Muller discusses being aware of one's privilege as crucial in dealing with inequality. According to Muller, being honest with one's self about privilege is the first step toward developing empathy for others. In this way, reflection on privilege and inequalities should be constant in the classroom and should start at a young age. Social justice should be constantly incorporated in learning with the purpose of ending inequality and uplifting those with less privilege. Muller says that if any one person's lack of privilege due to circumstances of birth or otherwise deprives them of an opportunity, "then we have a moral and political imperative to push for change." He discusses the concept of sustainability as a way to "start conversations and raise awareness." In schools, according to Muller, we need to ask "enduring philosophical questions" to encourage students to think of developing their empathy and improving their world. In my own classroom, I can ask such questions to encourage critical thinking about the cruelty of hegemony and marginalization.

In this episode of Abolition Science Radio, featuring Dr. Kari Kokka, Assistant Professor of Mathematics Education at the University of Pittsburgh, trauma-informed care and radical healing are discussed, especially in the context of teaching mathematics. Kokka describes encouraging her students to speak at rallies and protests, and the power which their voices held at these events. Kokka also discusses how activism is often considered separate from teaching for science and math educators, and how she was able to merge activism with math education despite this original mindset. Certain pedagogical strategies which she mentions include developing lessons in which the roles of student and teacher are reversed and students can provide teachers with feedback. Another option is providing students with a task that aligns with their math learning and relating this lesson to a social justice issue, such as negative numbers being used to represent food insecurity or scarcity. Being invested in students' interests is also extremely important to building a community. Kokka is part of NYCORE, or New York Collective of Radical Educators, which is a teacher activist group. Many groups such as this one exist across the country for teachers to participate in. "Healing informed social justice mathematics" is a concept which Kokka strongly promotes. In our own classrooms, we can follow Kokka's example of making as many lessons as possible relevant to social justice issues that impact our society. In doing so, we make lessons more engaging while also providing students with a richer understanding of such issues.

This book provides incredibly necessary insight about the importance of encouraging urban youth to become involved in activism, particularly regarding social justice. The book states, "For some, education is a vehicle for democratic participation and social change; for others, education can serve as a tool to reproduce social inequality and foster apathy for civic affairs" (171). In this way, it becomes clear that educators must be advocates for the social justice of their students while simultaneously encouraging those students to be civically engaged and involved in activism themselves. This is the only way to resist what Peter McLaren calls "the dehumanizing trends of contemporary capitalist society." As matters stand, the education system leads many students, especially marginalized students, to feel uninspired and despondent. This book provides various case studies and examples of analysis indicating the necessity of student activism in order to help break cycles of oppression and marginalization. One of my favorite concepts was that of "Altering Relationships of Power in Collective Youth Organizing." In making their voices heard, students are able to challenge hegemony and shift harmful power dynamics in a way that is extremely uplifting. Important and applicable teaching strategies from this resource include empowering students to speak their minds and discover the liberating nature of social justice demonstrations.

This podcast begins with historical background regarding the marginalization of Black and Brown students especially through segregation, and the statement, "But make no mistake, Black and Brown students are not complacent with this state of being, and they never were." This episode specifically discusses the fight for desegregation and policy change within Philadelphia. "Activism Beyond the Classroom" explains how Philadelphia has long been a center for civil rights activity, with students at the forefront of many demonstrations, such as walk outs. Some of students' demands decades ago echo the demands of students today, such as the removal of police officers from schools and the need for a more representative curriculum with African American studies included. One important idea of the podcast is that the education system has a duty to inform students of current events and the philosophies behind various laws and practices so that the students are able to organize and speak for their rights accordingly. In future classes I will teach, I must place great importance on helping students to understand the philosophical issues with many current laws and practices, and encourage them to pay attention to injustice.