Zinn Education is an extremely valuable platform that incorporated history secondary education and inclusive teachings within the classroom. The Zinn Education Project, founded by American historian, playwright, philospher, socialist thinker, and World War II veteran, Howard Zin, created a project with his former student, named William Holtzman, called the ZInn Education. Their goal is to make historical teaching easy and accessible to all. Zinn wants others to open up the conversation about different race roles and importance of their roles within history, as well as the untold stories from those minorities as well.
The Little Rock Nine and Historical Education
Additional Case Summaries: https://tarlton.law.utexas.edu/clark/brown-v-board-of-education#s-lg-box-9982462
This article, released by "Facing History and Ourselves", talks about a historical incident, which affected the education system forever, called the Little Rock 9. These 9 kids from Little Rock Arkansas, were segregated within the pedagogical education system during the 1950's and 1960s. This article also provides a workshop that can help teachers teach this important event in the classroom.
These 9 kids, Melba Pattillo, Ernest Green, Elizabeth Eckford, Minnijean Brown, Terrence Roberts, Carlotta Walls, Jefferson Thomas, Gloria Ray, and Thelma Mothershed, were a parring that tested the Constitution and its accuracy with the education system. During 1954, Brown v. Board of Education had been enacted, which stated the segregation of schools was unconstitution. However, time went by and there was little progress with desegrating schools with the deadline that Congress was hoping for, which is why Brown v Board of Education was opened back up again, which helped accelerate the desegregation process. Although Brown v Board of Education was the first Constitutional Act to be enacted into law, the activism of Little Rock 9 and their protesting is what should be advocated when learning about African American history.
This is an excerpt from "Radical Teacher", which is a journal that promotes and talks about the ways teachers can use progressing and inclusive learning. Rodríguez talks about the importance of diverse and racial teaching in her excerpt of the journal.
This analysis addresses the need to develop an ethos of refusal in Composition Studies and the academy in general, arguing that refusal is a livening rhetorical strategy of survival, that challenges colonial futurity (Tuck and Yang), is generative and generous (McGranahan), and opens liminal space (Anzaldua, Baez, Lugones) for existing in predominantly white institutions — not at the margins nor centers but at the places of transformative possibility and deep relationality (Ahmed, Bilge and Collins, Licona and Chavez). My experiences as I began to identify and refuse the expected relationality in academic spaces along with my participation in Queer Black POC-led organizing spaces, inform the questions that animate my teaching practices.
• What intra-University community organizingpedagogies can we develop to dismantle white supremacy, sexual assault, and abolish campus police?
• What intra-University community organizingpedagogies can we develop to decolonize spaces of interaction? or rather, what intra University community project-based pedagogies can we develop that foreground abolition, reparations and the return of indigenous land while opening new possibilities?
Teach About Women, is a group from the Radical Pedagogy Institue, in which their goal is to talk about incorporating gender equality, as well as racial equity in one's school system. Below is there attached mission statement.
"The best teaching demonstrates the dynamism, creativity and dedication for growth necessary for success today. But creativity and growth are nothing without kindness and generosity. We believe in offering professional development based on
Strong relationships
Student-centered practices
Experimentation & collaboration
Growth mindset
Diversity & Inclusivity
Self-reliance"