Teacher urges schools to foster student activism through community engagement

In recent years, some educators have observed a growing sense of apathy and individualism among students when discussing social or political issues. One teacher shared that students often prioritize financial gain over community concerns. For example, a Latina student expressed support for the current president because she believed he would teach her how to make money, distancing herself from issues affecting undocumented immigrants. Similarly, a Black student responded to a discussion on genocide by saying he did not care and was only interested in making money.

The teacher expressed concern about this trend, noting: “For me, the apathy and individualism I’m seeing from them are legitimate and concerning. In their eyes, the only things that make life easier are money and power. I feel for them, but what breaks my heart is that this money and power are not, and historically have never been, in the hands of people like my students.”

Despite using educational frameworks such as grading for equity, culturally responsive teaching, and universal design for learning (UDL), the teacher worries these methods may not be enough to engage working-class students in meaningful intellectual work during increasingly polarized times.

The teacher also reflected on personal challenges with maintaining motivation: “As the years go on, and our political climate becomes more polarized, I, too, am breaking down. I am increasingly focusing on myself just to survive. If this is my story... then my students are definitely experiencing this tenfold.”

There is criticism of traditional school models: “The traditional factory schooling model is no longer holding up,” with concern it could become obsolete without significant changes that foster empathy and action.

One suggestion involves bringing community-based organizations into classrooms to lead workshops focused on organizing skills during school hours so all students can participate regardless of outside responsibilities: “If working-class students can’t organize or volunteer due to the innumerable responsibilities they face once they leave our school building, then the only time we have with them to get involved will be during school hours.”

Another idea is to treat organizing as project-based learning where students choose an issue important to them and develop an organizing plan through activities such as canvassing or interviews.

Additionally, annual requirements for student participation in organizing projects—with reflections on how their empathy has grown—are proposed as a way forward. The goal is for schools to become sites of resistance where collective action takes place within regular class time.

Teacher preparation programs are also identified as needing reform so teachers learn both content mastery and how to teach organizing: “If schools do not become sites of resistance... Unless we teach them their power through collective action, they will grow to facilitate the same dangers that led to their individualism.”

Referencing Gil Scott-Heron’s statement “The revolution will not be televised,” the teacher argues real change must start internally but ultimately needs structured opportunities outside classroom walls: “Books freed my mind, but they did not free me from my conditions.”

Reflecting on history: “Our ancestors taught us that the structures in place were not built for our most marginalized. As a result, they organized... more often than not... outside the classroom.”

The article concludes with skepticism about classrooms being true sites of change under current systems: “We cannot simply read about revolutionary action; we must become it.”