Many doctoral students today are tending to fall into one of two disturbing categories: academic technician or justice warrior, writes David F. Labaree.
As school districts and county offices of education make plans for safely reopening schools in the fall and helping students cope with their trauma, it is urgent that they also recognize and make space for teachers to process and heal from their own feelings of loss and grief, writes Assistant Professor Antero Garcia.
A hashtag ethnography of the Ferguson protests by Associate Professor Jonathan Rosa notes that social media participation becomes a key site from which to contest mainstream media silences and the long history of state-sanctioned violence against racialized populations.
Treating online and in-person instruction as essentially equal puts residential universities in an awkward position, says Associate Professor Mitchell Stevens.
Professor Sean Reardon's research on achievement gaps between poorer and wealthier children is cited in this article about online schooling during COVID-19.
The coronavirus pandemic lays bare two major weaknesses in traditional approaches to teaching civics and history — what students are expected to learn and how we measure that learning, writes Assistant Professor Antero Garcia.
When humanity is under threat, humans crave the humanities—and that ethos should guide higher education as it emerges from the coronavirus pandemic, writes Associate Professor Emily Levine.
The COVID-19 crisis has laid bare the long-term underinvestment in our educational system, writes Heather Hough, executive director of Policy Analysis for California Education.
