matter movement so at this point the staff at
movement so at this point the staff at
movement so at this point the staff at the school had a decision to make would
the school had a decision to make would
the school had a decision to make would we use our authority and our power to
we use our authority and our power to
we use our authority and our power to try to control the students and prevent
try to control the students and prevent
try to control the students and prevent them from leaving or would we support
them from leaving or would we support
them from leaving or would we support them as they put into practice the
them as they put into practice the
them as they put into practice the principles of social justice that we had
principles of social justice that we had
principles of social justice that we had taught them about since their ninth
taught them about since their ninth
taught them about since their ninth grade year so the next morning the kids
grade year so the next morning the kids
grade year so the next morning the kids left school on mass and they gathered on
left school on mass and they gathered on
left school on mass and they gathered on the lawn and one of the seniors jumped
the lawn and one of the seniors jumped
the lawn and one of the seniors jumped up on a picnic table and went over
up on a picnic table and went over
up on a picnic table and went over safety expectations and the younger kids
safety expectations and the younger kids
safety expectations and the younger kids took it very seriously and as teachers
took it very seriously and as teachers
took it very seriously and as teachers and as staff we told them okay be safe
and as staff we told them okay be safe
and as staff we told them okay be safe and we watched as they marched off the
and we watched as they marched off the
and we watched as they marched off the kids who chose to stay spent that
kids who chose to stay spent that
kids who chose to stay spent that afternoon in class they debated the
afternoon in class they debated the
afternoon in class they debated the merits of protest they talked about the
merits of protest they talked about the
merits of protest they talked about the history of the black lives matter
history of the black lives matter
history of the black lives matter movement and they went on with classes
movement and they went on with classes
movement and they went on with classes as scheduled and those who chose to
as scheduled and those who chose to
as scheduled and those who chose to leave pretty
leave pretty
leave pretty Cepeda din a citywide student walk out
Cepeda din a citywide student walk out
Cepeda din a citywide student walk out and raise their collective voice for
and raise their collective voice for
and raise their collective voice for justice but no matter where they chose
justice but no matter where they chose
justice but no matter where they chose to spend the afternoon our kids learned
to spend the afternoon our kids learned
to spend the afternoon our kids learned valuable lessons that day they learn
valuable lessons that day they learn
valuable lessons that day they learn that the adults in their lives would
that the adults in their lives would
that the adults in their lives would support them even as we worried for
support them even as we worried for
support them even as we worried for their safety and they learn that they
their safety and they learn that they
their safety and they learn that they didn’t need us to tell them how or when
didn’t need us to tell them how or when
didn’t need us to tell them how or when or even why to protest they learned that
or even why to protest they learned that
or even why to protest they learned that they were members of a community of
they were members of a community of
they were members of a community of young people with a shared vision of a
young people with a shared vision of a
young people with a shared vision of a more equitable society and they learned
more equitable society and they learned
more equitable society and they learned that they had power within that society
that they had power within that society
that they had power within that society they learned that events like the Soweto
they learned that events like the Soweto
they learned that events like the Soweto uprising are not ancient history and
uprising are not ancient history and
uprising are not ancient history and they don’t have to end in tragedy and
they don’t have to end in tragedy and
they don’t have to end in tragedy and that’s what education as a tool for
that’s what education as a tool for
that’s what education as a tool for social justice can look like and here’s
social justice can look like and here’s
social justice can look like and here’s the thing our kids are ready for this
the thing our kids are ready for this
the thing our kids are ready for this kind of work so in 2015 incoming college
kind of work so in 2015 incoming college
kind of work so in 2015 incoming college freshmen were surveyed and eight point
freshmen were surveyed and eight point
freshmen were surveyed and eight point five percent of them said that they were
five percent of them said that they were
five percent of them said that they were there was a very good chance they would
there was a very good chance they would
there was a very good chance they would participate in a protest sometime during
participate in a protest sometime during
participate in a protest sometime during their college career
their college career
their college career and that might not seem very impressive
and that might not seem very impressive
and that might not seem very impressive but consider the fact that it’s the
but consider the fact that it’s the
but consider the fact that it’s the largest number of students to say that
largest number of students to say that
largest number of students to say that since 1967 and seventy-five percent of
since 1967 and seventy-five percent of
since 1967 and seventy-five percent of those kids said that helping other
those kids said that helping other
those kids said that helping other people who are having difficulty was a
people who are having difficulty was a
people who are having difficulty was a very important or essential goal for
very important or essential goal for
very important or essential goal for them again the highest number of people
them again the highest number of people
them again the highest number of people to say that since the late 1960s and
to say that since the late 1960s and
to say that since the late 1960s and research shows us that working for
research shows us that working for
research shows us that working for justice doesn’t just follow from
justice doesn’t just follow from
justice doesn’t just follow from building all those skills I talked about
building all those skills I talked about
building all those skills I talked about earlier it actually goes the other way
earlier it actually goes the other way
earlier it actually goes the other way too
too
too so working for justice engaging in
so working for justice engaging in
so working for justice engaging in activism helps students build skills
activism helps students build skills
activism helps students build skills like leadership and critical thinking
like leadership and critical thinking
like leadership and critical thinking and it correlates positively with their
and it correlates positively with their
and it correlates positively with their political participation and their civic
political participation and their civic
political participation and their civic engagement and their commitment to their
engagement and their commitment to their
engagement and their commitment to their communities later in life so in other
communities later in life so in other
communities later in life so in other words students are telling us that
words students are telling us that
words students are telling us that social justice matters to them and
social justice matters to them and
social justice matters to them and researchers are telling us that it helps
researchers are telling us that it helps
researchers are telling us that it helps students learn so now it’s up to us to
students learn so now it’s up to us to
students learn so now it’s up to us to listen and that might not be easy
listen and that might not be easy
listen and that might not be easy in 1976 one of those kids who
in 1976 one of those kids who
in 1976 one of those kids who participated in Soweto in the uprising
participated in Soweto in the uprising
participated in Soweto in the uprising he said that that event represented
he said that that event represented
he said that that event represented divorce between black children and their
divorce between black children and their
divorce between black children and their families because their families had
families because their families had
families because their families had grown up under apartheid
grown up under apartheid
grown up under apartheid and they knew how dangerous it was to
and they knew how dangerous it was to
and they knew how dangerous it was to speak out they wanted their kids to lay
speak out they wanted their kids to lay
speak out they wanted their kids to lay low and stay safe and when our kids
low and stay safe and when our kids
low and stay safe and when our kids threatened to walk out a lot of the
threatened to walk out a lot of the
threatened to walk out a lot of the adults in our community were really
adults in our community were really
adults in our community were really conflicted too some of us worried that
conflicted too some of us worried that
conflicted too some of us worried that they might encounter violence other
they might encounter violence other
they might encounter violence other people worried that they would walk out
people worried that they would walk out
people worried that they would walk out but they wouldn’t really know why they
but they wouldn’t really know why they
but they wouldn’t really know why they were protesting and some including some
were protesting and some including some
were protesting and some including some students families were really angry that
students families were really angry that
students families were really angry that the school hadn’t done more to prevent
the school hadn’t done more to prevent
the school hadn’t done more to prevent them from leaving and all of those fears
them from leaving and all of those fears
them from leaving and all of those fears that adults have about getting this
that adults have about getting this
that adults have about getting this stuff wrong all of those fears make
stuff wrong all of those fears make
stuff wrong all of those fears make total sense but despite those fears
total sense but despite those fears
total sense but despite those fears we’ve got to prove to our students that
we’ve got to prove to our students that
we’ve got to prove to our students that we will listen to their voices and that
we will listen to their voices and that
we will listen to their voices and that they do have the power to affect change
they do have the power to affect change
they do have the power to affect change it’s our responsibility to equip our
it’s our responsibility to equip our
it’s our responsibility to equip our students with the tools and the skills
students with the tools and the skills
students with the tools and the skills that they need to insist on a more
that they need to insist on a more
that they need to insist on a more equitable world and then sometimes to
equitable world and then sometimes to
equitable world and then sometimes to get out of their way and let them apply
get out of their way and let them apply
get out of their way and let them apply those skills to things that they care
those skills to things that they care
those skills to things that they care about and living up to that vision is
about and living up to that vision is
about and living up to that vision is going to require that we are flexible
going to require that we are flexible
going to require that we are flexible and it’s going to require that we’re
and it’s going to require that we’re
and it’s going to require that we’re creative it’s gonna require that we’re
creative it’s gonna require that we’re
creative it’s gonna require that we’re brave enough to stand up in the face of
brave enough to stand up in the face of
brave enough to stand up in the face of people who try to silence or D
people who try to silence or D
people who try to silence or D legitimize dissenting voices and hardest
legitimize dissenting voices and hardest
legitimize dissenting voices and hardest of all it’s going to require accepting
of all it’s going to require accepting
of all it’s going to require accepting the fact that sometimes we will be the
the fact that sometimes we will be the
the fact that sometimes we will be the ones our students will rebel against
ones our students will rebel against
ones our students will rebel against sometimes they’re gonna point out ways
sometimes they’re gonna point out ways
sometimes they’re gonna point out ways in which systems that we have created or
in which systems that we have created or
in which systems that we have created or in which we are complicit contribute to
in which we are complicit contribute to
in which we are complicit contribute to inequity it’s going to be uncomfortable
inequity it’s going to be uncomfortable
inequity it’s going to be uncomfortable and it’s going to be painful as they
and it’s going to be painful as they
and it’s going to be painful as they push us to question our own assumptions
push us to question our own assumptions
push us to question our own assumptions and beliefs but what if we change the
and beliefs but what if we change the
and beliefs but what if we change the way we think about rebellion in our kids
way we think about rebellion in our kids
way we think about rebellion in our kids when our kids rebel when they
when our kids rebel when they
when our kids rebel when they thoughtfully push back against our ideas
thoughtfully push back against our ideas
thoughtfully push back against our ideas or the way that we do things what if we
or the way that we do things what if we
or the way that we do things what if we chose to see that as a sign that we’re
chose to see that as a sign that we’re
chose to see that as a sign that we’re doing something right and that they’re
doing something right and that they’re
doing something right and that they’re becoming liberated I know it would be
becoming liberated I know it would be
becoming liberated I know it would be easier if their critical thinking skills
easier if their critical thinking skills
easier if their critical thinking skills manifested in more convenient ways on
manifested in more convenient ways on
manifested in more convenient ways on their essays or their standardized tests
their essays or their standardized tests
their essays or their standardized tests I get it convenience and justice do not
I get it convenience and justice do not
I get it convenience and justice do not often go hand in hand and when our kids
often go hand in hand and when our kids
often go hand in hand and when our kids learn to think critically about the
learn to think critically about the
learn to think critically about the world around them they become the kinds
world around them they become the kinds
world around them they become the kinds of engaged citizens who will recognize
of engaged citizens who will recognize
of engaged citizens who will recognize and question injustice when they see it
and question injustice when they see it
and question injustice when they see it and work to do something about it
and work to do something about it
and work to do something about it welcoming rebellion into our schools is
welcoming rebellion into our schools is
welcoming rebellion into our schools is going to require some rethinking about
going to require some rethinking about
going to require some rethinking about what teaching and learning look like
what teaching and learning look like
what teaching and learning look like because there’s this misconception that
because there’s this misconception that
because there’s this misconception that if we give students any wiggle room
if we give students any wiggle room
if we give students any wiggle room they’re gonna walk all over us and
they’re gonna walk all over us and
they’re gonna walk all over us and classrooms and dinner tables will
classrooms and dinner tables will
classrooms and dinner tables will devolve into total chaos and if we
devolve into total chaos and if we
devolve into total chaos and if we expect kids to sit silently and
expect kids to sit silently and
expect kids to sit silently and passively receive knowledge from us then
passively receive knowledge from us then
passively receive knowledge from us then their voices will always feel
their voices will always feel
their voices will always feel overwhelming but if we accept instead
overwhelming but if we accept instead
overwhelming but if we accept instead that learning is sometimes messy that it
that learning is sometimes messy that it
that learning is sometimes messy that it requires opportunities to brainstorm and
requires opportunities to brainstorm and
requires opportunities to brainstorm and mess up and try again that our kids
mess up and try again that our kids
mess up and try again that our kids dislike chaos and want to learn when
dislike chaos and want to learn when
dislike chaos and want to learn when they come to school then we can set up
they come to school then we can set up
they come to school then we can set up schools to facilitate that kind of
schools to facilitate that kind of
schools to facilitate that kind of learning so do me a favor and close your
learning so do me a favor and close your
learning so do me a favor and close your eyes for a second and imagine schools
eyes for a second and imagine schools
eyes for a second and imagine schools where teachers are thought partners
where teachers are thought partners
where teachers are thought partners letting students grapple with complex
letting students grapple with complex
letting students grapple with complex hard issues and not necessarily giving
hard issues and not necessarily giving
hard issues and not necessarily giving them the right answers and imagine
them the right answers and imagine
them the right answers and imagine schools where we let students make
schools where we let students make
schools where we let students make choices we trust them enough to do that
choices we trust them enough to do that
choices we trust them enough to do that and we let them experience the
and we let them experience the
and we let them experience the consequences of those choices
consequences of those choices
consequences of those choices imagine schools where we let students be
imagine schools where we let students be
imagine schools where we let students be humans with all of the messiness and the
humans with all of the messiness and the
humans with all of the messiness and the uncertainty that is bound to come with
uncertainty that is bound to come with
uncertainty that is bound to come with that and whatever you just imagined it’s
that and whatever you just imagined it’s
that and whatever you just imagined it’s not mythical it’s not unrealistically
not mythical it’s not unrealistically
not mythical it’s not unrealistically idealistic because teachers all over the
idealistic because teachers all over the
idealistic because teachers all over the country are already pushing the
country are already pushing the
country are already pushing the boundaries of what teaching and learning
boundaries of what teaching and learning
boundaries of what teaching and learning can look like with amazing results for
can look like with amazing results for
can look like with amazing results for kids they’re doing that in all kinds of
kids they’re doing that in all kinds of
kids they’re doing that in all kinds of schools and there are countless models
schools and there are countless models
schools and there are countless models for teachers who want to get better at
for teachers who want to get better at
for teachers who want to get better at helping students learn in a way that’s
helping students learn in a way that’s
helping students learn in a way that’s more authentic and engaging and
more authentic and engaging and
more authentic and engaging and empowering I was reading a book recently
empowering I was reading a book recently
empowering I was reading a book recently it’s called the students are watching
it’s called the students are watching
it’s called the students are watching and is by Ted and Nancy sizer and in
and is by Ted and Nancy sizer and in
and is by Ted and Nancy sizer and in that book they said that the work of
that book they said that the work of
that book they said that the work of education is often described as a series
education is often described as a series
education is often described as a series of nouns like respect honesty integrity
of nouns like respect honesty integrity
of nouns like respect honesty integrity and they say those nouns sound really
and they say those nouns sound really
and they say those nouns sound really impressive but often they fail to
impressive but often they fail to
impressive but often they fail to actually mean anything in practice but
actually mean anything in practice but
actually mean anything in practice but verbs they say are active no less
verbs they say are active no less
verbs they say are active no less demanding but requiring constant
demanding but requiring constant
demanding but requiring constant engagement verbs are not structures but
engagement verbs are not structures but
engagement verbs are not structures but rather engines and so as I’ve read that
rather engines and so as I’ve read that
rather engines and so as I’ve read that I wondered how do we make engine how do
I wondered how do we make engine how do
I wondered how do we make engine how do we make justice into an engine driving
we make justice into an engine driving
we make justice into an engine driving our work as teachers what’s the verb
our work as teachers what’s the verb
our work as teachers what’s the verb form of Justice I think there might be
form of Justice I think there might be
form of Justice I think there might be an answer to be found in the words of
an answer to be found in the words of
an answer to be found in the words of Cornel West who famously said that
Cornel West who famously said that
Cornel West who famously said that justice is what love looks like in
justice is what love looks like in
justice is what love looks like in public and all of my nerdy English
public and all of my nerdy English
public and all of my nerdy English teachers in the crowd know that love can
teachers in the crowd know that love can
teachers in the crowd know that love can be a noun and a verb school has to be
be a noun and a verb school has to be
be a noun and a verb school has to be bigger it has to mean more than I teach
bigger it has to mean more than I teach
bigger it has to mean more than I teach my subject school has to be about
my subject school has to be about
my subject school has to be about teaching people to change the world for
teaching people to change the world for
teaching people to change the world for the better if we believe that then
the better if we believe that then
the better if we believe that then teaching will always be a political act
teaching will always be a political act
teaching will always be a political act we can’t be afraid of our students power
we can’t be afraid of our students power
we can’t be afraid of our students power their power will help them make tomorrow
their power will help them make tomorrow
their power will help them make tomorrow better but before they can do that we
better but before they can do that we
better but before they can do that we have to give them chances to practice
have to give them chances to practice
have to give them chances to practice today and that practice should start in
today and that practice should start in
today and that practice should start in our schools thank you very much
our schools thank you very much
our schools thank you very much [Applause]
”
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