The pandemic challenges assumptions about the purpose of schooling, creating an opportunity to address basic issues, including ways to help students reflect and build on what they have learned, in school or out, and to figure out how to allow those experiences to “count.”
Detroit dispatch #7 saw a multiplicity of daily Black Lives Matter protests, in both city and suburbs, illuminating revelations of and resistance against systemic racism. Art flourishes while evictions loom, Fiat-Chrysler workers walk out while speed-up of workers continues and social distancing and mask wearing fall by the wayside.
A U.S. teacher reflects on the article “Teachers debate how to oppose ‘reform’” in Mexico and its connections with the world-historic movement of an education for freedom.
Teachers in a study circle on the book “México: represión, resistencia y rebeldía” speak on teachers’ resistance in Mexico. Translated from Praxis en America Latina.
The protests by the teachers against the “educational reform” in Mexico ended and The National Indigenous Congress and the Zapatistas proposed an Indigenous Governing Council, represented by an Indigenous woman who will participate in the 2018 presidential elections.
Teachers, parents and their supporters hold a national strike, protesting Mexico’s so-called “educational reform” and working for education that truly serves society.
Despite police murders of teachers, surviving teachers and their supporters carry on inspiring protests against so-called “educational reforms” in Oaxaca, Mexico.
The National Coordination of Education Workers (CNTE) has been struggling for autonomy, new labor relationships and a non-capitalist educational model. In September 2013, tens of thousands of people—teachers outside the CNTE, students, parents and activists—demonstrated throughout Mexico to show their rejection of the government’s privatizing educational reforms.