Days After Gender Injustice
When stories of assault and discrimination dominate the news, students turn to the adults around them for context and support. Days After Gender Injustice explores how teachers have led honest conversations about consent, belief, and accountability — from the Kavanaugh hearings to the everyday dynamics students navigate on social media and with their families and friends.
Overview
Gender-based injustice is not only national news — it lives in hallways, group chats, and the daily experiences of students. When high-profile events like the #MeToo movement or Supreme Court confirmation hearings force these conversations into the open, students are already forming opinions, processing confusion, and looking for trusted adults to help them make sense of what they’re seeing.
DAP in this context means refusing to treat gender injustice as too controversial to address. Teachers in Teaching on Days After modeled how to facilitate conversations about belief, power, and accountability with care — creating brave spaces where students could examine their own assumptions and develop a more critical lens on gender and justice.
Key themes
- Teaching consent and accountability as civic and ethical values
- Naming gender-based power structures without shaming students
- Supporting survivors in the classroom with care and discretion
- Connecting public events to students' own relational dynamics
Activities & Resources
Classroom-ready protocols and tools for teaching on days after gender injustice.