Teaching About Identity: Lessons From Around the World


In FAIR’s training Teaching About Identity: Lessons From Around the World, K-12 teachers work  with primary source materials to explore the question: What can we learn from history about how school environments have impacted racially, ethnically, or politically divided societies?

Using as case studies 1930s Germany, 1960s China, and 1980s-90s Rwanda, teachers learn about education in times and places where identity has been a divisive factor, and work together to  draw insights for building unity in classrooms today. 

If you’d like to bring this training to your school, please contact us: [email protected].

Praise for the program

From post-training evaluations: 

  • Using a scale of 1-10, with 10 representing the best possible score, 90% of participants rated  the content of the session at 8 or higher. 

  • 44% of participants gave the session a 10 out of 10. 

  • 97% of participants felt the training increased their knowledge about other countries’  experiences with teaching about identity during divisive times.  

“It’s so helpful to hear about history and other countries. It’s helpful to be reminded of these  things and learn from the past… Altogether great presentation.” 

“Many years of history were summarized into manageable chunks.” 

“Reading about the various groups in history who have had difficulties based on race, ethnicity,  etc. and how teachers played a role in the knowledge given to their students at that time was very thought provoking.” 

“I think this was a valuable examination of the power teachers have over young minds. It helped  me to understand how necessary it is to deliver lessons in a way that encourages students to continue learning and foster a sense of curiosity.” 

“[I liked] learning about the connection between oppressive societies and the early intentional limitation of free thought.”

“This was an excellent reminder of how impressionable young students can be and how we help form their opinions!” 

“[The presentation] was helpful in ensuring I build a positive community and sense of belonging within my classroom, having and accepting numerous perspectives.” 

“Made me look at the way I word my own questions and question myself as to why I’m really asking them.”