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Table of Contents

    Issue Theme
  • The Big One

    Teaching about climate change

    By Bill Bigelow

    The environmental crisis requires a profound social and curricular rethinking.

  • Cover Story
  • Free A Pedagogy for Ecology

    By Ann Pelo

    Helping students build an ecological identity and a conscious connection to place opens them to a broader bond with the earth.

  • The Wonder of Nature

    By Bob Peterson

    A review of The Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder, The Sense of Wonder, and A Sand County Almanac.

  • Rethinking Lunchtime

    Making lunch an integral part of education

    By Michael Stone

    Lunch is too important to be thought of as the ritual pit stop between classroom and playground.

  • Educating Heather

    First-person narratives bring climate change closer to home

    By Lauren G. McClanahan

    First-person narratives about climate change bridge the gap for students between theory and reality.

  • Teachable Moments Not Just for Kids

    By Susan Naimark

    When parents avoid connecting, they model for children how not to talk about race and racism.

  • Beat It! Defeat It! Racist Cookies

    Promoting activism in teacher education

    By Bree Picower

    How racist cookies spurred a teacher and her education students to take action.

  • "Bait and Switch"

    New report pushes voucher fans to fast-talk around problems

    By Barbara Miner

    Voucher advocates are fast-talking their way around a new report that cast doubts on the value of the program.

  • America's Army Invades Our Classrooms

    The military’s stealth recruitment of children

    The Army's new high-tech strategy for winning recruits.

  • Teaching for Joy and Justice

    By Linda Christensen

    An excerpt from Christensen's new book, Teaching for Joy and Justice: Re-imagining the Language Arts Classroom.

  • Boycott!

    Los Angeles Teachers Say NO to More Testing

    By Sarah Knopp

    Los Angeles teachers take on LAUSD's mandated tests.

  • Connected to the Community

    An effective model for preparing and retaining teachers

    By Marianne Smith, Jan Osborn

    A look inside I-Teach, an effective model for preparing and retaining teachers.

  • Izzit Capitalist Propaganda?

    By Julie Knutson

    DVDs from Izzit.org follow a familiar free-market script.

  • "It Was So Much Fun! I Died of Massive Blood Loss!"

    The problem with Civil War reenactments for children

    By Karen Park Koenig

    A mock battle highlights the line between role-playing and re-enactment.

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Teaching for Joy and Justice

Teaching for Joy and Justice

Teaching for joy and justice also begins with the non-negotiable belief that all students are capable of brilliance. Some students arrive in my classroom trailing years of failure behind them. Students in low-income communities are often tossed like loose change into overcrowded and underfunded classrooms where elementary teachers didn't have enough hands, materials, or time to build every student's literacy skills. Then we blame those students for arriving in our secondary classrooms without the tools they need to succeed. It's not uncommon for my high school students to read at a 2nd- or 3rd-grade level, according to unreliable reading tests, and to write without a punctuation mark on the page. But just because students lack skills doesn't mean they lack intelligence. My duty as a teacher is to attempt to coax the brilliance out of them.

After teaching for 24 years at Jefferson High School, located in an African American working-class neighborhood in Portland, Ore., and for a few years at Grant High School, where rich and poor, white, black, and Asian rub elbows in the hallways, I came to know that kids' lives are deep and delightful?even when they have low test scores. Their language is a history inherited from their parents, their grandparents, and their great-grandparents?a treasure of words and memories and the sounds of home, not a social fungus to be scraped from their mouths and papers.

When we begin from the premise that students need to be "fixed," invariably we design curriculum that erases students' home language; we fail to find the strength and beauty in the experience and heritage that students bring with them to school. When our curriculum attempts to "correct" their supposed faults, ultimately, students will resist.

My student Jerald taught me the importance of searching for a student's talents instead of lining up his writing in the crosshairs of my weapon?a red pen. Jerald entered my classroom years behind his grade level. One day he sat at the computer behind my desk working on a piece of writing?a narrative, an imaginative story, I can't remember. Jerald knew how to write stories and essays in the big ways that matter. He knew how to catch the reader-listener by creating characters and dialogue so real and funny or tragic that we leaned in when he read his pieces out loud. And the boy could out-argue anyone, so essays were a matter of lassoing and reining in a thesis and lining up his arguments. Jerald had been kicked out of most of his classes, so he came to my class about four times a day. He was placed in special education, and clearly, Jerald lacked the conventional skills that mark literacy?sentences, spelling, paragraphs?but he didn't lack intelligence.

One morning during my prep period, I decided that I would teach Jerald how to punctuate. I printed out his piece where verbs not only didn't agree, they argued. And Jerald, depending on his mood, either loved the comma or left it out completely. So on this day, I was determined that I would teach him where the periods and capitals went once and for all. "Come here, Jerald," I said. "Let's go over your paper. I want to show you how to correct your punctuation." I bent over his dot-matrix print-out and covered it with cross-outs, marks, and arrows.

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