Hong Kong primary school teacher banned for talking about independence | Hong Kong

A Hong Kong primary school teacher has been de-registered after using pro-independence materials in class, reportedly to teach students about the concepts of freedom of speech and independence.

The education bureau accused the teacher of a premeditated act in violation of Hong Kong’s mini constitution, the Basic Law, by having “spread a message about Hong Kong independence”.

“In order to protect students’ interest and safeguard teachers’ professionalism and public trust in the teaching profession, the territory’s education bureau decided to cancel the teacher’s registration,” it said in a statement reported by the South China Morning Post.

Local media reports said the teacher had shown the class a video featuring a pro-independence activist, and had then asked the students questions including “what is freedom of speech”, and “according to the video, what is the reason for advocating Hong Kong independence?”.

The bureau said several teachers were warned over the incident, and

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Talking to Kids About the Dysfunctional Presidential Debate

“I think that was worse than our seventh-grade mock debate.” That’s what our 14-year-old said after Tuesday night’s presidential debate, which had been assigned by the high school politics teacher to watch and analyze. I murmured agreement as I wasn’t quite sure what else to say at the moment — but woke up the next morning wondering how that ninth-grade teacher was going to handle a class discussion about the debate. Clearly, there was more to talk about beyond the specific campaign issues.  

News headlines seem to suggest consensus about how bad the debate was, some deeming it the worst in presidential history and an embarrassment to society. The theme of many stories covering the event can be summed up in a single word: dysfunction. Dysfunctional debates are characterized by not listening, jumping in and cutting others off, grandstanding, boasting, using sarcastic or biting tones, and not acknowledging others.

In

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Talking About Education – Lessons From The Melting Pot

This post was contributed by a community member. The views expressed here are the author’s own.

Los Angelenos
All come from somewhere
To live in sunshine
Their funky exile”
– Billy Joel

Los Angeles is known as a city of migrants. According to the last census, 50.6% percent of the population was born outside of the County of L.A., including the 35% who were foreign-born. This melting pot of cultures provides an opportunity to learn from best practices and mistakes, but to do that we must have conversations with one another.

Last weekend, I set up a Zoom meeting for what I hope will be a series of roundtable discussions with two of my fellow neighborhood council volunteers. We all share a passion for education so it seemed fitting that in this first session we discussed our own educational backgrounds and how they related to what our children face

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Seattle-area families of color are talking about improving remote education. Here are some of their ideas.

Regina Elmi is the executive director of the Somali Parent Education Board. Ann Ishimaru is associate professor of education at the University of Washington. The authors wrote this piece along with 10 other African American, Somali, Latina and Vietnamese parent leaders from the Renton, Federal Way, Kent, Highline and Seattle school districts.

Thousands of families and caregivers in King County are anxious as schools operate online. In recent months, we’ve experienced the devastation of COVID-19 and a summer of reckoning with anti-Black racism sparked by the killings of Ahmaud Arbery, George Floyd, Breonna Taylor and the shooting of Jacob Blake.

We also see racial inequities deepening in our schools. As difficult and heartbreaking as this time has been, many families in BIPOC (Black, Indigenous and people of color) communities have been mobilizing and finding creative ways to support and educate their children.

We challenge educational systems to consider: What might

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