Excellence in Environmental Education for Elementary and Secondary Schools in the United States

2014 ◽  
pp. 79-98
Author(s):  
Bora Simmons
Keyword(s):  
United States ◽  
Environmental Education ◽  
Secondary Schools ◽  
The United States

Enrollment in the Foreign Languages in the Secondary Schools and Colleges of the United States

Hispania ◽  
1929 ◽  
Vol 12 (4) ◽  
pp. 431
Author(s):  
Alfred Coester ◽  
Carleton A. Wheeler ◽  
V. A. C. Henmon ◽  
Hayward Keniston ◽  
C. M. Purin ◽  
...  
Keyword(s):  
United States ◽  
Secondary Schools ◽  
The United States ◽  
Foreign Languages

Youth-Based Gender, Sexuality, and Race Equity Work in Secondary Schools

2020 ◽  
Author(s):  
Megan S. Paceley
Keyword(s):  
United States ◽  
Secondary Schools ◽  
Social Workers ◽  
Direct Action ◽  
The United States ◽  
Gender And Sexuality ◽  
Research Education ◽  
School Based ◽  
History Of ◽  
Rich History

Youth have a rich history of engaging in activism and organizing within schools to promote equity based on gender, sexuality, and race. Youth equity work in secondary schools includes myriad activities: developing student-led clubs, such as gay-straight alliances (GSAs, also known as gender and sexuality alliances); advocating for inclusive policies, practices, and curriculum; engaging in direct action, such as protests; and developing individual and shared critical consciousness. Situated in the United States, Canada, and other countries, GSAs are a common way that youth have organized to promote equity and justice for youth with marginalized sexualities and genders; they have, however, been critiqued for their lack of inclusion of racially or ethnically marginalized students or attention to intersecting forms of oppression. Opportunities exist within research, education, and practice to understand and address the heterogeneity and intersectionality of GSA groups and members, examine and understand other forms of school-based activism from an intersectional perspective, and recognize and examine school-based equity work within the broader cultural, social, and political contexts that involve families and communities. Youth, teachers, and social workers engaged in equity work in schools must attend to intersectionality and center the needs of the most marginalized within their work.

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