Last Saturday, I brought my white 10-year-old son and his best friend to the local game store to buy Magic cards, and while the boys were geeking out over Magic, I bought a jigsaw puzzle for my sister. It is called, “Nevertheless, She Persisted,” and has drawings of famous rabble-rousing, nonconformist women on it: Fannie … More On White Boys in AntiRacist Struggle: Where and When They Enter
A few years ago, our school, after seeing a real need for an interruption of rape culture, created gender-specific, monthly groups to address the needs of the girls, the needs of the genderqueer/queer students, and to address what we saw as the perpetration of rape culture amongst the boys. We have been doing these groups … More A Plea: Address Rape Culture in Schools
I have the honor of teaching 12th graders this year, a group I have taken from 9th grade — jittery, loopy handwriting, matchy-matchy outfits — through 10th, 11th, and now, to their senior year, when they breathe in, and breathe out into futures of their making. I also have the dubious honor and real responsibility … More Teaching in the Time of Trump: An Action Plan
My mom and I just took my two boys, ages 6 and 8, to Disneyland. It was their first trip, and we went excited to experience it through them. It was spring break for us — and, it seemed, for most of the world. Wait times for rides were 30 minutes at the very least, … More On Disneyland and the SAT
I am currently teaching the most difficult inquiry I have ever embarked upon. I am putting the capital D in Dangerous right now, people. I am teaching my juniors a unit on intersectional feminism. My guiding questions are: What is intersectional feminism? How does it work as a lens to uncover oppression? How might it help us … More On Living in the Contradictions: Messy Reflections on Teaching Intersectional Feminism
I have focused the second quarter of my 11th grade American History curriculum on reading Ta-Nahisi Coates’ “The Case for Reparations” as a lens through which to look at post-Reconstruction America. His writing and ideas are, as is now widely known and recognized, lyrical, compelling, challenging and important. I may, at some point, post something more … More Creating Reparations: How Might We Nurture the Unreasonable Imagination?
This past Friday afternoon after dismissal, I was putting errant chairs up on desks, collecting student journals to read and stuffing papers into my backpack to grade over the weekend, and I got word of the Paris attacks. I turned on the radio and scrolled through social media to find information, and I listened to … More On Cultivating Radical Imagination, or Why I Will Never Teach Debate Again
I want to be honest and announce that the best part of this post is the very end. The end of the post answers the question that I wish many people would actually ask: what do young people in Oakland really wonder about? But first, an explanation of how I am able to post these questions. … More On 20% Time, Autonomy, and Standards: What Do Young People in Oakland Wonder About?
I spent way too much time this week struggling with my administrative team over a teenage girl’s belly and thighs. This was not how I wanted to spend my week. Being forced to think about it, though, has allowed me to develop and articulate another aspect of my Teaching Dangerously Manifesto: I have no f#$%s to give … More Dressing Dangerously
This past week, my second grade son, Desmond, who is an avid and somewhat obsessive reader, came home from school and told me that his teacher didn’t want him to read the book he brought from home during their daily Readers’ Workshop. I emailed the teachers, and asked her if this was true — I figured … More On Lexiles and Control, Chaos and Learning