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"Restorative justice empowers students to resolve conflicts on their own, and it's growing in practice at schools around the country. Essentially, the idea is to bring students together in peer-mediated small groups to talk, ask questions and air their grievances. (This overview from Fix School Discipline is a wonderful primer.)"

Restorative justice empowers students to resolve conflicts on their own, and it's growing in practice at schools around the country. Essentially, the idea is to bring students together in peer-mediated small groups to talk, ask questions and air their grievances. (This overview from Fix School Discipline is a wonderful primer.)

COURSE OBJECTIVES: This is a graded internship that allows you to integrate your own coursework with a hands-on service learning experience. The central objective of this course is to provide students with community experiences and reflection opportunities that examine community needs, the importance of civic engagement, and social justice issues affecting ethnic minorities and marginalized populations in contemporary American society. Students dedicate 70 hours at a pre-approved site (including Title I K-12 schools, youth programs, health services, social services, environmental programs, government agencies, etc.) directly serving a population in need or supporting activities that contribute to the greater good of our community. A weekly seminar, course readings, discussions, and reflection assignments facilitate critical thinking and a deeper understanding of cultural diversity, citizenship, and how to contribute to positive social change in our community. The course is also designed to provide "real-world" experiences that exercise academic skills and knowledge applicable to each student‟s program of study and career exploration. STUDENT LEARNING OBJECTIVES: Student will be introduced to essential skills associated with their baccalaureate studies to actively serve the local community. While completing this in-depth study of cultural diversity, citizenship and social justice issues facing our community, students will gain an understanding of the value of Social Embeddedness and the importance of incorporating civic engagement into their collegiate careers, as they strive to become civically engaged students. Students will be introduced to inequalities, discrimination, and other community issues facing ethnic minorities and marginalized populations, as well as the correlation with greater societal issues. INTERNSHIP RESPONSIBILITIES:  Service hours - 70 hours of community outreach (spread throughout the semester in which you are enrolled in the course)

A live event hosted by an 8th grade classroom investigating social justice issues. All are welcome to attend.

A set of well made PSHE resources for teaching students about the UK justice system. There are lots of activties, animations and games to play. http://ictmagic.wikispaces.com/PSHE,+RE,+Citizenship,+Geography+&+Environmental

COURSE OBJECTIVES: This is a graded internship that allows you to integrate your own coursework with a hands-on service learning experience. The central objective of this course is to provide students with community experiences and reflection opportunities that examine community needs, the importance of civic engagement, and social justice issues affecting ethnic minorities and marginalized populations in contemporary American society. Students dedicate 70 hours at a pre-approved site (including Title I K-12 schools, youth programs, health services, social services, environmental programs, government agencies, etc.) directly serving a population in need or supporting activities that contribute to the greater good of our community. A weekly seminar, course readings, discussions, and reflection assignments facilitate critical thinking and a deeper understanding of cultural diversity, citizenship, and how to contribute to positive social change in our community. The course is also designed to provide "real-world" experiences that exercise academic skills and knowledge applicable to each student‟s program of study and career exploration. STUDENT LEARNING OBJECTIVES: Student will be introduced to essential skills associated with their baccalaureate studies to actively serve the local community. While completing this in-depth study of cultural diversity, citizenship and social justice issues facing our community, students will gain an understanding of the value of Social Embeddedness and the importance of incorporating civic engagement into their collegiate careers, as they strive to become civically engaged students. Students will be introduced to inequalities, discrimination, and other community issues facing ethnic minorities and marginalized populations, as well as the correlation with greater societal issues. INTERNSHIP RESPONSIBILITIES:  Service hours - 70 hours of community outreach (spread throughout the semester in which you are enrolled in the course)

Cheating Justice in the Digital Age. This is a case study of what not to do when accused of plagiarism and an object lesson for everyone about the durability of the digital tattoo. Feedback welcome.

A free computer game for teenagers created with the help of former Supreme Court Justice Sandra Day O'Connor has made its online debut. "Supreme Decision," the first of several planned web-based games, went online in August as part of a project called Our Courts. In it, students can play a Supreme Court law clerk helping a justice with a tie-breaking vote over a First Amendment case. Backed by the Sandra Day O'Connor College of Law at Arizona State University and Georgetown University, the Our Courts project is designed to teach middle school students about the Constitution and the courts. O'Connor, the first woman to serve on the Supreme Court, has said more people can name an "American Idol" judge than the three branches of government. Besides teaching about civics, she hopes the Our Courts project will help students learn how to analyze problems and develop arguments. In "Supreme Decision," students play a law clerk and must help fictional Justice Irene Waters write the majority opinion on whether a school can ban students from wearing music band T-shirts. Another game, called "Do I Have a Right," will be released soon. In that game, students will play the director of a constitutional law firm who must decide which amendment resolves a problem posed by a client.

"The term "Flipped Classroom" is being thrown around a lot lately in both positive and negative light. I think the term is a bit ambiguous and does not fully do justice to all that is being done under the guise of the Flipped Classroom. My colleague, Jon Bergmann, and I have a book coming out soon that I hope brings clarity to what most of us mean by "The Flipped Classroom." In the mean time, I hope to shed some light on some of the confusion, critique, and hype. "

Open Meadows Foundation is a grant-making organization seeking projects that promote gender/racial/economic justice. The projects must be led by and benefit women and girls, particularly those from vulnerable communities.

"I want to see teachers stand up and speak as passionately about democracy, social justice and critical thinking as they do apps and iPads. I want to see teachers tell stories, not just about student projects, but about how standardization is getting in the way of authentic learning. I want to see us recover a vision of education as the development of critical thinking citizens rather than the kickstart campaign for a lagging economy"

Here is a website providing some great resources for Character Education and teaching tolerance.

"Welcome to the Teaching Tolerance blog, a place where educators who care about diversity, equity and justice can find news, suggestions, conversation and support."

"With the EU Referendum creating a divide Britain, many of us have been left wondering how we as educators can help heal the wounds. I was pondering this exact dilemma and came to a conclusion - Through the classroom. This week, I have been on an English as an Additional Language placement as a student in a school with a high concentration of pupils that are Black minority ethnic and/or have English as an additional language. It was a school-rich in all languages, that celebrates six religious days as well as observing all nearly all social action justice days. The children were welcoming and accepting of everyone that didn't look or sound quite like them. "

Useful content for making careers in data of interest to a wide variety of students. Data isn't about math, it is about ethics, social justice, political science, economics, and well-being.

I used to promote teaching K-8 computational thinking and coding because of the social justice issues around access to the language of power, economic opportunities, and a belief that learning CT enhances overall academic competencies for those likely to be challenged to succeed in schools.. Now I'm an advocate for a different set of reasons that seem more preeminent. We need everyone to learn computational thinking because ethics and protecting the right to spirituality/secular humanist values seem to be what computers won't be able to do better than humans. Therefore we better have humans who are ethically grounded, informed by the humanities, and competent to understand the implications of the computer software we create. This is a great watch list or podcast list to spur considerations of this urgent matter of the unregulated world of AI.

I have a dream speech with notes for persuasive writing

The role that education plays in issues of social equity and justice cannot be undervalued. It is acknowledged by the United Nations as a human right, 'Everyone has the right to education' (United Nations, 1948) and as outlined in the Melbourne Declaration on the Educational Goals for Young Australians 'As a nation Australia values the central role of education in building a democratic, equitable and just society- a society that is prosperous, cohesive and culturally diverse, and that values Australia's Indigenous cultures as a key part of the nation's history, present and future.' (Barr et al, 2008). Such lofty assertions of the importance of education as a right and national value should be sufficient to ensure that all Australians have access to an education of the highest standard with equitable outcomes for all, the reality is that this is not the case.