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One of the things I commonly hear Ts say about our work as educators is that we need to prepare kids for college or the world (hopefully both).
I’ve said that myself, so I’d like to unpack that a little. A thread... 1/ #DisruptTexts
I’ve said that myself, so I’d like to unpack that a little. A thread... 1/ #DisruptTexts
Preparing kids for college and/or the world is a line of reasoning I’ve often heard used to justify practices that Ts believe will help kids succeed.
We need to give homework, tests, exams b/c that’s how they’ll be measured. 2/
We need to give homework, tests, exams b/c that’s how they’ll be measured. 2/
Or that Ss will need to know X, Y, or Z b/c that’s what college professors expect.
In the ELA world, this line of reasoning justifies teaching everything from the 5-paragraph essay to isolated grammar practice to reading Shakespeare. 3/
In the ELA world, this line of reasoning justifies teaching everything from the 5-paragraph essay to isolated grammar practice to reading Shakespeare. 3/
Thread. Last month I published an article about how resistance within slavery needs to be something we center in social studies classes
#historyed #sschat #socialstudies #slavery #slaveryarchive
#historyed #sschat #socialstudies #slavery #slaveryarchive
It's in The History Teacher, but they don't publish online until 6-12 months after the paper copy, so - what with #SlaveryWasAChoice trending & last month's @splcenter @Tolerance_org survey & articles - I'm tweeting through it here
Basically, my argument is that we need to represent the PERSONHOOD of enslaved people - and that doing so means recognizing that *they resisted in countless ways* that go far beyond the narrow textbook renderings of self-liberation/escape & uprising (although those are important)
