“The only thing necessary for the triumph of evil is for good men to do nothing.”
This Won’t Be Easy
Important conversations never are. But our students — and colleagues — learn as much from what we do (or don’t do) as what we say (or don’t say). The events that transpired in Charlottesville, Virginia are likely weighing heavy on your students’ hearts and minds, just as they are on yours. You haven’t had the opportunity to learn their names, set up a structure, or lay the foundation for learning this year, but you can still create a space for your students to begin to unpack race, face history, and grapple with the lasting legacies of the past.
How do we help students to move beyond their own perspectives to understand the lives of others? How do we challenge them to deeply understand another person whose life and experiences differ greatly from their own? How do we cultivate empathy, compassion, and even love across the lines of race, ethnicity, gender, class, sexual orientation, religion, and disability?
These questions lie at the heart of social justice education.
To create a truly equitable society, we must be able to empathize with experiences we may never share. We must break down “empathy walls” to transform our society. But how do we do so?
Theater in the history classroom provides one possible answer.
I always challenged myself to be outside of my comfort zone as an educator. I thought I’d seen most everything during my 30 years tenure in public education in Colorado as a teacher, principal, and literacy coordinator. That was until I retired from Colorado and moved to Alaska for a change. Goodbye comfort zone!
Here in Alaska, like most other states in the nation, change occurs continuously in education as well as in most other aspects of our lives. However, changes in Alaska reflect some facts of which most people are unaware.