A coalition of organizations (including CReATE) and a team of educators and scholars invite all educators, educational scholars, and educational organizations in early-childhood, K-12, and higher education across the United States to join us in endorsing this important new statement:
"Educating for Democracy Demands Educating Against White Supremacy:
A Statement by U.S. Educators and Educational Scholars"
To view and endorse the statement: https://forms.gle/PcSRzSSvTbDp69V36
From the Introduction: "The battle over what story about the United States gets taught in schools and who gets to tell that story is what has made education, particularly history curriculum, one of the main sites of ideological struggle. Today, as has happened repeatedly before, those who insist on teaching only a white supremacist rendition of U.S. history claim that curricula about the historical and systemic nature of race and racism are based on lies, biased, divisive, and un- or anti-American—but research soundly rejects such claims."
From the conclusion: "Our country cannot become more just and democratic without illuminating, addressing, and healing from its long legacies of injustices, including imperialism, colonialism, and racism. As educators and educational scholars who specialize in early-childhood, K-12, and higher education across the United States, we reject the renewed calls to deny or ignore the legacies and systems of racism that have long defined and shaped U.S. schools and society and that continue to do so. Our job is to teach toward democracy by teaching the truth, and we proudly work collectively and in solidarity with the communities most impacted by injustice to do so."
All educators, educational scholars, and educational organizations in early-childhood, K-12, and higher education across the United States are invited to join us in endorsing this statement. Read the full statement and add your endorsement here: https://forms.gle/PcSRzSSvTbDp69V36
By Sumi Cho and Erica R. Meiners
As the city gears up for possible strikes by the Chicago Teachers Union (and other unions) if negotiations with Mayor Lori Lightfoot and the Chicago Public Schools break down, we want to highlight three areas of research that explain the stakes for Chicago.
Find the full Chicago Tribune OpEd here.
Today, the Chicago Teachers Union went on strike, as did the Chicago Public Schools support staff of SEIU (Local 73), shutting schools in the nation's third largest school district. Dozens of scholars in the Chicago area, through CReATE (Chicagoland Researchers and Advocates for Transformative Education) just released a statement in support of the CTU, arguing that the demands of the union are compellingly backed by research; they detailed some of that research in an op-ed in the Chicago Tribute last week.
According to the statement, "The academic literature confirms what students, parents and teachers already know: students learn better when supported by smaller class sizes, in schools that are staffed with enough librarians, psychologists, nurses and social workers to create environments that enable all students to flourish. Teachers can focus on teaching and learning when schools have necessary support services for students and their families. Research also illustrates that restorative justice practices in schools are key interventions to stem the school to prison pipeline. With almost 80 percent of the students in CPS living at or below the federal poverty level, the need for consistent and quality support services is essential."