In 2005, the novelist David Foster Wallace gave a commencement speech at Kenyon College, Ohio. During that speech, he observed that “the most obvious, important realities are often the ones that are hardest to see and talk about.”

We live and work a few states south of Ohio, in Memphis, Tennessee, yet this statement resonates deeply with us. Our city’s narrative is filled with competing, conflicting stories of space and place, but these layered histories often fade into the blur of our everyday routines.

The post Beyond the Map: Engaging with Complex Histories to Support Critical Place-Based Learning appeared first on TEACH Magazine.

Every February, we honor the contributions of Black individuals who have shaped history, culture, and society. For me, one of the most meaningful ways to celebrate Black History Month is through books, especially those written by other Black men.

Here’s why.

When my wife and I were reading a book to our two-year-old son (now a high schooler) and soon-to-be big brother, he pointed to biracial characters on the page who looked like him and said, “That’s me, and that’s little sister.” That simple moment stuck with us—a reminder of how powerful it is for kids to see themselves in books. Inspired by that, we combined our backgrounds in education to create Beanstack, a reading motivation software designed to help readers of all ages find that same sense of connection.

There’s something profoundly powerful about engaging with the works of Black authors. Their words invite us to reflect, grow, and better understand one another. As such, I’d like to share a few of the many incredible works that have left an indelible mark on my journey as a reader.

Timeless Reads

The Autobiography of Malcolm X
By Malcolm X with Alex Haley

Malcolm X’s unflinching honesty in recounting his transformation from troubled youth to revolutionary leader makes this a timeless, thought-provoking read.

The Dew Breaker
By Edwidge Danticat

Danticat’s lyrical prose unravels the haunting past of a former torturer, exploring themes of violence, memory, and redemption.

From Slavery to Freedom: A History of African Americans
By John Hope Franklin

Franklin sharply analyzes the fragile progress of civil rights, reminding us to remain vigilant in the fight for justice.

The Intuitionist
By Colson Whitehead

Lila Mae Watson, an elevator inspector, defies tradition with her instinct-driven approach in this sharp, surreal tale exploring race, technology, and truth.

The Known World
By Edward P. Jones

A gripping tale of a Black enslaver in antebellum Virginia, Jones explores power, identity, and moral reckoning with masterful storytelling.

The Piano Lesson
By August Wilson

Siblings battle over a piano etched with their family’s history. Wilson’s play delves into legacy, sacrifice, and the weight of the past.

Discovering New Perspectives

While I cherish the above classics, I’m also drawn to works that bring fresh perspectives and contemporary themes:

Black Founder: The Hidden Power of Being an Outsider
By Stacy Spikes

Spikes shares his raw journey as MoviePass co-founder, offering both inspiration and caution for aspiring entrepreneurs.

Blacktop Wasteland
By S. A. Cosby

In this fast-paced thriller, a former getaway driver takes one last job. Cosby masterfully weaves themes of crime, fatherhood, and fate.

Born a Crime: Stories from a South African Childhood
By Trevor Noah

With humor and heart, Noah recounts growing up biracial in apartheid South Africa, highlighting both injustice and a mother’s unwavering love.

A Lucky Man
By Jamel Brinkley

Brinkley’s short stories reveal quiet, powerful moments in the lives of Black men, exploring longing, regret, and fleeting connections.

Where Tomorrows Aren’t Promised: A Memoir of Survival and Hope
By Carmelo Anthony with D. Watkins

NBA star Carmelo Anthony reflects on his journey from Baltimore’s streets to basketball greatness, a testament to resilience and identity.

Stories for Every Reader

Black authors create works that resonate with readers of all ages:

Children’s Books

H.O.R.S.E.: A Game of Basketball and Imagination
By Christopher Myers

Jump In!
By Shadra Strickland

Middle-Grade

The Marvellers
By Dhonielle Clayton
Illustrated by Khadijah Khatib

Young Adult

Promise Boys
By Nick Brooks

Non-Fiction

I Came as A Shadow
By John Thompson with Jesse Washington

It Was All a Dream: Biggie and the World That Made Him
By Justin Tinsley

Poetry & Essays

Collected Poems, 1948–1984
By Derek Walcott

What Doesn’t Kill You Makes You Blacker: A Memoir in Essays
By Damon Young

Listening to Black Voices

Sometimes, hearing a story can be just as impactful as reading it. Podcasts offer unique insights into the minds of Black creators:

• Why Fathers Cry by Kwame Alexander
• “The Blackest Book Ever: Derrick Barnes on Writing Unapologetically” on The Reading Culture Podcast
• Business Movers Podcast, Season 42: Oprah’s Empire

Celebrate Through Action

At Beanstack, we help libraries and schools motivate readers through reading challenges. This Black History Month, consider creating a challenge to both inspire yourself and bring your community together:

1. Read a book by a Black author.
2. Listen to a podcast or watch a documentary on Black history.
3. Share your reflections—in person, online, or through a book club.

Black History Month isn’t just a celebration; it’s an opportunity to listen, learn, and grow. Through stories, we honor the past, celebrate the present, and work toward a brighter future.

The post Powerful Stories for Black History Month appeared first on TEACH Magazine.

These are turbulent times, and when the world feels uncertain, history can offer us a roadmap, lighting the path forward. In moments of unrest, we can look back to find courage—drawing strength from the leaders, changemakers, and everyday heroes who refused to back down in the face of hate and hardship.

As efforts to hide or erase these histories grow louder, bringing them into classroom feels more urgent than ever. That’s why we’re highlighting 14 new children’s books that celebrate notable figures in Black history. These are stories that deserve to be read, shared, and remembered in every elementary school.

From activists and abolitionists to history-makers and quiet trailblazers, these books introduce students to lives shaped by perseverance, bravery, and hope. Their journeys show young readers that strength can take many forms—and that even the boldest of dreams are possible when you dare to stand your ground.

The post 14 Children’s Books That Keep Black History Alive appeared first on TEACH Magazine.

Born in St. Louis, MO, I never imagined that one day I’d be teaching, mentoring, coaching, and parenting. My childhood wasn’t conducive for yielding such results, but it turns out that all things are possible when there is love and support.

For me, this came through sports and the mentorship that followed. It’s safe to assume that without a commitment to high school athletics, I likely wouldn’t be here today writing these words. Now, in my 15th year of teaching and coaching in Chicago, IL, nothing is more rewarding than being able to instill in my students what was imparted to me back when I was just a freshman. This is why I teach.

The post “Why Are All the Black Kids in the Hall?” appeared first on TEACH Magazine.

Every year, the Bush Fellowship program recognizes remarkable individuals who are already making a difference in their communities—and empowers them to dream even bigger. The fellowship provides up to $150,000 over two years for leaders to design their own path forward, whether they’re working in business, non-profit, or government sectors.

We recently had the pleasure of speaking with Marvis Kilgore, one of the newest Bush Fellows. A dedicated teacher and educational equity strategist, Marvis is passionate about increasing Black male representation in teaching. In our conversation, he shares his vision for transforming education, and how the fellowship will help him turn that vision into reality.

The following interview has been edited for length and clarity.

Q: To start with, would you mind telling us a bit about yourself? How and why did you first get involved in the field of education?

I like to say education found me before I even realized I was looking for it. I grew up in the Deep South, in a little town called Holly Springs, Mississippi, where everybody knew your name, and the church and the schoolhouse sat at the center of the community. In my family, education was treated like gold.

My mama—the matriarch of our family and a true Steel Magnolia—used to say, “The world can take a lot from you, but never your education.” And in a town where history ran deep and dreams sometimes felt out of reach, those words became my compass.

My journey really took shape after I spent 10 years living in Qatar and traveling to nearly 50 countries. Standing in classrooms across Africa, Asia, and Europe taught me something powerful: education is universal, but access and opportunity are not. When I came back to the States, I felt called to take everything I’d learned—the global perspective, the cultural lessons, the deep sense of possibility—and pour it back into my community.

I started by mentoring kids, then coaching educators, and before long, I was leading programs focused on bringing more Black and Brown men into classrooms, because representation matters, especially for our children. Over time, I realized my work wasn’t just about teaching or systems; it was about creating spaces where students could see themselves, know their worth, and dream beyond the limits that others—or even they themselves—may have set.

For me, education isn’t just a career. It’s a calling. It’s about opening doors, lifting voices, and making sure that every young person, whether they’re from Holly Springs or halfway across the globe, knows they belong in any room they choose to walk into.

Q: What does educational equity mean to you?

Educational equity is about more than just access—it’s about opportunity, dignity, and belonging. It means building systems that recognize the genius that already exists in our children, instead of trying to “fix” them to fit into systems that were never built for them in the first place.

In my current work here in Minnesota, I’ve seen how deeply representation impacts students. Right now, people who identify as Black and male make up less than 1 percent of the teaching workforce in the state. That’s not just a statistic—it’s a call to action. Our children deserve to see themselves reflected in the classroom, to be taught and mentored by people who understand their stories.

At its core, educational equity is about rewriting the narrative, making sure that all students—especially those who have been historically left out or overlooked—have not only the resources they need but also the representation and affirmation that tell them: you belong here, and your dreams are valid.

Q: What are some of the current barriers you see to teacher retention? What needs to change?

Teacher retention, especially for educators of color, is one of our biggest challenges. The barriers are layered.

First, there’s the issue of isolation. When you’re one of the very few Black men in a school, it can feel lonely. You don’t always have colleagues who understand your experiences or the cultural weight you carry, and that isolation can lead to burnout.

Then there’s the reality of pay and workload. Teachers across the board are underpaid and overworked, but for Black male educators, there’s often an added expectation to serve as the disciplinarian, the mentor, and the cultural bridge. That invisible labor isn’t reflected in our job descriptions, our paychecks, or our professional growth opportunities—and over time, it takes a toll.

From a policy perspective, there are systemic barriers that need to be addressed. Recruitment programs often exist without strong retention strategies. We need better salary structures to make the profession competitive, loan forgiveness programs that actually ease the financial burden of teacher prep programs, and pathways for leadership and advancement that don’t require leaving the classroom.

We also need policies that prioritize creating inclusive school cultures—ones that not only hire teachers of color but invest in mentorship programs, ongoing cultural competency training, and networks of support. Retention isn’t just about numbers; it’s about building environments where educators feel seen, valued, and equipped to thrive.

If we want to change the trajectory, we need a comprehensive approach: systemic investment, intentional support, and a cultural shift that truly honors the identities and contributions of educators of color—not just in theory, but in practice.

Q: Your path took you from ESL teaching to program coordination in Qatar, and now to founding Code Savvy. Could you share more about that journey? How did it lead you to the Bush Fellowship?

My path in education has been anything but linear.

I started out teaching ESL, but the truth is, I went to Qatar to pass my own litmus test. As a Black man in America, I was undaunted by the negative images that society often projected about people who looked like me. I wanted to see the world, to test the limits of what was possible, and, if I’m honest, I was chasing my version of the “American dream.” But the reality was, my educator salary, coupled with student loans, made that dream feel complicated, even out of reach.

Traveling and living abroad gave me a global perspective and a deeper understanding of the power of education as a tool for liberation. When I came back to Minnesota, I stepped into program leadership, and eventually became the Founding Director of Sirtify at Normandale Community College—a program designed to recruit, retain, and support men of color pursuing careers in education. Sirtify is about building pathways and removing barriers, ensuring our communities see more men who look like me leading in classrooms.

That work led me to Code Savvy, where I helped expand access to computer science and digital equity for young people, particularly students from communities often left out of the tech space. Each role sharpened my vision: that equity in education requires systemic change and intentional investment in leadership.

When I first learned about the Bush Fellowship, I was brand new to the idea. But I told myself: One day, that’s going to be me. And a few years later, that dream became my reality. Every classroom I’ve taught in, every student I’ve mentored, every program I’ve built—all of it prepared me for this moment, to take the next step in growing as a leader and creating even greater impact.

Q: What role have you played in making education more equitable?

Throughout my career, I’ve focused on creating opportunities for students and educators who have historically been underserved. My work with Sirtify allowed me to lead efforts to recruit, retain, and support men of color pursuing teaching careers—addressing the stark underrepresentation in classrooms.

I also had the privilege of taking nine students to Senegal on a study abroad program, where they engaged in service learning and taught lessons in an international school. Beyond program coordination and mentoring, I worked to secure funding to remove financial barriers for aspiring teachers, ensuring opportunity and support were available every step of the way.

Building on that work, in my most recent role as Executive Director of Code Savvy, I focused on aligning the organization with its mission and vision while expanding access to historically underserved and underrepresented communities. I worked to ensure that all children had access to high-quality, inclusive computer science education—not just teaching technical skills, but creating spaces where students could see themselves represented in tech, feel empowered, and imagine the possibilities for their futures.

Across both roles, my goal has always been the same: to remove barriers, create pathways, and build equitable systems where students and educators alike can thrive, lead, and see themselves reflected in the work they do and the communities they serve.                                  

Q: What’s your vision for the future of K–12 education?

I want every student to feel seen, valued, and empowered to reach their full potential—regardless of their zip code, background, or the color of their skin. My experiences have shown me that equity is not optional; it’s foundational.

I believe schools must do more than teach content. They should cultivate cultural literacy, critical thinking, and confidence, preparing students to thrive in a complex, interconnected world. Representation is central to this vision. Students need to see themselves in their teachers, mentors, and leaders—people who understand their experiences and affirm their potential. That’s why investing in pathways for educators of color, and supporting them to thrive, is essential.

I also envision education that embraces innovation without leaving anyone behind. Technology, project-based learning, and global experiences—like the study abroad programs I’ve led—can expand opportunity and broaden horizons. But equity must remain at the center, ensuring all students, especially those historically underserved, can fully benefit.

Ultimately, my vision is for K–12 education to be equitable, inclusive, and aspirational; a system where students don’t just dream of what’s possible, but are equipped, encouraged, and empowered to make it a reality.

Q: Why is the Bush Fellowship such an important next step for you? How can it help turn your vision of inclusive education into reality?

This fellowship matters because it gives me the time, resources, and space to dream bigger than I could alone. It will allow me to take ideas that work in pockets and transform them into systems that touch entire communities. It’s about giving students and educators the chance to see themselves, their gifts, and their futures reflected back at them, and to know that they belong in spaces that historically were not built for them.

For me, it’s personal. I know what it feels like to carry the weight of expectation, to navigate spaces where the odds feel stacked, and to fight for recognition of my potential. I see that same fight in the students I mentor, in the men I’ve guided into classrooms, and in every young person who deserves a pathway to thrive.

The Bush Fellowship allows me to turn urgency into strategy, passion into action, and vision into impact. It’s the bridge between what I’ve learned, what I’ve built, and what I can create—a future where access, representation, and equity aren’t just ideals, but lived realities for every student.

About Marvis Kilgore

Marvis Kilgore is a visionary leader, cultural strategist, and 2025 Bush Foundation Fellow who embodies the fusion of Southern roots, global perspective, and radical imagination. For more than two decades, Marvis has been a champion of equity, education, and community transformation. His work bridges boardrooms and classrooms, connecting the lived experiences of underserved families with innovative solutions that spark generational change.

The post Talking Educational Equity with Bush Fellow Marvis Kilgore appeared first on TEACH Magazine.

By Kate Ehrlich

I am a history/social studies teacher in Frederick County Public Schools, MD, and will soon be wrapping up my 19th year in the classroom. I’ve always believed in the importance of history and that the past has many crucial lessons to teach us. I also care deeply about ensuring that the curricula I teach reflects the diversity of our school and gives each student insights into the experiences of others. During the 2023–2024 school year, I worked with a group of talented student volunteers on a project that reflected these goals.

It all started with an educator learning tour that I took with the Institute for Common Power in the spring of 2023. Over the course of that trip, I was able to visit the Legacy Museum and the National Memorial for Peace and Justice, both in Montgomery, AL. The museum and memorial each highlight key moments in America’s Black history, including the impact of racial terror lynchings.

The post The Black History Exhibit: Creating an Authentic Learning Experience appeared first on TEACH Magazine.

Creating Waves

The shortage of Black men in STEM remains a dire challenge in the United States. According to 2022 statistics from the National Science Foundation, only 2% of STEM-field graduates were Black men. Hence, the new Black Males in Engineering (BME) project aims to offer a pragmatic path forward. This project is led by School of Education faculty member Brian Burt. Burt is a co-project director and co-principal investigator at the new Wisconsin Sloan Center for Systemic Change, or WiSC², an initiative aimed at removing barriers and improving equity in STEM.

BME provides a robust collection of resources outlining research-backed methods for supporting Black boys and men in STEM from primary school through doctoral studies. The resources include a video series and an accompanying set of interactive handouts with guided questions for various audiences.

Dynamic Guidance

Burt says the resources are meant to provide guidance on proven best practices at home and in educational settings for all those seeking to help Black students thrive. “We hope BME will provide support and a path forward for parents and caregivers, as well as teachers, advisors, peers, and students themselves on how to correct inequitable access to careers in science and engineering,” he says. Burt also hopes BME social media accounts on Facebook and X will provide a forum for continued discussion and innovation on the subject of Black males pursuing and succeeding in STEM fields.

The Road Less Travelled

“Aspiring to a career in engineering can be daunting for Black males and a less traveled road they are expected to pave themselves,” Burt says. “We aim to provide a growing and well-informed community of support for these hardworking students.” The BME project is supported and funded by the National Science Foundation, National Academy of Education, Spencer Foundation, Wisconsin Alumni Research Foundation, and Wisconsin Center for Education Research. It was spurred by Burt’s decade of research on the experiences of underrepresented graduate students of color in engineering.

The post Vision to Reality: Creating STEM Pathways for Black Youth appeared first on TEACH Magazine.

I have been a public school counselor for 18 years, and during that time I’ve worked in every type of environment. My current position is at a middle school of around 1,700 students, where African American students make up almost 12 percent of the population.

In this role, I primarily address and have been trusted with the task of helping Black students (and white/Caucasian teachers) navigate the challenges of race and culture. Students want to know how they can have a voice in their diverse community, and teachers, in turn, want to know how to address the personal, educational, and social needs of these students.

For many teachers, the hardest part is connecting with Black students when communications and behaviors are often misinterpreted or lost in translation. In the face of this disconnect, what can be done to successfully reach and teach Black students?

The post Social Dynamics and Black Culture: How to Effectively Reach and Teach Black Students appeared first on TEACH Magazine.

A Pioneer’s Legacy

Dortch, who passed away in 2023, was a trailblazer in many fields, including becoming the first Black man to serve as a U.S. Senator’s chief administrator. His contributions to the Georgia Democratic Party, the Atlanta Business League, and his founding of the National Black College Alumni Hall of Fame are celebrated through this dedication.

The school, a STEM-certified institution serving 6th- through 12th-grade boys in the Carey Park area, has partnered with 100 Black Men of Atlanta. This organization is dedicated to enhancing educational and economic opportunities for African-American youth, aligning closely with Dortch’s lifelong mission.

In April 2023, ABOE Board Member, now Chair, Erika Mitchell announced the formation of a renaming committee for B.E.S.T. Academy in an effort to honour the late Thomas W. Dortch Jr. B.E.S.T. Academy Principal Dr. Timothy Jones led the community survey results. A majority of faculty members (85.7 percent) supported the renaming to B.E.S.T. Academy at Thomas W. Dortch Jr. Institute with 48.5 percent of students in favour. In response to these results, the committee adopted the proposed name to include “Institute,” reflecting Dortch’s legacy’s educational and aspirational aspects. The final recommendation, B.E.S.T Academy at the Thomas W. Dortch Jr. Institute, will be presented for approval to the Atlanta Board of Education on May 6.

Overwhelming Support

Members of the BEST Academy Renaming Committee include:

• Erika Mitchell, Chair of the Atlanta Board of Education and District Five Representative
• Dustin Hillis, Atlanta City Council District Three Representative
• Dr. Timothy Jones, Principal of The B.E.S.T. Academy
• Andrew Anderson, Neighborhood Planning Unit (NPU-G) Representative
• John Hope Bryant, from Operation Hope (Community Partner)
• Jewell Grubbs, Community Stakeholder
• Kenneth Hill, from LaunchPad Foundation (Community Partner)

“The renaming of B.E.S.T. Academy celebrates a man who profoundly impacted his community and the nation, and it promises to inspire future generations of leaders,” Mitchell said. “The academy has such a great legacy, and Mr. Dortch is the perfect individual and trailblazer to bestow this honour.”

Dortch was a husband, father, businessman, and civic leader who believed in uplifting our communities all across the world. He was willing to set aside any differences if it was of benefit to the greater good. He often said he wanted to leave this earth empty, and he did just that. Leaving a blueprint to strengthen our youth and community, says Carol Dortch, his widow, and Thomas (Trey) W. Dortch III, his son.

“The renaming committee’s dedicated efforts culminated in a meaningful transformation as B.E.S.T. Academy proudly emerges as  B.E.S.T. Academy at The Thomas W. Dortch Jr. Institute, continuing an era of educational excellence while honouring the illustrious legacy of a true visionary,” Jones said.

“Tommy W. Dortch Jr. was a life changer. Now, an institution in his name will be changing lives for the foreseeable forever,” Hope Bryant said. “This name change will also be life-changing, just like Tommy.”

“Dortch’s legacy includes his work supporting education and mentorship in Atlanta and beyond. His leadership will be recognized for generations to come with the B.E.S.T Academy at the Thomas W. Dortch Jr. Institute,” 100 Black Men of America Mentor of the Year Award Recipient Hill said. 

Established in 2007 by Atlanta Public Schools, the B.E.S.T Academy was founded on research highlighting distinct learning techniques between males and females. The school utilizes teaching strategies specifically tailored to align with the general learning styles of male students, ensuring an educational environment that fosters effective learning and engagement.

For more information about the 100 Black Men of Atlanta and 100 Black Men of America, please visit www.100blackmen-atlanta.org and www.100blackmen.org.

The post B.E.S.T. Institute Renamed in Honor of Thomas W. Dortch Jr. appeared first on TEACH Magazine.

By Kelsey McCallum

Juneteenth commemorates the end of slavery in the United States. On June 19, 1865, the last enslaved people in Texas were emancipated. Over 150 years later, in 2021, Juneteenth was established as an official federal holiday in the U.S., although it has been observed in Texas and other states since 1866. It is a time to recognize African American freedom, achievement, resilience, and culture, while also acknowledging the work towards equality that is still ongoing today.

As you and your students get ready to celebrate this important holiday, here are some recently-released books to help you learn more about the history of Juneteenth and the lived realities of Black people in America, both past and present.

The post Juneteenth Reading List: 9 Books for Kids and Teens appeared first on TEACH Magazine.