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Annotated Resources for Teachers


Teaching for Diversity and Social Justice: A Sourcebook (Second Edition).
Adams, Maurianne, Lee Anne Bell, and Pat Griffin.
New York: Routledge, 2007.

This resource, relevant to teachers from grades 7 - 12, uses an integrated approach to studying social justice. It provides a theoretical framework for the ‘isms’, as well as practical activity-oriented modules of study on sexism, racism, heterosexism, antisemitism, ableism, and classism. The last three chapters of the book contain a wealth of practical tips for facilitating social justice issues (such as responding to common student reactions and using personal experiences effectively).
 

Educating for a Change.
Arnold, Rick, Bev Burke, Carl James, D'Arcy Martin, and Barb Thomas.
Toronto: Between the Lines and the Doris Marshall Institute for Education and Action, 1997.

Useful to beginning and experienced educational activists, this resource offers theoretical and practical tools for applying the principles of democratic practice to daily social change work. The authors of this powerful text have worked in community and solidarity groups, unions, boards of education, anti-racist, and human service organizations for more than 25 years. Sections include: Educating Strategically; Working by Design: Putting a Program Together; Shaping our Tools: Developing and Using Activities; Working on our Feet: the Practice of Democratic Facilitation.
 

Rethinking Multicultural Education.
Au, Wayne (Ed.).
Milwaukee: Rethinking Schools Ltd., 2009.

Rethinking Multicultural Education, relevant to teachers from grades 7 – 12, brings together a collection of the best Rethinking Schools articles that deal with race and culture. It moves beyond a simplistic focus on heroes and holidays to demonstrate a powerful vision of anti-racist, social justice education. Practical, rich in story, and analytically sharp, Rethinking Multicultural Education reclaims multicultural education as part of a larger struggle for justice and against racism, colonization, and cultural oppression—in schools and society.
 

Rethinking Globalization.
Bigelow, Bill and Bob Peterson (Eds.).
Milwaukee: Rethinking Schools Ltd., 2002.

This resource helps teachers raise critical issues with students in grades 4 - 12 about the increasing globalization of the world's economies and infrastructures, and the many different impacts this trend has on our planet and those who live here. It contains a collection of essays and activities that address wealth, poverty, corporate power and resistance movements.
 

Common Threads

Common Threads, whose resources are relevant to grade 7 – 12 teachers, is the name of the Ontario Secondary School Teachers’ Federation (OSSTF) International Solidarity Program. In collaboration with an international partner, the Common Threads team travels overseas and conducts research on a critical current topic. Upon returning, the team designs comprehensive “classroom ready” lesson plans in accordance with the Ontario Ministry of Education curriculum. Each project includes a program video, CD-ROM and supporting assessment rubrics. Common Threads resources include:
• Globalization, Sweat shops and the Clothes We Wear (Guatemala)
• From Canada to South Africa: Combating HIV/AIDS together (S.A)
• Tapped Out: The World Water Crisis (Bolivia)
• Food and Food Security (Brazil, in production)
 

We're Erasing Prejudice for Good.
Elementary Teachers' Federation of Ontario. 
Toronto: Elementary Teachers' Federation of Ontario, 1999.

We're Erasing Prejudice for Good is a collection of eight booklets, one for each grade (1 – 8). The resource as whole seeks to challenge anti-sexism, ageism, heterosexism, sexism, racism, and classism. Each booklet includes a list of books which deal with equity issues, one per week, for the entire school year. For each book, there is a list of curriculum expectations drawn from across the curriculum. There is also a list of creative and practical strategies designed to meet these expectations using each book.
 

Equitable Schools Resources.

TDSB Equitable Schools develops and distributes curriculum documents and resource guides for grades K - 12. Materials reflect both general support for inclusive and equitable school curriculum, as well as specific curricula that relate to each of the TDSB’s Five Equity Commitment Areas: Anti-Racism and Ethnocultural Equity; Anti-Sexism and Gender Equity; Anti-Homophobia, Sexual Orientation, and Equity; Anti-Classism and Socio-Economic Equity; and Equity for Persons with Disabilities. Resources available include: Tools for Equity: A Resource for Best Practices, Challenging Class Bias, and Rainbows and Triangles: A Curriculum Document for Challenging Homophobia and Heterosexism in the K-6 Classroom.
 

Educating for Citizenship in a Changing World.
Evans, Mark and Cecilia Reynolds (Eds.).
Toronto: OISE/UT, 2004.

This resource provides teachers (grades 7 – 12) and other educational stakeholders with a range of ideas and practices for teaching and learning about citizenship within today's global context. It is intended that this resource will be helpful to those who are 'critically' considering ways in which global perspectives might be infused into our classes and school-wide programs. The ideas and practices were investigated, developed, and piloted by practicing teachers and teacher educators in school settings in the Toronto area with the support of the Canadian International Development Agency's Global Classroom Initiative.


Green Teacher.

Green Teacher is a magazine that helps educators of students from K - 12 enhance environmental and global education in and outside of schools. Published four times a year (or available as an online subscription), each issue contains fifty pages of ideas and ready-to-use activities which will support teachers to rethink education in light of environmental and global challenges.


Education and Climate Change: Living and Learning in Interesting Times.
Kagawa, Fumiyo and David Selby (Eds.). 
New York: Routledge, 2009.

Useful to beginning and experienced educational activists, this resource looks at the role of education in helping to pre-empt and mitigate the environmental and social impacts of climate change as well as how it will continue to respond to the ever changing climate situation.
 

Beyond Heroes and Holidays: A Practical Guide to Anti-Racist, Multicultural Education and Staff Development.
Lee, Enid, Deborah Menkart, and Margo Okazawa-Rey.
Washington DC: Teaching for Change, 2006.

This interdisciplinary guide, useful to teachers from K-12, shares lessons and readings of how educators, staff, students, and parents can work together to transform the curriculum, rather than simply adding to current frameworks. It also goes beyond the classroom to address such issues as tracking, parent/school relations, and language policies. There are also many readings and lessons for pre- and in-service staff development.
 

Dancing on Live Embers: Challenging Racism in Organizations.
Lopes, Tina and Barb Thomas. 
Ontario: Between the Lines, 2006.

Useful to beginning and experienced educational activists, this is a hands-on book for anyone trying to create more equitable organizations. Dancing on Live Embers investigates how racism, White power, and privilege operate in the ordinary moments of organizational life. It holds up familiar workplace interactions for scrutiny, and looks for openings to advance racial equity and justice. Through stories, it offers concrete examples of racial justice work by a range of experienced activists.
 

Activist Educators: breaking past limits.
Marshall, Catherine and Amy I. Anderson.
New York: Routledge, 2009.

Useful to beginning and experienced educational activists, Activist Educators offers a view into the big picture of assertive idealistic professionals' lives by presenting rich qualitative data on the impetus behind educators' activism and the strategies they used to push limits in fighting for a cause. The research in Activist Educators contributes to an understanding of professional and personal motivations for educators' activism, ultimately offering a significant contribution to aspiring teachers who need to know that education careers and social justice activist causes need not be mutually exclusive pursuits.


Race to Equity: Disrupting Educational Inequality.
McCaskell, Tim.
Toronto: Between the Lines, 2005.

Relevant to experienced activists, this is an insider's view of the experiments, successes, and mistakes in the Toronto Board of Education's quest to provide truly equitable education for a diverse student body. For almost three decades McCaskell and his colleagues fought to reshape the system, and their attempts to deliver anti-racism, anti-sexism, and anti-homophobia education garnered national and international attention. Drawing on his own memories, interviews with key participants, Board Minutes, academic theory and a wealth of documents, McCaskell traces the path of confusion to institutional and social transformation.
 

Tools for Radical Democracy.
Minieri, Joan and Paul Getsos.
San Francisco: Jossey-Bass, 2007.

Useful to beginning and experienced educational activists this resource provides stories and tools of building a community-led organization, training community leaders, and conducting campaigns that changed public policy and delivered concrete results to tens of thousands of people.
 

The New Teacher Book.
Milwaukee: Rethinking Schools Ltd., 2004.

This collection of writings and reflections offers practical guidance on how new teachers from K - 12 can effectively navigate the school system, form rewarding professional relationships with colleagues, and connect in meaningful ways with students and families from all cultures and backgrounds. Topics include: Getting Off To A Good Start; “What am I going to Teach?”; Getting to Know the Kids; and Dealing with the World Beyond Your Classroom.
 

Teaching Defiance: Stories and Strategies for Activist Educators.
Newman, Michael.
San Francisco: Jossey-Bass, 2006.

Teaching Defiance will interest activists and activist educators who want to help themselves and others take more control of their own lives. It urges activist educators to help people break free from their pasts, take control of the present, and make deliberate defiant choices about their futures. It can be read by people interested in critical thinking, insight, emotion, action and the moral challenges and dilemmas associated with social and political struggle.
Peel District School Board. The Future We Want: building an inclusive curriculum. 2000.
The Future We Want: building an inclusive curriculum provides a teaching context for the "isms" from K – 12. It suggests strategies for implementing an inclusive curriculum in conjunction with the Ontario Ministry of Education curriculum policy documents.
 

That’s Not Fair! A Teacher’s Guide to Activism with Young Children.
Pelo, Ann and Fran Davidson.
St. Paul, MN: Redleaf Press, 2000.

This guide is intended to help teachers (JK – 6) develop an anti-bias curriculum using children's sense of fairness to guide them toward social activism. The book provides stories of children's experiences as activists, coupled with first-person accounts of teachers' experiences and reflections, all adding up to a complete guide to childhood activism.
 

In the Global Classroom 1 & 2.
Pike, Graham and David Selby.
Toronto: Pippin Publishing, 2000.

These two books offer a wealth of global education activities covering all curriculum areas from K - 12. The theme of the first book is personal and world awareness, that of the second peace and social justice. Each book begins with an introduction to global education, and every chapter includes case studies and activities, with a matrix linking the concepts and ideas in one chapter to those in other chapters. Topics include: Environment and Sustainability, Health, Perspectives and Cross-cultural Encounters, Peace, Rights and Responsibilities, Equity, Economics, Development, Global Justice, Citizenship, and Mass Media.
 

Every Day Anti-Racism.
Pollock, Mika (Ed.).
New York: The New Press, 2008.

This book helps educators from K - 12 deal with challenging questions about race in school. Contributions from experienced scholars and educators describe concrete ways to analyze classroom interactions that may or may not be racial, deal with racial inequality and diversity and teach to high standards across racial lines. Topics range from using racial incidents as teachable moments and responding to the "n-word" to valuing students' home worlds, dealing daily with achievement gaps, and helping parents fight ethnic and racial misconceptions about their children. Questions following each essay prompt readers to examine and discuss everyday issues of race and opportunity in their own classrooms and schools.
 

Rethinking Schools.

Founded in 1986 by activist teachers, Rethinking Schools is a non-profit, independent publisher of educational materials relevant to teachers from K - 12. Rethinking Schools advocates the reform of elementary and secondary education, with a strong emphasis on issues of equity and social justice. Educational publications include: Rethinking Columbus, Rethinking Globalization, Rethinking our Classrooms, Rethinking Early Childhood Education.
 

Open Minds to Equality: A Sourcebook of Learning Activities to Affirm Diversity and Promote Equity.
Schniedewind, Nancy and Ellen Davidson.
Milwaukee: Rethinking Schools Ltd., 2006.

Geared for educators of grades 4 – 10, Open Minds to Equality is a sourcebook of activities to help students understand and change inequalities based on race, gender, class, age, language, sexual orientation, physical/mental ability, and religion. The activities also promote respect for diversity and interpersonal equality among students, fostering a classroom that is participatory, cooperative, and democratic.
 

The Activist’s Handbook: A Primer.
Shaw, Randy.
Los Angeles: University of California Press, 2001.

The Activist's Handbook is a guide for more experienced activist educators curious to learn more about making social change happen. Shaw, a long-time activist for urban issues, shows how positive change can be accomplished if activists are proactive and employ the strategies set forth in this primer. The Activist's Handbook details the impact of specific strategies on campaigns across the U.S.: battles over homelessness, the environment, AIDS policies, neighbourhood preservation, school reform and others. Further, the book offers a sophisticated analysis of the American power structure by someone on the front lines.


In the Tiger’s Mouth: An Empowerment Guide for Social Action.
Shields, Katrina.
Gabriola Island, BC: New Society Publishers, 1994.

Useful to beginning and experienced educational activists, In the Tiger’s Mouth addresses the big issues that show up in activism offering a wealth of practical ideas and approaches for curing stress and burnout, for coping with the daily diet of bad news, for developing accountability in groups, and of listening to and supporting allies, workmates and one’s self. Full of exercises and success stories, this resource will help in the building of sustainable, and sustaining, organizations, groups, and activist lives.
 

Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools.
Singleton, Glenn E. and Curtis Linton.
Thousand Oaks, CA: Corwin Press, 2005.

Relevant to all educators, this text examines the achievement gap through the prism of race and highlights the need for candid, courageous conversations about race, power, and privilege. It provides a series of modules that lead teachers through a process so that they may understand why inequity persists, as well as learn how they can develop an equitable and inclusive curriculum that promotes true academic parity.
 

Kids Inclusive: a toolkit promoting children’s participation and inclusive action against discrimination.
UNICEF Canada.

The Kids Inclusive toolkit, relevant to grade 4 – 12 students, is structured around the theme of exclusion. Simulation exercises and stories from children who have faced exclusion are used to encourage young people to empathize with others. This toolkit offers more than 40 hours of thought provoking, stimulating activities. Additional units guide young people on basic research methods; tips on how to become involved with the media and how to pursue innovative actions that may draw public attention to the plight of excluded children world-wide.

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