As Earth Day approaches, it’s a good time to think about how you approach issues of identity and diversity when it comes to the environment—regardless of the subject you teach. Here’s how one science teacher did it.
This toolkit provides a lesson plan that expands students’ knowledge and understanding of the religious diversity (or lack thereof) in their city, county or state. The lesson ends with an activity around the role of interfaith coalitions in increasing religious understanding.
This educator reflects on a blog she wrote for Teaching Tolerance in 2014—and finds herself confronting the same misperceptions from others about her culture and worldview.
Counselor Torrye Reeves believes there are three keys to keeping parents involved with their kids at school: communication, communication, communication.
“Padam and Purna were forced from their homeland in Bhutan and trapped in camps in Nepal for decades before being resettled in an alien land: Clarkston, Georgia. The refugees have found some stability, but still feel frustrated and uprooted, which leads to domestic violence and suicide in the refugee community. Padam and Purna realized that familiar food is the first step to feeling at home. They have opened a food store and other refugee-run businesses, which offer safe spaces and sources of mutual support for all the Asian refugees in Clarkston, who are united by their experience of trauma.”
“Zindy is a Mexican immigrant and domestic abuse survivor who lives with her five children at an isolated Atlanta-area trailer park. She notices that other park residents — immigrants from Mexico and Central America — struggle with the same issues she does, such as English fluency, reluctance to trust others, and limited access to education and other services. Zindy views their shared isolation as an opportunity and unites mothers in the community with similar cultural norms and practices — not to address shared problems, like domestic abuse, but to realize their common dreams for their children. This is the story of how they forged cultural ties and mutual trust, and the confidence to seek outside help in creating an escuelita (“little school”).”
In this spoken word piece, Elizabeth Acevedo speaks of her Afro-Latina heritage, recounting how she first rejected her roots and then learned to embrace them.