All Resources

Paulo Freire wrote that the purpose of education is for the oppressed to liberate themselves and their oppressor. In this video from 2017, a Teach For America Alumna and powerful leader of the Black Lives Matter movement discusses her personal experi

This website offers a safe and positive space for people to share about the impact of climate change and environmental degradation on their lives. The articles can be used in preparing student lessons, for extended projects, and for professional deve...

In this exercise you will reflect on various situations to identify which are the aspects influencing your purpose as an educator.

In this video from 2017, Shayla Yellowhair, systems leader and Teach For America alumna explains why teachers who are coming to work in Native communities need to first understand the history and be willing to learn from the community.

This article is in the form of a research paper that describes the impact of climate change on disadvantaged people in Africa. It is a short and easy read that contains some knowledge assessment questions at the end. This can be used by teachers to p...

Hear Eva-Marie, Data and AI Practice Lead for EY MENA, discuss her career and why she thinks it is important for students to explore AI careers.

This article from 2015 uses Empieza Por Educar fellow Óliver Jabato's experience to reflect on two patterns we see in transformational classrooms around the world: collective ownership (teachers and students sharing ownership of learning) and student

An article that shares the stories of girls living in the Kakuma Refugee Camp in Kenya.

This chapter from the book "Theoretical Foundations of Learning Environments" explores how student-centered learning environments use self-regulatory processes, highlighting the need for tools to support these processes and enhance metacognition.

Over a series of four sessions, practitioners from the MedStar Georgetown WISE center shared their expertise on how we can support students and teachers through the lens of a trauma-informed practice. In the first of this four-part series, we delved