The Green New Deal and Our Schools

By the editors of Rethinking Schools

As Mark Hertsgaard and Kyle Pope wrote recently in The Nation, “There is a runaway train racing toward us, and its name is climate change. This is not alarmism: It is scientific fact.”

This is where the Green New Deal, introduced in February by Rep. Alexandria Ocasio-Cortez and Sen. Edward Markey, begins: with the terrifying prospects of the runaway train of climate catastrophe. But the Green New Deal seeks to mobilize people not from fear, but from hope — hope for a radical transformation of society. It’s a manifesto that begins with the imperative of dramatically cutting greenhouse gases — global reductions of 40 to 60 percent in emissions from 2010 levels by 2040, reaching net-zero global emissions by 2050.

Why the Green New Deal? Ocasio-Cortez, supporters in the Sunrise Movement, and others, draw inspiration from the audacious initiatives of the Depression-era New Deal programs, as well as the massive World War II mobilization. Because anything less is inadequate to the urgency of the crisis, as laid out starkly in last October’s Intergovernmental Panel on Climate Change report. But the new New Deal explicitly rejects the racism of its antecedents, which, for example, excluded agricultural and domestic workers from Wagner Act union protections and baked in a future of racially segregated housing through Federal Housing Administration policies.

The Green New Deal imagines a vast social reconstruction that will meet 100 percent of U.S. demand for power through clean, renewable, and zero-emission energy sources; upgrade buildings in the United States to achieve greater energy efficiency, water efficiency, safety, affordability, comfort, and durability; support sustainable family farming and build a sustainable food system; create millions of good, high-wage jobs; provide “unprecedented levels of prosperity and economic security for all people of the United States”; and more.

The Green New Deal is not just about suppressing carbon emissions, it’s also about democratizing decision-making. It calls for the use of “democratic and participatory processes that are inclusive of and led by frontline and vulnerable communities and workers to plan, implement, and administer the Green New Deal mobilization at the local level.” It concludes by promising “high-quality health care,” “affordable, safe, and adequate housing,” “economic security,” “clean water, clean air, healthy and affordable food, and access to nature.”

It imagines a very different country from the one we now live in.

And schools? The Green New Deal includes only one line about “providing resources, training, and high-quality education,” and, in fact, never mentions the word schools. Nonetheless, the Green New Deal has profound implications for schools, and offers an extraordinary opportunity for social justice educators to draw on the utopian — in the best sense of the word — vision laid out in the congressional resolution.

*** Click here to purchase a copy of Bill Bigelow and Tim Swinehart’s groundbreaking book on teaching climate justice, A People’s Curriculum for the Earth ***

Let’s start in our classrooms. The revolutionary aspirations of the Green New Deal will only be brought to life by people who grasp the enormity of the crisis that humanity faces and the radical changes necessary to address it. This requires that we teach a climate justice curriculum that: 

• engages students in the science of climate change;
• probes the social and economic roots of climate change; 
• emphasizes the brutal inequality that results in those least responsible for the crisis being hit the hardest;
• alerts students to the breadth of global activism for climate justice;
• helps students see how climate justice is inextricably linked to addressing broader issues of racism, militarism, imperialism, and class exploitation;
• invites students to imagine a society based on principles of ecology and social equality; and
• encourages students to come to see themselves as activists for a green and just world.

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Rep. Barbara Lee Calls for Climate Education in All Schools

“We need to teach every young person the human impacts of climate change and how to combat the climate crisis before it is too late.”  
By Bill Bigelow

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Congresswoman Barbara Lee (D-Calif.) met with press on Thursday Sept. 19, 2019 to announce that she would be introducing a House Resolution in support of teaching climate change in schools. (Photo: @RepBarbaraLee)

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This story is part of Covering Climate Now, a global collaboration of more than 250 news outlets to strengthen coverage of the climate story.

In May of 2016, the school board in Portland, Oregon, passed what is believed to be the first comprehensive climate education resolution in the country. It called for climate justice curriculum, increased professional development, support for student activism, and for the school district to abandon the use of text materials that deny the human roots of the climate crisis or minimize its effects.

“Imagine if young people throughout the United States had a climate justice education that asked them to consider the roots of the climate crisis, to examine the profoundly unequal ways the crisis is manifesting itself throughout the world, and to think of themselves as activists who can make the world cleaner, safer, and more equal.”

This climate education work gets a big boost today from Rep. Barbara Lee (D-Calif.) who is remembered for her courageous stand as the only member of Congress to vote against the authorization of the use of force in the wake of the Sept. 11 attacks.

Today, commemorating what promises to be the largest climate strike ever, Lee’s office says she will officially introduce a House Resolution to support the teaching of climate change in schools throughout the United States.

Like Portland’s school board resolution, this is not only a call for more “climate literacy.” Lee’s resolution also emphasizes that the climate crisis is a social crisis. In introducing the resolution, she said, “We need to teach every young person the human impacts of climate change and how to combat the climate crisis before it is too late.”  

The resolution emphasizes that “climate change is a generational social justice, racial justice, and human rights issue.” It has been endorsed by diverse education and environmental justice organizations, including the American Federation of Teachers, the Sierra Club, the National Center for Science Education, the Mom’s Clean Air Force, Students for Climate Action, and Rethinking Schools.

The resolution begins from the premise that student climate activism is essential, but “in order to meaningfully act upon our changing climate and changed world, young people need education about its causes, consequences, anticipated future impacts, and possible solutions.” And, “when students engage in a climate change curriculum, they can develop a greater sense of efficacy about their capacity to address critical social and environmental issues.”

The congresswoman’s House Resolution emphasizes, a changing climate “disproportionately affects students of color and students in poverty, thereby exacerbating existing inequalities and limiting equality of opportunity.”

Lee is also a co-sponsor of HR 109, The Green New Deal—the most ambitious Congressional statement outlining how to tackle the climate crisis, and simultaneously address broader social inequality. But as Rethinking Schools magazine editors pointed out in a recent editorial, as ambitious as the Green New Deal is, it never mentions the word schools. 

Thus, Lee’s resolution is a welcome gesture, reminding her colleagues—and everyone else—that the climate crisis especially affects young people, that young people are and will be at the center of those demanding action, and that the Green New Deal has profound implications for our schools. 

Here in Portland, Oregon, where I work with the Portland Public Schools Climate Justice Committee, emboldened by the promises of the school board’s 2016 climate justice resolution, last spring, students and climate activists raised a series of demands for more robust implementation of the resolution. One of these demands was that the school district hire someone whose only job would be to promote climate justice education throughout the school district—working with students, frontline communities, environmental and social justice organizations, teachers, administrators, and with the school district’s Climate Justice Committee. In May, Portland’s school board authorized funds for this position, and the country’s first “Climate Change and Climate Justice Programs Manager” begins work next week. 

In a statement Thursday, Rep. Lee said, “By failing to address climate change in a meaningful way, we are failing our children—and they know it.” 

Imagine if young people throughout the United States had a climate justice education that asked them to consider the roots of the climate crisis, to examine the profoundly unequal ways the crisis is manifesting itself throughout the world, and to think of themselves as activists who can make the world cleaner, safer, and more equal. The House Resolution now introduced by Rep. Barbara Lee may be an important step in that direction.

bill-bigelow Bill Bigelow taught high school social studies in Portland, Oregon for almost 30 years. He is the curriculum editor of Rethinking Schools and the co-director of the Zinn Education Project. This project offers free materials to teach people’s history and an “If We Knew Our History” article series. Bigelow is author or co-editor of numerous books, including A People’s History for the Classroom and The Line Between Us: Teaching About the Border and Mexican Immigration, and most recently, A People’s Curriculum for the Earth: Teaching Climate Change and the Environmental Crisis.

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“Just Look Outside” — Teaching Climate Change in Alaska

By Soren Wuerth

 

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This story is part of Covering Climate Now, a global collaboration of more than 250 news outlets to strengthen coverage of the climate story.

The first week of school in Anchorage, Alaska, was held amid an amber haze of smoke from forest fires south and north of the city.

School buildings, choked with lung-tingling micro-particles of ash, had inhabitants consigned to air quality deemed to be a health risk. Teachers and students complained of headaches.

Anchorage, meanwhile, has seen a mere trickle of rain all summer, less than an inch total. This summer will be southcentral Alaska’s driest ever. The federal Drought Monitor classified the area as being in “extreme drought.”

“This is rare event,” an Alaska climate scientist told the Anchorage Daily News. “It will be less rare in the future.”

The school curriculum hardly mentions the gloomy, suffocating conditions outside, just more evidence of a climate catastrophe. That topic, the big one visible outside our windows and the underlying cause for the sooty air everyone was breathing, is relegated to a few pages in dated science textbooks.

How our educational system has ignored the climate crisis for so long says more about its fixture in antiquity than even that row of “classics,” force-fed to students, in the English Department’s book room.

In our narrative of schooling, teaching about climate, especially outside of one’s so-called “content area,” is subversive for anyone but a science teacher.

Years ago, shortly upon returning from a pivotal climate summit in Paris, I received a call from the principal’s office.

“Apparently, you’ve been teaching about global warming in your classroom and we are getting complaints from parents.”

Despite the fact that Alaska is warming at twice the rate of the Lower 48, that Barack Obama visited the state to dramatize the issue, that I had recently returned from the Paris Climate Summit, the topic was still sacrilege in Anchorage’s school-industrial-complex.

Besides, Heaven forbid, I was an English teacher!

“Thanks for taking time to meet with this parent,” the administrator told me after our meeting, “but you need to stick with the curriculum.”

The message was clear:  I had to be as careful as one might be with a political controversy.

This summer’s record-smashing heat and drought, abrupt to our collective senses, dissipated the cloud of ambivalence I had over whether to prioritize climate study in my classes.

I distributed a copy of an article from the local paper connecting this summer’s heat wave, drought, and fires to climate change. I treated the story as an object of interest and did not present my own perspective. I invited students to discuss. Current events has little place in our academic plans (even social studies does not make room in its crowded curricula), but I wanted nonfiction texts that are both relevant and engaging. Let’s talk about what’s out the window.

The mood in the room was somber, and I feared unease about these seniors’ future would result in apathy. So I brought up Greta Thunberg, the 16-year-old Swedish activist who sat with a sign outside the Swedish parliament, becoming a global celebrity for action on the climate crisis. “What stands in the way of more people taking this action?” I asked the class.

Of four discussions we held in the first two weeks of school, more in the class directed their reflection toward this topic. They wanted more information. They wanted to know what they can do.

Throughout the remainder of the school year, I’ll mix topical ecological issues with a climate unit. I will teleconference with Alaska Natives, with a friend who lives in the disappearing Solomon Islands, with a past foreign exchange student from Tunisia, and, importantly, bring in students their own age who are organizing events. I call the unit “My Climate Story.” It’s a unit for teaching climate chaos I’ve worked on, with the help of colleagues across the globe, since the Paris summit.

I hope to inspire action, because regardless of our penchant to closet the environment and to hold an antiquated education system sacrosanct, something has got to change.

Soren Wuerth is a writer, activist and secondary language arts teacher working in Anchorage, Alaska.

Teach the Fossil Fuel Industry — Our Students’ Enemy

By Bill Bigelow

Photo: Joe Brusky

This story is part of Covering Climate Now, a global collaboration of more than 250 news outlets to strengthen coverage of the climate story.

A while back, I was invited to lead a workshop on teaching the climate crisis at a teacher education program at a Portland-area college. I chose an activity I wrote called “The Mystery of the Three Scary Numbers” — included in the Rethinking Schools book, A People’s Curriculum for the Earth and at the Zinn Education Project’s Teach Climate Justice site. It’s based on a famous Bill McKibben article in Rolling Stone, “Global Warming’s Terrifying New Math.” The terrifying math that McKibben lays out is simple: In order to keep the climate from warming more than two degrees Celsius over pre-industrial temperatures, the world’s “carbon budget” is 565 gigatons — carbon of all sources that, collectively, the world can emit and have a reasonable hope of staying under two degrees. The terrifying number is how much carbon is stored in the known reserves of fossil fuel companies and countries that act like fossil fuel companies, like Saudi Arabia: 2,795 gigatons — five times the amount of the world’s carbon budget. Yes, I know, there are lots of problems with this formulation. For example, two degrees is a horribly inadequate target, one that will condemn much of the world to climate catastrophe. And the 2,795 number grows every day, as profit-driven fossil fuel companies, and the governments they purchase, drill and dig and scrape the Earth for still more fossil fuels. But the core lesson remains: We cannot burn a substantial portion of known fossil fuel reserves and hope to survive.

In the activity, students receive short clues on strips of paper about different aspects of the three scary numbers — 565 gigatons, 2,795 gigatons, 2 degrees Celsius — and circulate in the classroom, finding people with other clues that connect with theirs. Following the activity, students write on the three numbers, what makes them scary, and the implications: What should we do?

The future teachers had lots of thoughts on this, but one was especially passionate: “We have to convince the fossil fuel companies to keep all these fossil fuels in the ground — it’s crazy to continue to explore for more and more when we already have too much.”

This was a well-meaning comment. But think about this for a moment. The climate crisis puts at risk the future of life on Earth. It is lunacy that humanity and nature should be held hostage by the fossil fuel industry, that we should have to — or even could — plead with them to exercise restraint. These corporations cannot be reasoned with; they cannot be talked into committing suicide as fossil fuel producers. An article in the Aug. 9, 2019 edition of the New York Times (“With Saudi Aramco Set to Disclose Earnings, Could an I.P.O. Be Next?”) underscored what’s at stake for these companies. Aramco, the world’s largest oil producer, had 2018 profits of $111 billion, making it by far the most profitable corporation in the world. Said another way: The more this industry ignores the climate crisis, the richer it gets.

And yet, the threat the fossil fuel industry poses to the future of life on Earth makes almost no appearance in mainstream curriculum. Here in Oregon, where I taught social studies for almost 30 years, the state K–12 social studies standards, approved in May of 2018, include not a single mention of “fossil fuels,” “oil,” “coal,” or “gas” in the standards’ 27 pages.

The Next Generation Science Standards acknowledge that “Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming).” But the standards fail to acknowledge the fundamental contradiction between continued fossil fuel use and planetary survival. Instead, a middle school NGSS standard offers this meek (and convoluted) suggestion: “Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding human behavior and on applying that knowledge wisely in decisions and activities.”

No doubt, teachers can use this standard to teach critically, but this obfuscating language fails to acknowledge the obvious: We are in a climate emergency; our house is burning down and it’s urgent that we stop those people who are pouring fuel on the fire.

We need a curricular conversation about how we can teach about fossil fuels from the earliest grades through teacher education, and in multiple disciplines. At the Zinn Education Project, we feature simulations and role plays that can help students recognize how the fossil fuel industry jeopardizes life everywhere:

These lessons tell the truth about the deadly impact of fossil fuels, so as to engage students in the vital work of exploring alternatives — through organizing and activism. And teaching against fossil fuels is not just for older students. In a forthcoming Rethinking Schools article, Portland, Oregon, 2nd-grade teacher Rachel Hanes describes a Storyline project she taught with her students, in which citizens in their imaginary community of Happy Town receive a letter from the president of the Carson Environmental Oil Co., proposing a pipeline that will come through a part of their town and “bring many new high paying jobs to your area.” Student-citizens joined a town hall meeting to discuss the proposal, wrote persuasive letters to the mayor, and defeated the proposal in a community-wide vote. Rachel followed up by introducing her students to other young activists at Standing Rock and in the Our Children’s Trust lawsuit.

 “Climate justice” education means a lot of things. But one key aspect is that we involve students in probing the social and economic roots of this crisis. The climate crisis is inexplicable without looking at the intersection of fossil fuels and the capitalist system. Students everywhere need to understand the role that the fossil fuel industry plays in jeopardizing their futures — and learn how to resist. Today, these should be basic skills.

A People's Curriculum for the Earth

Bill Bigelow (bill@rethinkingschools.org) is curriculum editor of Rethinking Schools magazine, and co-edited A People’s Curriculum for the Earth: Teaching Climate Change and the Environmental Crisis.

Teachers Strike for Their Lives and Their Students

By Bob Peterson

Tens of thousands of teachers went out on strike last Thursday. Not in West Virginia or Los Angeles — but in Colombia’s five largest cities.

And they are fighting for their lives. Literally.

The paramilitary group The Black Eagles issued a statement on September 3 saying “the time has arrived to wipe out from this country the so-called ‘union and social leaders’ all of whom are guerrilla employees.”

They sent emails to the leaders of the Colombian Federation of Education Workers (FECODE) naming the people they were going to kill, including the president, vice president, former president, their attorney, and other leaders.

As a result, the union called off a “Caravan in Defense of Life,” that it had planned to tour the Cauca Valley, a region in southwest Colombia with a majority population of Indigenous and Afrocolombians. FECODE instead called for a 24-hour general strike of teachers on September 12.

No threat can silence us. The school is territory of peace. Photo: FECODE

A key demand of the strike was an end to the killings and threats against teachers and other social activist leaders. In a FECODE press release on September 4 announcing the strike, the top demand listed was that the Colombian President Ivan Duque take immediate measures to defend “the lives and physical integrity of teachers, social and union leaders and a rejection of all forms of violence in the country wherever they come from.” The union also called on the government to implement the peace accord signed three years ago with the FARC, the main guerrilla group.

March in Medellin Participant

Participant in the march in Medellin holds the photo of Felipe Vélez, a teacher who was assassinated in 1987. Photo: Fecode

FECODE’s President Nelson Alarcon told the Colombian newspaper El Tiempo, “We’ve had more than 10 of our colleagues murdered this year. More than 680 teachers were threatened in this period.”

According to data from the National Union School in Medellin, Colombia, more than 1,000 teacher union leaders were assassinated from 1977 to 2014. That would be equivalent to 7,000 teacher union leaders murdered in the United States.

Other key strike demands were implementation of accords agreed upon after previous strikes that include meals for children, improved health care for teachers, better school facilities, and the respect and recognition that schools are “territories of peace.”

Right-wing paramilitary groups and the Colombian military have a long history of targeting union and human rights leaders, community organizers, and environmental activists.

The Black Eagles are an illegal paramilitary group that grew out of an earlier right-wing group, now banned, that had received money from the United States and multinational corporations. The Black Eagles are involved in land theft, illegal mining, and illegal logging, much of which is on Indigenous lands or areas in which many Afrocolombians live. International human rights groups estimate that more than 700 activists have been murdered since the signing of the peace accord in 2016.

The response to the union’s call for a strike was overwhelming. On September 12 there was a massive turn out of teachers, parents, and students in support of the strike in Colombia’s major cities of Bogotá, Bucaramanga, Cali, Medellin y Barranquilla, and in dozens of smaller communities.

Unions throughout Latin America and from Education International, expressed solidarity.

As we continue to focus on the extraordinary teacher militancy throughout the United States, let’s remember that the movement for educational justice is global. We need to support — and learn from — the important teacher struggles in Colombia and around the world.

———

Bob Peterson is a founding editor of Rethinking Schools, former 5th-grade teacher, and a past president of the Milwaukee Teachers’ Education Association. He is currently the city-wide representative on the Milwaukee Board of School Directors. To contact Bob Peterson, email bob.e.peterson@gmail.com.  

More information can be found at FECODE and via the hashtags #YoApoyoAFecode (ISupportFecode) and #PorMisMaestros (#ForMyTeachers).

For a more detailed article on the struggle of teachers in Colombia and the role of the United States see, “Teachers and the Colombian Peace Accord: Books versus Bullets”.

 

On September 20th, if Our Students Are Not in the Streets, Let’s Bring the Streets to Our Students

By Ursula Wolfe-Rocca

At the end of August a group of student activists presented a letter to the Portland, Oregon, School Board regarding their plans to walk out of school on September 20th, part of a wave of activities in the week-long Global Climate Strike. The letter included an ambitious set of demands — no penalties, academic or extracurricular, for student strikers; the right to organize and promote the strike at school; dissemination of climate justice curriculum for educators to teach in the days leading up to and on September 20th; and more. The letter left me energized and inspired to do my part as a teacher to act in solidarity with my students.

There was only one problem: Those activists who have been showing up to school board meetings, sitting on climate justice committees, and organizing the September 20th walk-out, are not my students.

Although I live in Portland, I do not teach there. I teach in a wealthy suburb south of the city and, in the first two weeks of school, I have heard not a word about September 20th from my 11th-grade U.S. history students. In fact, when we read an article about Greta Thunberg’s activism, only a handful of students celebrated her actions and expressed support for the strike; most of my students were dismissive, even hostile, to the strikers and the climate emergency for which they’re sounding the alarm. Some students questioned the efficacy of the tactic: “It’s not like skipping school actually fixes the problem they’re supposedly so concerned about.” Others questioned the motivation of the strikers: “I think a lot of kids are just looking for an excuse to skip school.” Still other students expressed alarming views on our climate future: “There is really nothing anyone can do to stop climate change at this point. We need to focus on developing new technologies. Technology is the only thing that is going to save us.”

So what does educator solidarity with the student strikers on September 20th look like at a school like mine, with students like these? Or what about for other teachers, who work in schools that will not countenance a walk-out from kids, much less educators?

First, we can recognize a more meaningful solidarity with climate justice activists will not be limited to a single day but extend throughout the year. Indeed, in the second week of school, by sharing their assumptions about climate change and youth activism, my students offered me a roadmap of some teaching I need to do in the year ahead, on climate change, yes, but also on the history of activism and social change, and, in particular, the role of young people. To imagine and enact the kind of change that is necessary to avert further catastrophe, and to build a more fair, equal, and just world moving forward, our students need the tools offered by a rich, multidisciplinary climate syllabus. Our curriculum will need to emphasize the causes and consequences of, and current responses to, climate change while unearthing lessons from times in our past when collective resistance and social movements changed the world in unimaginably significant ways.

Second, at a minimum, on September 20th, we can surface the climate emergency (to which the strike is planned to draw attention) in our classrooms. I will be in the early days of a unit on the Gilded Age; it will be easy to tie in climate change by examining the exponential growth in the burning of fossil fuels that occurred during that era or the unregulated extraction of the earth’s resources by powerful men, celebrated as the quintessential U.S. capitalists. I am confident many teachers can find ways to make a lesson on climate justice “fit” in their existing scope and sequence.

But since few (perhaps none) of my students will walk out on September 20th, I want to make sure class is not business as usual on that day. I have the freedom in my school to abandon the calendar — at least for a day. Almost every year there comes a time when important events overtake my syllabus. Two years ago, after a white supremacist murdered two people on a MAX train in Portland, my students and I spent time processing and writing poetry of sorrow and solidarity to offer to the school communities that had been impacted. At the start of my first year teaching full time, 9/11 occurred, and I suspended my curriculum only days after I had launched it. Just as in these examples, I will share with my students the “why” behind our breach with the status quo. I will explain that since the climate crisis requires, in the words of the UN Intergovernmental Panel on Climate Change, “unprecedented changes in all aspects of society,” and since activists have spent a lot of time and energy organizing this week of action, we are going to take the day to learn a bit about their work. I will invite students to Meet Today’s Climate Justice Activists, by participating in a mixer role play profiling activists from all over the world, many of them young people. Since my students will not be taking to the streets, this lesson will allow me to bring the streets to my students.

Third, we can build in and protect time and space in our curriculum after the strike for understanding and analyzing what happened on September 20th, with a keen eye toward the stories not making front pages and social media feeds. My students deserve a clearer, fuller view of the (mostly unheralded) student strikers — not just Greta Thunberg — to counter some of the misinformation fueling their dismissive judgments. They deserve an opportunity to change their minds.

Fourth, we can reach out to find allies among colleagues, parents, and community members to push forward the climate curriculum and policy of our schools. Four of my colleagues met after school last week to chat; we brainstormed lesson plans for 9/20, talked about where we might build in climate analysis to existing units, and shared what we’d been hearing from students in the first weeks of school. Our informal meeting in my classroom is a far cry from the achievements of the Portland team of parents, students, educators, and activists who succeeded in pressuring the school board to pass a sweeping, first-of-its-kind climate resolution in 2016. But it’s a start.

The September 20th walkout was called by students; but there is a clear ask of adults. The organizers wrote,

“We’re asking adults to step up alongside us. There are many different plans under way in different parts of the world for adults to join together and step up and out of your comfort zone for our climate. Let’s all join together, with your neighbours, co-workers, friends, family and go out on to the streets to make your voices heard and make this a turning point in our history.”

For some of us, this stepping up may take the form of walking out with our students. But for many of us, that may not be practical, either because, as in my case, there seems to be no student movement to join, or because the professional risks are simply too great. But the alternative to walking out need not be silence. Let’s join the students, whether in the streets, or in our classrooms, by using our teacher voices for climate justice.

Ursula Wolfe-Rocca (ursulawolfe@gmail.com) teaches at Lake Oswego High School in Oregon. She is an editor for Rethinking Schools and a teacher organizer for the Zinn Education Project.

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This story is part of Covering Climate Now, a global collaboration of more than 250 news outlets to strengthen coverage of the climate story.

 

NEW YORK POST ATTACKS RETHINKING SCHOOLS

Dear Rethinking Schools friends,

Have you seen the recent attacks on Rethinking Schools?

Over the past couple of weeks, the New York Post published two pieces attacking social justice teaching and Rethinking Schools books, publications, and resources.

Teaching For Black Lives

The first New York Post piece, an op-ed titled “How Black Lives Matter is moving into the schools,” criticized the best-selling Rethinking Schools book Teaching for Black Lives for taking a partisan approach to teaching about anti-Black racism and encouraging teachers to teach students about Black resistance and protest.

The author Peter Meyer, a professor at the University of Wisconsin, Eau Claire and former fellow at the right wing think tank Heritage Foundation decries the spread of the Black Lives Matter at School movement which “is moving beyond street protests to establish a growing presence in the nation’s public schools.” Meyer says that efforts to teach students about the history of “structural racism” and to resist ‘the school-to-prison pipeline’ and the ‘epidemic of police violence and mass incarceration’ in America are “false and grossly irresponsible” and will have a “demoralizing” effect on students. Meyer instead calls for what he views as a more “balanced” analysis of structural racism and proposes that the solution lies in simply “cultivating virtues of mind, heart, and character.”

In fact, the editors of Teaching for Black Lives tell readers the book strives to “reframe the teaching of these histories in ways that challenge white supremacy and reject many of the popular, yet racist, myths that all too often paint Black people as non-actors in their own liberation.”

It is essential that teachers equip students with skills to be able to learn from Black liberation movements and challenge systems that perpetuate white supremacy. Very few textbooks are available today that give a bottom up perspective of Black liberation. Teaching for Black Lives is an essential resource for educators committed to anti-racist teaching and to pushing back against white supremacy in our schools. 

See what makes Teaching for Black Lives so popular with social justice educators here.

The second article, “New NYC teachers given book with essay titled ‘Dear White Teacher’“ was written by Post reporters outraged that 2,700 copies of our newly revised The New Teacher Book  were included in orientation tote bags for New York City Teachers. 

The article was intensely critical of efforts to promote anti-racist teaching and culturally relevant pedagogy, and took aim at a sampling of critical topics addressed in The New Teacher Book that every new teacher should be talking about such as joining their unions, opposing harmful standardized tests, embracing community and education activism, and opposing school privatization.

Learn more about The New Teacher Book here.

Since The New Teacher Book was published earlier this year it has received overwhelming compliments from both new and experienced teachers. School districts and teacher unions have been adopting it for professional development.

Rose Peterson, a high school English teacher in Milwaukee, WI recently commented, “The New Teacher Book is an outlier in that it is solely comprised of what matters most in education today. From how to set up a classroom to what to teach inside of it, The New Teacher Book covers the questions that confound and dilemmas that paralyze new teachers from a holistic, anti-racist, student-centered perspective. It strikes the perfect balance of pieces that comfort and pieces that challenge.”

With a political climate emboldening white supremacists, teachers desperately need resources like these to navigate these difficult times. Rethinking Schools remains committed to the critical work of promoting equity and racial justice in our classrooms and schools.

Donate to Rethinking Schools today and help sustain our work to get social justice resources into the hands of educators that need them the most.