Segregation, Inequality, Concentrated Poverty: How We Got Here.
16 May
Segregation, Inequality, Concentrated Poverty: How We Got Here
Posted by clarkedson in liberating education. Leave a Comment
1 May
Should teachers give their own beliefs on sensitive political issues?
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-know the question is a sensitive one. Teachers from Santa María Tzejå, the case study village in my book Seeds of Freedom: Liberating Education in Guatemala, have given careful consideration to the question and come out on the side of the truth, including with politics, as they see it, even with sensitive and “hot button” topics. In an earlier blog I described Enma’s
conviction that students in her sixth grade class should get the accurate history of how the village was destroyed by the
Guatemalan army. She noted her observation that official history texts (in 2007)were “full of distortions.” Magdalena said she believed that children in the older grades were old enough to understand the hard truths of history, including the way the Guatemalan army served the interests of the rich oligarchs. One teacher told me they got push back from men in the community when they spoke up against domestic abuse (a continuing problem in the village), but continued to awaken in both girls and boys the need for full respect across gender lines. These teachers were concerned to be both accurate and honest.
20 Apr
Liberating Education and Race: The Stunning Proof of Change
Posted by clarkedson in liberating education. 1 Comment
