Read our article published in Theory Into Practice
Linking arms across districts: accountability and support in cross-district teacher collaboration - PDF version
Linking arms across districts: accountability and support in cross-district teacher collaboration - Web version
Abstract:
The violent police response to uprisings in response to the police killings of George Floyd and Breonna Taylor unveiled who America is for our students. Moreover, the COVID-19 pandemic increased the politicization of schools and exacerbated inequality in schools already segregated by class and race. Throughout the 2020-2021 academic year, students navigated our nation’s deepest divides. Teachers engaged in antiracist and equity activism in schools experience teacher burnout, isolation, and ultimately heartbreak when not supported by their school community. In this article, we look at critical connections teachers made across districts in the same geographic area, across segregated schools to collaborate to investigate white supremacy culture in themselves, their schools, and the education system. We wonder, “How can educators, schools, and organizations leverage this moment of opportunity for change and critical mass of support without losing momentum as seen in the past?” We focus on the actions and practices of 2 teachers in central Ohio schools to answer this question with respect to their classrooms, schools, and communities.
Listen to our interview on the podcast Negotiate Anything
How to Negotiate For Others with Derek Burtch and Amelia Gordon- Apple Podcast link
How to Negotiate For Others with Derek Burtch and Amelia Gordon- Link to Negotiate Anything webpage
Read our article in the Ohio School Boards Association Journal
Rethinking service learning by rethinking community
Read our chapter from The Ethics of Digital Literacy
Chapter 2 Seeing Each Other Ethically Online
*Many of the resources below were used and cited for the writing of this chapter.
Read Derek's article in The English Journal
Erase the Space: Short Distance Writing Exchanges and Public Discourse in the High School English Classroom
Read Amelia's article in The English Journal
"I Don't Like Her": Uncomfortable Moments In Cross-Classroom Writing Exchanges
We are forever students of our field’s great teachers, activists, change makers, and rabble-rousers. Their work and sacrifice made Erase the Space a possibility and they guide us when we have lost our way. We remember that nonviolent communication, cross-racial collaboration, and civil discourse are tools long employed by community organizers working towards justice for marginalized communities. We humbly join in the conversation and the ongoing fight for equity within education spaces and into our community.
If you support in the work done by Erase the Space, you support the work of the scholars below. Please read, share, and cite. And, of course, this list is ongoing and ever-evolving. Please feel free to contact us on social media or through email with recommendations.
Linking arms across districts: accountability and support in cross-district teacher collaboration - PDF version
Linking arms across districts: accountability and support in cross-district teacher collaboration - Web version
Abstract:
The violent police response to uprisings in response to the police killings of George Floyd and Breonna Taylor unveiled who America is for our students. Moreover, the COVID-19 pandemic increased the politicization of schools and exacerbated inequality in schools already segregated by class and race. Throughout the 2020-2021 academic year, students navigated our nation’s deepest divides. Teachers engaged in antiracist and equity activism in schools experience teacher burnout, isolation, and ultimately heartbreak when not supported by their school community. In this article, we look at critical connections teachers made across districts in the same geographic area, across segregated schools to collaborate to investigate white supremacy culture in themselves, their schools, and the education system. We wonder, “How can educators, schools, and organizations leverage this moment of opportunity for change and critical mass of support without losing momentum as seen in the past?” We focus on the actions and practices of 2 teachers in central Ohio schools to answer this question with respect to their classrooms, schools, and communities.
Listen to our interview on the podcast Negotiate Anything
How to Negotiate For Others with Derek Burtch and Amelia Gordon- Apple Podcast link
How to Negotiate For Others with Derek Burtch and Amelia Gordon- Link to Negotiate Anything webpage
Read our article in the Ohio School Boards Association Journal
Rethinking service learning by rethinking community
Read our chapter from The Ethics of Digital Literacy
Chapter 2 Seeing Each Other Ethically Online
*Many of the resources below were used and cited for the writing of this chapter.
Read Derek's article in The English Journal
Erase the Space: Short Distance Writing Exchanges and Public Discourse in the High School English Classroom
Read Amelia's article in The English Journal
"I Don't Like Her": Uncomfortable Moments In Cross-Classroom Writing Exchanges
We are forever students of our field’s great teachers, activists, change makers, and rabble-rousers. Their work and sacrifice made Erase the Space a possibility and they guide us when we have lost our way. We remember that nonviolent communication, cross-racial collaboration, and civil discourse are tools long employed by community organizers working towards justice for marginalized communities. We humbly join in the conversation and the ongoing fight for equity within education spaces and into our community.
If you support in the work done by Erase the Space, you support the work of the scholars below. Please read, share, and cite. And, of course, this list is ongoing and ever-evolving. Please feel free to contact us on social media or through email with recommendations.
