Here are selected reflections from teachers, parents, and students about the work of Teaching for Change.
Teaching for Change has connected me with teachers who share the belief that our mission is not only to guide students in becoming critically-thinking, life-long learners, but also to awaken the social conscience of our youth. Teaching for Change has also allowed me to experience and get connected with true history. It has given me a network, one that I can draw strength and encouragement from during the difficult times. If not for Teaching for Change, I do not know if I would still be a teacher. The teacher institutes and other opportunities provided by Teaching for Change have changed the course of my life and for that, I am grateful beyond words. —Tina Tosto, high school U.S. history teacher, Pascagoula, Mississippi
Teaching for Change fuels my soul! The workshops you offer are the only chance I have to engage with teachers from different school systems in the area. I always look forward to attending workshops explicitly provided for early childhood professionals. Teacher’s opinions and experiences are valued and lifted during the workshops. I leave every workshop renewed, revived, and recommitted to the anti-bias work I do as a kindergarten teacher. I walk away with resources, ideas I can fold into my curriculum and happily share the relevant information with my colleagues at my school. My entire experience with Teaching for Change has been pure magic! ―Nichelle Dowell, early childhood teacher, Washington, D.C.
A learning community for teachers in DC, Maryland, and Virginia with workshops, working groups, author events, e-newsletters, and more.
The facilitators were strong in their understanding of equity and MODELED what it really looks like — this is such a need at DCPS. Often DCPS district folks will say “do this” but don’t actually do it themselves in that very same session. This highly valuable session did was phenomenal in embedding equity and what it looks like, sounds like, and is. —administrator in 2019 Summer Leadership Institute workshop by Teaching for Change
Beyond the tremendous content and pedagogical training, this “rebooting” of my social justice practice has been just what I need early in the school year! —teacher in the 2019 DC Indigenous People’s Day Teach-In
Through the D.C. Reconstruction Teach-In, I learned a well-rounded way to present Reconstruction—from its successes to its failures. It was refreshing to be in a room with like-minded educators who wish to expose our students to the narratives that have been discounted and devalued.—teacher in the 2019 DC Reconstruction Teach-In at Howard University (a joint DCAESJ and Zinn Education Project session)
I really want to thank Teaching for Change for the opportunity to join the Pedagogy of the Oppressed book discussion. Unpacking this book with Teaching for Change staff and other educators has helped me come up for air and realize what type of water I am really swimming in. Though the realization can be disheartening, at the same time, I now have a clearer picture in what direction I need to head and how to search for support along the way. I am so glad I can recognize the oppression in public school education, and the opportunities for meaningful action, before my retirement age. Now, I have at least another 10 years of work left to do!!! Gracias TFC for being the North Star in my life. Si se puede…pa´lante siempre. ― Cesarina Pierre, teacher, DCPS
Encourages and supports teaching about Central America in K-12 schools.
Many of my students have families from Central America, and Teaching Central America is one of the only places where I found resources to develop my lessons. I began our study of the Cold War with a case study on El Salvador, in which we focused on the Civil War and its effects. We used the Roots of Immigration from El Salvador and Current Policy Debates articles as a jigsaw, after which students answered questions and presented to each other based on what they learned. —Angela Magyari, San Mateo High School, San Francisco, California
The Teaching Central America website has given me so much de-colonial knowledge and I must give back. Therefore, I dedicate this monthly donation to Teaching for Change to all U.S. Central Americans living in the diaspora. I love all your work. Keep it going. Be blessed. — Jorge Ovando, graduate student, Rutgers, Boise, Idaho
Lessons and classroom visits to infuse the history and music of go-go in D.C. classrooms.
I have always been extremely proud to call D.C. my home, and have always heard go-go music but I never fully understood it. I never listened on my own and never felt a connection to it. After the Teach the Beat visit by go-go artist John Buchanan, I feel more like a Washingtonian. —Max Vichr, high school student
More stories, photos, and testimonials from go-go classroom visits.
To help students recognize their power to challenge injustice, we created Resistance 101: A lesson on social justice activists and strategies to coincide with the inauguration.
My students learned that you do not have to be famous or powerful to do your part to help change injustices in your communities. Some students even started planning their own resistance efforts as a result. —Michelle Epperson, middle school social studies teacher, Coburg, Oregon
Lessons and other resources to teach people’s history, coordinated by Teaching for Change and Rethinking Schools.
I’ve used the Zinn Education Project’s materials since my first year teaching. Nine years later, my students can speak to the power of deconstructing the narratives of Christopher Columbus and Abraham Lincoln’s efforts that have replicated white supremacy and marginalization of people of color in historical discourse. For many of them, it is empowering to learn from multiple perspectives and invigorates their desire to learn and disrupt the status quo. —Corey Winchester High School History Teacher, Evanston, Illinois