Mandating Holocaust education in U.S. public schools and simultaneously banning or censoring other “hard histories” is ineffective, disingenuous and further demonstrates the importance of teaching honest history.
In this hostile learning environment created by censorship and book bans, these LFJ book reviews encourage us all to keep reading—and writing—to counter the narratives that have historically excluded diverse perspectives.
We surveyed thousands of educators and the picture that emerges is the opposite of what schools should be. Our report details the scope of the problem and what you can do to help.
Two former leaders of one of the nation’s largest school districts encourage their fellow school and district leaders to work for equity in their schools and share their expertise and recommendations.
For the past eight years, Hayley Breden has taught social studies courses at Denver South High School. Hayley attended Lawrence University, a liberal arts college in Wisconsin, to earn her B.A. in history with minors in ethnic studies and environmental studies, along with her teaching license. She earned an M.A. in Educational Foundations, Policy, and Practice from CU-Boulder in 2016. Breden completed her student teaching at a public high school on Chicago’s South Side. Her time teaching in Chicago also included participating in the organization Teachers for Social Justice (Chicago TSJ), which