During the summer, I will be sharing thematic posts bringing together responses on similar topics from the past eight years. You can see all those collections from the first seven 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:
Jamila Lyiscott answers some questions about her new book, “Black Appetite. White Food: Issues of Race, Voice, and Justice Within and Beyond the Classroom.”
Marian Dingle, Sydney Chaffee, Raquel Rios, Rinard Pugh, and Dr. Kimberly N. Parker talk about mistakes that are often made when trying to tackle race and racism in the classroom, and explore what we teachers can do, instead.
Dr. Tehia Glass, Dr. Erin Miller, Eddie Moore, Jr, Ali Michael, Marguerite Penick-Parks, Dr. Chezare A. Warren, Brian L. Wright, Ph.D., and Leah Wilson share their thoughts on the biggest mistakes made when approaching race and racism in the classroom.
A three-part series approaching race and racism in schools is wrapped up by Dr. Larry J. Walker, Dr. Jaime Castellano, Dr. Mara Lee Grayson, Ashley S. Boyd, Jennifer Orr, and Kelly Wickham Hurst
Dr. Terri N. Watson begins guest-editing a three-part series on the discipline disparities affecting black girls. Dr. Watson and Yolanda Tomlin contribute their thoughts in this first post.
Part two of this series will feature practices schools and districts have and/or should implement to improve the schooling experiences of black girls. Gholdy Muhammad, Shannon R. Waite, Marquitta T. Speller, and Valerie Kinloch share their commentaries.
This final post in a series on school discipline and black girls includes recommendations from Venus E. Evans-Winters, Zakiyah Ansari, and Yolanda Sealey-Ruiz. The entire series has been guest-edited by Dr. Terri N. Watson.
Mandy Smoker Broaddus, Gregg Castro, and Jennifer Jilot discuss the challenges faced by Native-American students and ways educators can effectively respond to those issues.
Dr. Susan C. Faircloth, Kelly Sassi, and Jennifer Borgioli share their thoughts on the challenges facing Native-American youths.
Timothy San Pedro, Alayna Eagle Shield, and Amanda Holmes wrap up a three-part series on Native-American education.
Matthew R. Kay agreed to answer a few questions about his new book, Not Light, But Fire: How to Lead Meaningful Race Conversations in the Classroom.
Rich Milner agreed to answer a few questions about his recent book, These Kids Are Out Of Control” Why We Must Re-Imagine “Classroom Management” For Equity (co-authored with Heather B. Cunningham, Lori Delale-O’Connor, and Erika Gold Kestenberg).
Cia Verschelden agreed to answer a few questions about her book, Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism and Social Marginalization.
* Author Interview: Enhancing the ‘Mental Bandwidth’ of Students
Part Two of an interview with Cia Verschelden about her book, Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism and Social Marginalization.
* ‘Ethnic-Studies Courses Benefit All Students’
Tony Diaz, Ruchi Agarwal-Rangnath, and H. Richard Milner IV write about the importance of ethnic-studies classes.
* Using Social-Emotional Learning to Challenge ‘Systems of Oppression’
This post on the role of race and equity in social-emotional learning is “guest-hosted” by Mai Xi Lee, the director of social-emotional learning for the Sacramento City Unified school district. After her introduction, she brings together responses from Robert J. Jagers, Mary Hurley, Sonny Kim, Dr. Christina Arpante, Meena Srinivasan, Africa S. Fullove, and Kashia Jensen.
* Equity & Social-Emotional Learning
Carla Tantillo Philibert, DeEtta Jones, & Peggy Collings continue the discussion on the role of race and equity in social-emotional learning.
* ‘White Educators Must Sharpen Their Humility’ Before They Discuss Race
Matthew Kay, Martha Caldwell, Oman Frame, Debbie Silver, Sonja Cherry-Paul, Dana Johansen, Alice Mercer, and Amy Okimoto share their thoughts on engaging with race in schools.
* ‘Courageous Conversations’ Are Needed to Discuss Race in Schools
Karen Baptiste, Dr. Jonas Chartock, Jason Flom, Dr. Mara Lee Grayson, and Dara Naphan share their commentaries on engaging with race and implicit bias issues in the classroom.
* Approach Race & Implicit Bias by ‘Listening to Students’
Adeyemi Stembridge, Sanée Bell, Raquel Ríos, Ruchi Agarwal-Rangnath, and Lynell A. Powell share their counsel on approaching race and implicit bias in the classroom.
* Author Interview: Culturally Relevant Teaching
Megan Adams, Sanjuana Rodriguez and Kate Zimmer agreed to answer a few questions about their book, Culturally Relevant Teaching: Preparing Teachers To Include All Learners.
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, Ph.D. & Travis J. Bristol, Ph.D. 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, Ph.D. & Terrenda White, Ph.D. 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.
New York City teacher José Vilson and Sacramento, Calif., 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.