I’ll begin posting new questions and answers in early September, and during the summer will be sharing thematic posts bringing together responses on similar topics from the past six years. You can see all those collections from the first five years here.
Here are the ones I’ve posted so far:
Today’s theme is on Race & Gender Challenges. You can see the list following this excerpt from one of them:
Lorena Germán, Adeyemi Stembridge, Stephen Lazar, Jen Schwanke, and Aubrie Rojee share their ideas on how to handle so-called “controversial” topics in the classroom.
Gabriella Corales, Tom Rademacher, Martha Caldwell, Oman Frame, Danny Woo, Paul Barnwell, and Kathleen Neagle Sokolowski share their responses to the question: “How do you handle controversial issues in the classroom?”
Dominique Williams, Matthew Homrich-Knieling, Meg White, Kristina J. Doubet, Jessica A. Hockett, Vance Austin, and Stephanie Smith contribute to Part Three in a series on handling “controversial” issues in the classroom.
Today’s answers on dealing with controversial issues in the classroom are provided by Sara Ahmed, Jennifer Borgioli, Kevin Scott, Erik M. Francis, Phil Hunsberger, Jackie Walsh, Beth Sattes, and Dave Stuart Jr.
A five-part series on handling “controversial” topics in the classroom series is “wrapped-up” with commentaries by Meg Riordan, Lymaris Santana, Sarah Thomas, and Thomas Armstrong, along with many comments from readers.
Django Paris and H. Samy Alim agreed to answer a few questions about their new book, Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World.
Angela Valenzuela agreed to answer a few questions about the new book she has edited, Growing Critically Conscious Teachers: A Social Justice Curriculum for Educators of Latino/a Youth.
Jane Fleming, Susan Catapano, Candace M. Thompson, and Sandy Ruvalcaba Carrillo agreed to answer a few questions about their book, More Mirrors In The Classroom.
I interview Chris Emdin about his new book.
This post is Part One of a two-part special project guest-hosted by Django Paris, PhD & Travis J. Bristol, PhD. It has an introduction by Django Paris and contributions from Charlene Mendoza, Lorena German, David Flores, Matt Knielling, and Gabriella Corales.
Part Two consists of a short introduction by Travis Bristol, and commentaries from Linda Bauld, Brian Pew, Lakisha Odlum, and Cyrene Crooms.
This is the first post in a three-part series “guest-hosted” by Travis Bristol, PhD & Terrenda White, PhD. Part One “features examples from school districts that have implemented innovative strategies to recruit and retain teachers of color.”
Part Two in the series “features the work of universities, schools of education, and teacher preparation programs.”
Part Three “spotlights the work of alternative teacher preparation programs and charter schools, as well as community-based efforts on the part of parents.”
Educators Cornelius Minor and Bridget Wilhelm co-author a guest review of Ta-Nehisi Coates’ book, Between the World and Me.
Gloria Ladson-Billings, Travis J. Bristol, and Terrenda Corisa White contribute their responses here.
This post highlights contributions from teachers Antoine Germany, James Pale, Dominique Williams, and Evelyn Ramos; and from student Jacquelin Estrada.
Teacher Ya Po Cha, teacher Elizabeth Villanueva, student teacher Billy William Ivy, biligual aide Alma Avalos, and student Amanda Martinez provide their thoughts on the topic.
I interview Zaretta Hammond about her book.
Three educators—Ashanti Foster, Melissa Bollow Tempel, and P. L. Thomas—and a number of readers share their thoughts.
Educators Megan M. Allen, Rusul Alrubail, Pernille Ripp, Amy Williams, and Patricia (Tish) Jennings contribute commentaries in this post.
This post features educator Ray Salazar who, in addition to sharing his personal experiences and thoughts, interviewed other teachers, too.
New York City teacher José Vilson and Sacramento educator Alice Mercer share their ideas. In addition, I’ve included many reader comments
The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.