# data[].attributes.headline
Facing History's Webinar Working for Justice, Equity, and Civic Agency in Our Schools: A Conversation with Clint Smith

# data[].attributes.subject
Facing History's Webinar Working for Justice, Equity, and Civic Agency in Our Schools: A Conversation with Clint Smith

# data[].attributes.attachment_link.readable_text
Issues of equity and education have long existed in our country and continue to manifest today. How can writing and the power of one's voice help us respond to these disparities? Listen to writer and educator, Dr. Clint Smith, where we hear his poetry and reflections on working for justice, equity, and civic agency in our schools.
Resource List

# data[].attributes.attachment_link.title
Working for Justice, Equity and Civic Agency in Our Schools: A Conversation with Clint Smith

# data[].attributes.attachment_link.description
Issues of equity and education have long existed in our country and continue to manifest today. How can writing and the power of one's voice help us respond to these disparities? Listen to writer and educator, Dr. Clint Smith, where we hear his poetry and reflections on working for justice, equity, and civic agency in our schools.

# data[].attributes.attachment_link.readable_text
At the beginning of 2019, I shared a reflection about how to move off the seesaw of outrage and numbness that many of us find ourselves on these days. To my surprise, so many of you resonated with the image and guiding questions in that reflection, and used it in your own work and at your organizations. I've edited the image and guiding questions in light of conversations I have had and the helpful feedback I have received. I hope that this framework continues to be useful in your mid-year individual and organizational check-ins.

In ourlives and as part of movements and organizations, many of us play different roles in pursuit of equity, liberation, inclusion, and justice.

Some of us are frontline responders who quickly and ably transition into rapid-response mode instinctively and organize resources, networks, and messages.

Some of us are healers who tend to the individual and intergenerational traumas of white supremacy, racism, colonialism, capitalism, patriarchy, and nativism.

Some of us are community storytellers and artists, binding the past and the present, channeling the histories and experiences of our ancestors to shed light on what is possible today.

Some of us are natural bridge builders who can work across divisions with patience and compassion.

Some of us are proud disruptors who speak up and take action - especially when it is uncomfortable and risky.

Some of us are caregivers who provide nourishment to organizers, exude concern and love, and create a community of care.

Some of us are visionaries, with the ability to find, articulate, and reconnect us to our north star, even when we cannot clearly see the sky.

And others of us are builders who are actively developing the ideas, the structures, and the scaffolding for our organizations and movements.

Not all of us can (or should) play each of these roles. We might also find ourselves falling into different roles depending on personal and external circumstances. Or, we might be observers and supporters from the side from time to time. An effective, healthy, and sustainable social change ecosystem requires different actors to play these roles, and often, at different times.

Here are some guiding questions to use along with the image above.

What role(s) do I feel comfortable and natural playing, and why? What role(s) make me come alive, and why? Are there any differences between these two responses for me to explore?

What role(s) am I often asked to step into by others? How do I feel about assuming those roles?

What is the impact of these roles on me physically, energetically, emotionally, and spiritually? Is there an impact on others as a result?

How can I stretch myself? Where can I take bolder risks, especially if I hold different forms of privilege? What do I need to learn more about before I do that, and who can teach me how to do that?

Am I visioning and dreaming in my role? Or am I caught in a cycle of repetition and redundancy, or compromise and sacrifice? How can I generate creativity and innovation?

How do I move through different roles without feeling like I have to pick just one in order to be effective? At the same time, how can I make sure that I'm not a wanderer or a short-term amateur? Or positioning myself as an expert within a silo?

If I work in or adjacent to the non-profit and movement ecosystem, how am I holding onto purpose especially given the pulls and contradictions of purity (proving "wokeness"), productivity (maintaining constant performance and output at the cost of overwork, replication, martyrdom, and low impact), personality (the over-emphasis on celebrity activism and social media relevancy), and perfectionism (expecting to get it right all the time and being afraid to own up to mistakes)?

When (and not if) I make mistakes, how do I acknowledge them and course correct without feeling like I've failed?

Who is my support system - the people who hold me accountable in a compassionate way? Write their names into the various roles if they play them, or on the sides. How can I widen this community? What have I asked of them in terms of support?

Organizations could answer the same questions with an eye towards understanding and assessing how they function as part of a campaign, coalition, network, or ecosystem, and how they can course correct or deepen their impact.

People and groups, from non-profits to teachers to students to "professional" activists, have used the image and guiding questions at staff meetings and retreats as well as to aid with your own personal reflections and check-ins. I hope you'll do so as well! And, if you have feedback, I'd love to hear it. Please drop me a line at deepa@deepaiyer.com.

# data[].attributes.attachment_link.title
My Role in a Social Change Ecosystem: A Mid-Year Check-In

# data[].attributes.attachment_link.description
At the beginning of 2019, I shared a reflection about how to move off the seesaw of outrage and numbness that many of us find ourselves on these days. To my surprise, so many of you resonated with the image and guiding questions in that reflection, and used it in your own work and at your organizations.

# data[].attributes.attachment_link.readable_text
The conversation about race needs to start early and keep happening.

Image

Credit... Loris Lora

As protests over the killing of George Floyd (and Ahmaud Arbery and Breonna Taylor) spill into a second week, many parents are wondering how to talk about the deaths and unrest with their children. But just as important in the long run, especially for nonblack parents, is how to keep the conversation about race and racism going when we're not in a moment of national outrage, and to make sure all children see black people as heroes in a wide range of their own stories, and not just as victims of oppression.

In this moment, try to address the killings and protests honestly and in an age appropriate way, said Y. Joy Harris-Smith, Ph.D., a lecturer at Princeton Theological Seminary and the co-author of the forthcoming " The ABCs of Diversity: Helping Kids (and Ourselves!) Embrace Our Differences."

You can start having conversations about race in preschool, said Jacqueline Dougé, M.D., a pediatrician and child health advocate based in Maryland - children can internalize racial bias between the ages of 2 and 4, according to an American Academy of Pediatrics article that Dr. Dougé co-wrote.

Dr. Collins gave the example of a white child asking why another child had brown skin. A parent can take this opportunity to explain what melanin is, and to talk about how wonderful it is that the world has so many different kinds of people.

Older children will be much more aware of what's going on right now. So find out how much your child knows about the protests, Dr. Harris-Smith said, because kids may know more than we think they do from overhearing the news, their parents talking, or simply noticing what is going on outside in their neighborhoods.

Once you assess what they know, you can have a conversation about the violence against black people without being too explicit with elementary-age children.

Dr. Dougé suggested starting with something like: "There are things happening in the news that are upsetting us. Unfortunately there were police officers that made bad choices for the wrong reasons because of the color of our skin." Dr. Collins said that with children in elementary school, you should focus on how unfairly black and brown people have been treated throughout American history to the present day, because fairness is something all children can understand.

If you live someplace where people are actively protesting and your children have observed some destruction, "First and foremost, reassure them you're there to keep them safe," Dr. Dougé said. But also explain why people are protesting, and show them positive images of protesting now and from history, she suggested.

Make sure to create space for your child to feel however they need to feel about what you're discussing - they may be angry, sad or scared. "When we're not validated in how we feel, it makes it difficult for us to be active participants in our lives," Dr. Harris-Smith said. Dr. Collins suggested that parents can let a child know, "The important adults in her life are working really hard to make sure these injustices don't continue to happen in our city, country and world." Respect your children's feelings if talking about it is too upsetting, but make sure to leave the door open for future conversations, she continued.

In addition to keeping an open dialogue about racism, a way to raise children who are anti-racist is by making sure your home library has books with black people at the center of their stories. Christine Taylor-Butler, the prolific children's author and writer of The Lost Tribes Series, said that she got into children's literature because she wanted to see more stories of black joy. "I want stories about kids in a pumpkin patch, and kids in an art museum," she said. "Not only do we want our kids to read, but we want white kids to see - we're not the people you're afraid of."

"I see students clamoring for books that speak to heart, not oppression based on civil rights," Taylor-Butler added. And she is also a fan of books that tell stories of black triumph and invention, like " Whoosh! Lonnie Johnson's Super-Soaking Stream of Inventions, " by Chris Barton and illustrated by Don Tate, which is about the black engineer behind the Super Soaker water gun.

With that in mind, I asked several authors and Times editors to offer suggestions of books to read to children. Some are explicitly about racism, but others are stories with nonwhite protagonists. They are broken down roughly by age range; see our list below.

Ultimately, words and books should not be the end of your child's education about race and racism. "The best advice I can give parents is to be models for the attitudes, behavior and values that they wish to see in their children," said Nia Heard-Garris, M.D., an attending physician at the Ann and Robert H. Lurie Children's Hospital of Chicago.

"It is not enough to talk about racism, you must strive to be anti-racist and fight against racist policies and practices," Dr. Heard-Garris said. If you have the privilege, "make space, speak up or amplify issues of inequity and injustice." Children see everything.

Ezra Jack Keats's books about Peter ("The Snowy Day," "A Letter to Amy," "Hi, Cat!," "Whistle for Willie")

"I love all of Ezra Jack Keats's books about Peter, because they show a black boy in the city and the stories are just about his curiosity, his bravery and his being a kid. They are beautiful meditations on the interiority of black childhood without trauma while still feeling very black." - Kaitlyn Greenidge, NYT Parenting contributor and author of the novel " We Love You, Charlie Freeman "

" Saturday, " written and illustrated by Oge Mora

"This book is pure joy. A mom and her daughter, Ava, always look forward to Saturdays because it's the one day of the week they get to spend together without school or work. On this particular Saturday, though, they experience a series of disappointments. Nothing seems to be going as planned. Still, thanks to Ava they figure out a way to enjoy their time together. A quiet yet profound picture book."

- Matt de la Peña, a Newbery Medal-winning author of seven Young Adult novels and five picture books, including " Last Stop on Market Street "

" Hair Love," by Matthew A. Cherry. Illustrated by Vashti Harrison.

"Written by a former N.F.L. wide receiver and now an Oscar-winning short film, 'Hair Love' tells the story of a black father learning to do his daughter's hair for the first time and the special bond they share."

- Meena Harris, author of " Kamala and Maya's Big Idea "

" Each Kindness," by Jacqueline Woodson. Illustrated by E.B. Lewis.

"A new girl, Maya, shows up at school, and the whole class, including Chloe, our main character, shuns her because she's shabbily dressed and seems different. This goes on for a while, and then Maya is suddenly gone, and Chloe realizes she's missed her chance to be kind. This is a powerful picture book that bravely ends with regret."

- Matt de la Peña

" The Youngest Marcher, " by Cynthia Levinson. Illustrated by Vanessa Brantley Newton.

"It's one of the more shocking and little-known stories of the civil rights movement: In 1963, the City of Birmingham jailed hundreds of kids for joining the Children's March. Among them was 9-year-old Audrey Faye Hendricks, taken from her family to spend a week behind bars, eating 'oily grits' and sleeping on a bare mattress. Levinson and Newton keep her story bright and snappy, emphasizing the girl's eagerness to make a difference and her proud place in her community."

- Maria Russo, former children's book editor at The New York Times

" Resist: 35 Profiles of Ordinary People Who Rose Up Against Tyranny and Injustice," by Veronica Chambers. Illustrated by Paul Ryding.

"Chambers, who is the senior editor of special projects here at The Times, has pulled together 35 inspiring stories from the past 500 years of history, each with a lesson for our kids about how to fight injustice in their own lives."

- Jessica Grose

" Not My Idea: A Book About Whiteness," written and illustrated by Anastasia Higginbotham

"An honest explanation about how power and privilege factor into the lives of white children, at the expense of other groups, and how they can help seek justice."

- Meena Harris

" All American Boys," by Jason Reynolds and Brendan Kiely

"This is a brilliant look at the effects of police brutality from the perspective of two teen boys: one white and one black. We get inside both of their minds and watch them grapple with the weight of something that is way too familiar in our country. "

- Matt de la Peña

" Stamped: Racism, Antiracism, and You " by Jason Reynolds and Ibram X. Kendi

"Reynolds and Kendi have created a book that slyly draws attention to the page itself. 'Uh-oh. The R-word,' they write. The word that 'for many of us still feels Rated R. Or can be matched only with the other R word - run. But don't. Let's all just take a deep breath. Inhale. Hold it. Exhale and breathe out' - and here, the text breaks apart to give us the dangerous word - 'race.'"

- Kaitlyn Greenidge: Read her full review here.
If you have other books you love on this theme, email us with a list of your favorites and we will run an article with your suggestions.

# data[].attributes.attachment_link.title
These Books Can Help You Explain Racism and Protest to Your Kids (Published 2020)

# data[].attributes.attachment_link.description
The conversation about race needs to start early and keep happening. As protests over the killing of George Floyd (and Ahmaud Arbery and Breonna Taylor) spill into a second week, many parents are wondering how to talk about the deaths and unrest with their children.

# data[].attributes.attachment_link.title
Anti-Racist Reading List from Ibram X. Kendi - Chicago Public Library

# data[].attributes.attachment_link.description
Anti-Racist Reading List from Ibram X. Kendi by Rattusnorvegicus - a community-created list : "This anti-racist syllabus is for people realizing they were never taught how to be anti-racist. How to treat all the racial groups as equals. How to look at the racial inequity all around and look for the racist policies producing it, and the racist ideas veiling it.

# data[].attributes.attachment_link.readable_text
Parents and other caregivers are seeking resources to help them hold children through the current, terrible wave of racialized violence, which is exacerbated by the tensions and vulnerabilities exposed by the COVID-19 pandemic. As scholars, writers, and parents who use books to connect with our children and spark conversations with them, we've developed this book list to help engage the broad range of emotions and needs of diverse children in our multiracial society. In some cases, we've highlighted worthy, albeit lesser-known titles. Some are older books, some are newer, and a few will publish later this year but are available for pre-order now. This list skews heavily towards #ownvoices books and is arranged alphabetically by title.

Please use these books to help you do the work of making the world a safer, more equitable place for all children.

# data[].attributes.attachment_link.title
20 Picture Books for 2020: Readings to Embrace Race, Provide Solace &...

# data[].attributes.attachment_link.description
As scholars, writers, and parents who use books to connect with our children and spark conversations with them, we've developed this book list to help...

# data[].attributes.attachment_link.readable_text
Our Social Studies resources and approach help students connect history to the present and consider how their choices can shape the future.

Teach Social Studies with Facing History

Honed over the course of more than 50 years, our approach to social studies invites students into deeper engagement with the world around them, preparing them to be active and informed citizens committed to making a difference.

What We Offer

Academically rigorous and emotionally engaging social studies resources, including lesson plans, C3-style inquiries, units, primary sources, and teaching strategies for history, civics, government, and humanities courses.

Research-backed instructional materials designed to align with the National Council for Social Studies (NCSS) standards, the C3 framework for inquiry-based learning in social studies, and social studies Common Core standards.

Top-rated professional development opportunities for social studies educators.

Opportunities to improve academic outcomes and student engagement in social studies across your whole school or district.

Explore our full library of social studies resources.

Our Pedagogy

Our social studies curriculum guides students as they explore human behavior, asking them to consider connections between their own actions and the actions of others. By examining the complexities of being human, we nurture caring and curious adolescents who grow into brave and engaged adults. This proven approach is based on more than 50 years of data about student learning and engagement.

Learn more about our pedagogy.

Social Studies Learning Objectives & Student Outcomes

1. Explore the complexity of identity, membership, and belonging
By exploring how our sense of identity, belonging, and membership is shaped by the time and place in which we live, students will gain the ability to analyze how their own identities influence their choices and behaviors, as well as how societies create distinctions between insiders and outsiders. Our approach also helps students consider how social identities such as race, gender, and class impact individual experiences and outcomes.

2. Analyze History and its Connection to Today through a Critical and Ethical Lens
Through inquiry-based study students will develop a nuanced understanding of history by exploring multiple perspectives, analyzing the impact of time on ideas and institutions, and recognizing the influence of diverse groups. Our teaching materials are designed to help them examine the agency and choices of individuals, groups, and institutions, understanding their responsibility for historical events and drawing connections to contemporary social issues.

3. Develop the Capacity for Informed Civic Participation
By recognizing that history is not inevitable and that the future is contingent on the choices people make today, students will develop a deep understanding of systems of power, historical patterns, and social issues that continue to exist today. They will critically analyze the role of citizens in democracies throughout history, including those who were marginalized and denied political rights. Through this exploration, students will recognize the significance of their own decisions, how they impact others, and their ability to shape their communities and the world.

Compared to their peers, students enrolled in a Facing History class were 94% more likely to report that their class motivated them to learn.

Implement the Facing History approach at the school or district level to see the full impact of Facing History in action.

Featured Teaching Resources for Social Studies Classrooms

Enhance your social studies curricula with our adaptable and classroom-ready teaching resources. They pair rich and powerful primary source material with engaging lessons that explore complex concepts like the meaning of democracy and integrate social-emotional learning.

Aligned Social Studies Professional Development

Facing History offers a wide variety of professional development experiences that support making the most of our social studies curriculum. These offerings also develop educator competencies that are foundational to our approach, including: nurturing student-centered classrooms; promoting inquiry-based learning and deliberative skills; and fostering empathy and ethical reflection.

# data[].attributes.attachment_link.description
Our Social Studies resources and approach help students connect history to the present and consider how their choices can shape the future.

# data[].attributes.headline
NCTM: Catalyzing Change in Elementary Mathematics

# data[].attributes.subject
NCTM: Catalyzing Change in Elementary Mathematics

# data[].attributes.attachment_link.title
Catalyzing Change: An Overview of the 4 Key Recommendations for Early Childhood and Elementary Mathematics - DeAnn Huinker, Cathery Yeh, Nicole Rigelman, and Anne Marie Marshall

# data[].attributes.headline
TODOS: Equity & Social Justice for All in Mathematics  Podcasts

# data[].attributes.subject
TODOS: Equity & Social Justice for All in Mathematics  Podcasts

# data[].attributes.attachment_link.description
The officially recognized podcast of TODOS Mathematics for ALL! https://www.todos-math.org/

# data[].attributes.headline
Dr. Kris Child's Black Mathematician Month Slides

# data[].attributes.subject
Dr. Kris Child's Black Mathematician Month Slides

# data[].attributes.body
Use these all-year round (not just in February).

# data[].attributes.attachment_link.provider_name
The Official Website of Dr. Kristopher J. Childs

# data[].attributes.body
Understanding data is a powerful call to action!

# data[].attributes.attachment_link.description
Posts about *social justice written by Jenna

# data[].attributes.headline
Becoming Upended: Teaching & Learning About Race & Racism with Young Children & Their Families

# data[].attributes.subject
Becoming Upended: Teaching & Learning About Race & Racism with Young Children & Their Families

# data[].attributes.attachment_link.readable_text
At the beginning of the year in Ms. Verwayne's kindergarten class, the children are working on an All About Me project. They begin by drawing pictures of themselves based on observations of their reflections in a mirror. Next, the teacher provides them with sentence starters asking them to describe their hair color and texture, their skin color, and their eye color. In this racially and ethnically diverse class, the children learn a variety of vocabulary words they can use to describe these differences.

On the playground after school, some of the parents chat about the project. One White mom, Ellie, tells the other parents that the project made her feel a little uncomfortable. She explains, "Since this is the beginning of the year, shouldn't the kids be doing things that help them see what they have in common, rather than emphasizing their differences?"

Many parents and teachers of young children share Ellie's concern that children should be shielded from learning explicitly about race and racial differences. Adults often worry that introducing these topics too early could be harmful (Husband 2010). Early childhood educators who wish to make space for learning about race and racism in their classrooms may feel unprepared to approach these complex issues (Vittrup 2016). Shaped by their own experiences with issues of race and racism, parents and teachers may hold differing views regarding the appropriateness of teaching about this topic in the early childhood classroom.

Research demonstrates that children's awareness of racial differences and the impact of racism begins quite early (Tatum 2003; Winkler 2009). Multiple studies document the ways that young children take notice of racial differences and note that as early as preschool, children may begin excluding their peers of different races from play and other activities (Winkler 2009). Many argue that creating safe spaces for children to explore these topics is more important than ever, given the current political and cultural climate, where these issues are highly visible (Pitts 2016; Harvey 2017; Poon 2017). As such, parents and teachers have an obligation to teach and learn with children about these critical and complex issues (Delpit 2012; Derman-Sparks, LeeKeenan, & Nimmo 2015; Ramsey 2015). This article documents how one kindergarten teacher, Diandra Verwayne (the second author), worked with the parents in her classroom to grow together in their understandings of the role we all must play in talking with young children about race and racism. Additionally, this piece offers curricular and pedagogical resources for adults who are committed to engaging with young children in this crucial work.

Learning about race and unlearning racism

In her seminal research and writing on this topic, Beverly Daniel Tatum (a former psychology professor and president of Spelman College) has written extensively about the ways in which the unjust structure of racial hierarchy in American society is normalized and transmitted to children from birth (Tatum 2003). In discussing how messages about race-based privilege and oppression are internalized, Tatum provides a powerful metaphor. She explains that in the same way residents who live in highly polluted areas cannot avoid becoming "smog breathers," Americans who are immersed in the structures and practices of white supremacy unwittingly become "racism breathers" (6). Many of us may not realize the degree to which these toxic beliefs shape our perceptions and experiences of the world. Unless we have opportunities to unlearn racism, these messages become absorbed and have consequences.

Schools, in collaboration with families, have an important role to play in fostering young children's positive racial identities.

More recently scholars have documented the negative impact that being subjected to racism has on young children's academic success, as Lisa Delpit (2012) conveys in her aptly titled book chapter, "There Is No Achievement Gap at Birth." These consequences vary depending on our levels of privilege and oppression, which intersect across our diverse identities. Early childhood educators can support the unlearning of racism-and minimize later breathing in of racism-by intentionally teaching about race and related issues. Schools, in collaboration with families, have an important role to play in fostering young children's positive racial identities. Teachers who intentionally plan curricula that affirm children's racial identities have seen the benefits this produces in supporting children's growth and learning across many domains of development (Ladson-Billings 2009; Wright, Counsell, & Tate 2015).

There is often confusion about the difference between racially based bias and racism. Racism is a system of oppression that results from a combination of prejudice and power. This combination produces institutional structures and social practices that deny equity to people based on race. There is a common misconception that biases or prejudices that some people of color hold against White people constitutes "reverse racism." Anyone can hold a bias against people of another race, but only some races are subject to oppressive structures and practices as a result of that bias. To illustrate, consider a comparison to sexism. Some women are biased against men, but this is not "reverse sexism"; only men's biases against women have produced the conditions in which women are subjected to far more sexual harassment and sexual violence than men (Breiding et al. 2014). Similarly, racism has created structures and practices that deny equity and justice to people of color, including, for example, great disparities by race in family wealth. One of the most reliable ways to accumulate and pass on family wealth is through home ownership. Until recently, many Black Americans-including those with high incomes-were unable to buy houses because of redlining, a practice by which banks refused to offer mortgages in predominately Black neighborhoods. This is a key factor explaining why median wealth for White families in the US is about $134,000, while the median wealth for Black families is about $11,000 (Jones 2017). This disparity in family wealth accumulated over several generations and will likely take several more generations to address; meanwhile, it continues to have broad implications for access to opportunity, such as parents' ability to pay their children's college tuition.

For all children to understand that the effects of racism are not the fault of people of color, we need to address these issues early in children's lives. We begin by fostering the positive development of every child's racial identity. This work must be paired with opportunities for young children to learn where and how injustice and inequality operate in our society. When children are armed with this knowledge and these skills, they can begin to disrupt these systems and work toward building a more equitable society for all of us.

Lessons Learned

When planning to implement a curriculum that addresses issues of race and racism, consider the following:

Identify colleagues who are also committed to a racial justice curriculum and work together. Alternatively, seek out communities online to support your teaching practice. Remember, you're not alone!

Anticipate the kinds of concerns or misconceptions that children and families might have, and prepare in advance some strategies for responding.

Recall experiences that have expanded your own thinking about these issues, and consider sharing the story of how your perspective has grown and changed.

Make yourself available, either in person or over the phone, to communicate with families about their perspectives on the curriculum. Email communication can often amplify disagreements, so try to keep communication face to face, if possible.

Model a stance of respectful openness. Even if you disagree, strive to set a tone that maximizes the possibilities for considering different viewpoints.

Recognize that we-children, families, and colleagues- are all on a journey of growth with respect to these issues. Draw upon the ways that you scaffold children's learning in other areas and apply these skills when supporting others' growth.

One teacher's work

Ms. Verwayne teaches kindergarten at a racially and economically diverse public school. Born in Guyana, she moved to the United States at the age of 6 and recalls that when she entered school, she was made to feel like an outsider because of cultural differences. She reported, "When I was in elementary school, I felt like I had to hide my culture so that I could be accepted by the masses. I don't want that to happen within my classroom. I want my kids to be able to recognize who they are." Ms. Verwayne is committed to affirming children's racial and cultural identities throughout the year.

In her planned curriculum, Ms. Verwayne begins by offering learning experiences that allow children to observe and celebrate their unique identities. She also acknowledges the need for teachers to reflect on potential questions and concerns in order to prepare (as much as possible) for unplanned teachable moments. While she knows that some adults may resist addressing topics like identity, race, and racism with young children, she remains committed to the idea that these issues are an essential part of the early childhood curriculum. Musing about this tension, she shared the questions she asks herself as she designs curriculum:

If I do talk about race, will it offend anyone? How do you talk about it in a way that doesn't offend people? . . . I think a lot of teachers will just choose not to address it because if you don't address it, you're not offending anybody. . . . I think this is the problem that we have in our country. . . . We never have an honest, open discussion about race ever.

Considering the current climate in America, where racism and racially motivated violence are visible to adults and children, Ms. Verwayne feels the stakes are too high to ignore this topic in her classroom.

Responding to parents' anxiety

Because Ms. Verwayne is committed to openly and collaboratively addressing these topics, she believes it is important to discuss families' concerns. For this article, two parents whose children were enrolled in Ms. Verwayne's kindergarten classroom were interviewed by Kirsten Cole (the first author) about the curriculum. Fabiola is a Haitian American mother of two. Ellie is a White mother of two. Both mothers' first-born children were in Ms. Verwayne's class.

After moving to the United States at the beginning of kindergarten, Fabiola was frequently the target of racial epithets and other acts of racism. Fabiola described the painful consequences of having internalized these oppressive messages, in large part because as a child she did not have the opportunity to process these experiences with her parents or teachers. As a parent, Fabiola has prioritized giving her children many opportunities to celebrate their racial identity and making space for their questions about race and racism. Nonetheless, Fabiola recognizes the potential for some families, particularly White parents, to feel uncomfortable with such a curriculum. She explained,

I think the teachers have to be prepared to deal with the parents and manage the anxiety of the parents. Because I think instructionally and educationally teachers know that it's important. . . . I strongly believe that the kids can tolerate it. It's the parents that are the hardest to convince.

Given the tendency of some adults to avoid these topics, Fabiola was pleased to discover that Ms. Verwayne made learning about race an integral part of the curriculum.

Ellie, in contrast, expressed some initial resistance to having her daughter participate in open discussions of racial differences. Ellie grew up in the Midwest in mostly racially homogenous environments. As is the experience for many White children, Ellie recalled that race was never discussed. Echoing the "colorblind" view that many White families espouse, Ellie recounted, "I don't think I thought about it much. I always thought, 'Everybody's wonderful. Everybody's the same.'" When her daughter began to attend public school, Ellie and some of the other White parents discussed their concerns about Ms. Verwayne's curriculum. Ellie recalled,

In kindergarten they did a worksheet for social studies about identity. The worksheet asked them to note their physical traits: eye color, skin color, hair color, hair texture, things like that. That was the first time anything like this had come up. I was thinking, "What is this? This is ridiculous. There's no reason that 5-year-olds should be doing this sort of exercise. This is futile. Why should my kid be having to say that she's White?"

In recalling how she felt at the time of this incident, Ellie articulated a stance many White people are raised to adopt: claiming to not see color is the most equitable way to approach teaching and learning about race.

Especially in recent years, many scholars have questioned the presumed benefits of the colorblind approach (Pollock 2005; Husband 2012). As society is not equitable and racial bias does exist, the colorblind approach denies children the validity of their experiences of the world. Because the impact of racial bias is visible, not allowing children to process this injustice is confusing, and it denies them the opportunity to see themselves as agents of change to resist injustice. Colorblindness fails to acknowledge the impact of racism on all people and, further, does not push White people to do the important work of reckoning with the legacy of white supremacy in our lives (Derman-Sparks, Ramsey, & Edwards 2006; DiAngelo 2012).

Ms. Verwayne has a practice of encouraging families to meet with her during weekly parent engagement time. At one such meeting, she asked if anyone had any questions about the curriculum. Ellie responded, "Actually, there was a worksheet that came home, and I don't think this is a useful thing. I think it's really hurtful, because it makes them identify things they haven't even realized about each other." Ms. Verwayne recalled being surprised by Ellie's reaction to the assignment, but she was grateful to have the opportunity to open a dialogue about their different views. She explained, "I needed to understand where that parent was coming from, and that parent needed to understand where I was coming from." For her part, Ellie had the opportunity to hear both Ms. Verwayne's intentions and also other parents' perspectives on the curriculum. Ellie recalled,

Fabiola responded, "Well, as a Black woman, we take a lot of pride in who we are and we want to talk about it a lot." As soon as she said that I realized, "Oh, of course. You're proud of your race. And I am not."

Ellie's reflection on this experience revealed another tension the colorblind view often masks. In naming the root of her discomfort, Ellie illuminated one of many challenges teachers face when doing this work in schools. The false premise of colorblindness is often deployed to obscure the discomfort White people have with confronting ongoing and historical racial oppression and injustice (Harvey 2017). As Fabiola noted in a later interview, "I think it's really detrimental to tell children they don't see what they're seeing and they're not feeling what they just felt-that they can't trust their eyes and they can't trust their gut."

While Ellie had entered the conversation seeking to maintain the colorblind view, she suddenly realized that not speaking about race with children does not protect them. Having had the opportunity to see the issue from another perspective, Ellie reported being transformed. Reflecting on this incident in a later interview, she recalled,

It was just totally eye-opening. It upended me. Ever since then I just thought, there are so many parents of both Black and White kids and kids of every race that need to have those conversations about these differences, and that the differences are good. I realized that it has to be talked about.

This transformation-this "upending"-would not have been possible had Ms. Verwayne not opened this potentially challenging dialogue with families.

Particularly in early childhood, it is essential to build trusting and respectful relationships with families. Not all families will be receptive to a curriculum that addresses these issues, nor will all families be as open to being transformed in their thinking, as Ellie was. Ellie remarked, "What I really appreciate about Ms. Verwayne is her openness and respect for different viewpoints. Whenever I have had a concern, she has always been willing to talk and listen to my position with great interest and care." For early childhood teachers seeking to do the critical work of teaching about race and racism, it is important to be prepared to address parents' myriad responses, including being ready and willing to create space for conversations many of us have been taught to avoid. While some families may never be open to a new way of thinking, teachers who model this openness will set the tone for approaching disagreements respectfully. As Fabiola noted, the hesitation that many White parents have stems from adults' issues rather than any difficulty children may have in exploring the topic (DiAngelo 2012). She mused,

It's not a scary thing. It may be uncomfortable, but it's a good thing to be having this conversation at this stage. And it was fine. We pass on these anxieties to our kids. The more anxious we are in talking about it, the more anxious they feel. They think that there's something wrong with what they're saying.

It may be surprising that children are ready for us to facilitate these learning opportunities. As parents and teachers, it is critical that we make ourselves ready for planned and unplanned opportunities to learn about race and racism.

Following children's leads

As with the curriculum that sparked the previous discussions, teaching and learning about race should begin with children's observations. Children notice differences and need to feel safe and supported in asking questions about what they notice. Fabiola explained that her daughter's learning about race "has been very child directed. . . . If she asks a question, more times than not it's just an observation of something. So I acknowledge the fact that she's absolutely right. She's noticing differences." Ms. Verwayne concurred; she likes to follow children's leads and design projects, activities, and read-alouds that emerge from their questions and concerns. She emphasized that children's innate sense of justice and fairness creates opportunities for them to wrestle with these questions. She explained, "Their questions mean that they're seeking an answer about this topic. And they have a lot of curiosity and wondering, and they need a way to figure out that answer." As with other inquiry-based learning experiences, a curriculum that emerges from the children's process of making sense of the world often yields the most engaging opportunities for learning.

While some of children's observations and questions about racial differences may be straightforward, at times children echo harmful biases they have heard elsewhere. Ms. Verwayne recalled an afternoon when her class returned from lunch in a state of distress. One of her students, an African American girl, had told another child, "I don't like White people." At the time, the nightly news was full of reporting about police brutality against African Americans, so Ms. Verwayne suspected that the child was repeating something she had overheard an adult say. Though math was on the schedule for the afternoon, Ms. Verwayne asked the children to join her in a circle on the rug. Drawing upon strategies she had learned in Responsive Classroom workshops, she reminded the children of their classroom norms that create space for each child's voice. She reminded the children to use accountable talk grounded in their experiences and to listen to each other with care. As they shared their feelings about what had happened at lunch, Ms. Verwayne prompted them to reflect on the sense of community and friendship they had cultivated together in class. They concluded that, while some people of any race may "not always be nice," we cannot draw conclusions about a whole race based on the actions of individuals.

Planning for learning through children's literature

For parents and teachers wishing to open a dialogue about racial identity and racism, children's literature provides an excellent starting point. Well-written children's literature allows children to identify with and develop empathy for characters, particularly those that may be different from themselves. Stocking the classroom library with children's books that represent a diversity of experiences is essential. Providing books that allow children to see themselves in the pages offers the kind of high-interest materials that support children's early literacy (Klefstad & Martinez 2013). Especially when children are beginning to do the challenging work of learning to read, it is important for them to be able to select books that allow them to feel a connection to the content. If children do not see their lives and interests reflected in the books in your library, they may feel that reading is not for them.

Stocking Your Library with Equitable and Inclusive Children's Titles

For teachers seeking to foster an appreciation of difference and empathy, it is especially important to have a classroom library that represents a range of characters and experiences. Great children's books allow us to get inside the protagonists' experiences. Fortunately, excellent resources exist to guide teachers and families in creating such libraries (see "Stocking Your Library with Equitable and Inclusive Children's Titles" above). The classroom library can offer a child-friendly opening to learn about important histories and to celebrate the accomplishments of seminal figures in the fight for racial equality. However, be sure to provide a balance and to also include books that represent diverse characters engaged in ordinary, everyday experiences.

Once you develop a classroom library that addresses issues of race and racism from many perspectives, prepare yourself to respond to children's questions as they arise. Ms. Verwayne recalled that when reading about the life of Dr. Martin Luther King Jr., her children wanted to know more. When the book addressed the topic of segregation, they asked, "But why would people do that?!?" Ms. Verwayne was glad that she had anticipated these questions and was able to provide context by talking about Jim Crow and how it institutionalized racial bias and made it the law of the land.

Developing strategies for responding to teachable moments

In addition to planning a curriculum that addresses issues of race and racism, Ms. Verwayne described how she often needed to think on her feet in responding to children's natural curiosity about race and difference. Many teachers may have a desire to address these topics but feel unprepared to respond when the issues arise in their classrooms. Teachers need resources and support to develop the tools to do this work skillfully and thoughtfully. Ms. Verwayne argued that this includes trusting teachers to think on their feet and to ground their responses in the deep knowledge they have of their classroom communities. She noted,

Some people definitely do not want to discuss issues of race and difference at all. They think it's best to sweep it under the rug and just act like it doesn't exist. That's the safest space to be in. But is it the right space to be in, knowing the times that we're in? I think we need to give teachers the leeway to be unconventional and try different ways to address this.

In an era when many educational reforms have argued for standardization and "teacher proofing" the curriculum, the work of responding to complex issues requires that we give teachers the training and time to reflect on and discuss them, and also trust teachers to write their own script when teachable moments arise.

As described earlier, Ms. Verwayne uses protocols and practices offered by the Responsive Classroom to facilitate a complex conversation about racial bias. By developing these routines, Ms. Verwayne asks the children to join her in taking ownership of creating the kind of classroom in which they all feel included. These pedagogical strategies are supported by the content of her social studies curriculum, which explores the meaning of community.

A number of organizations have created forums for the exchange of social justice curriculum ideas (see "Preparing for and Responding to Teachable Moments" below). Responding to teachable moments is never one size fits all; but resources that provide candid and thoughtful sharing of teacher knowledge can provide teachers with models of practices and strategies. Even pedagogical models that do not explicitly address race and racism, such as the practices offered by the Responsive Classroom, can be adapted to create a framework for talking about race in the classroom. Whatever the approach, we must acknowledge the need to offer these kinds of curricular and pedagogical strategies to teachers throughout their professional development experiences.

Preparing for and Responding to Teachable Moments

Committing to teaching for equity and justice

This article, along with the suggested resources, provides a starting point for teachers and families seeking to do the important work of supporting young children's learning and understanding about race and racism. As Ms. Verwayne's experiences illustrate, this work is both challenging and essential. Concluding her reflections on her own experiences with Ms. Verwayne's kindergarten, Ellie emphasized, "In a school where you don't have the kind of diversity we have, it might be even more important." As we prepare young children to be members of the human family, we must offer them opportunities to celebrate all aspects of their identities and to resist bias and oppression. In the field of early childhood education, we spend much of our time and energy nurturing children's capacity for kindness and respect. Helping children see the role they have to play in fostering equality and inclusion through racial justice is a critical piece of this project.

References

Breiding, M.J., S.G. Smith, K.C. Basile, M.L. Walters, J. Chen, & M.T. Merrick. 2014. "Prevalence and Characteristics of Sexual Violence, Stalking, and Intimate Partner Violence Victimization-National Intimate Partner and Sexual Violence Survey, United States, 2011." Morbidity and Mortality Weekly Report: Surveillance Summaries 63 (8): 1-18. www.cdc.gov/mmwr/preview/mmwrhtml/ss6308a1.htm.

Delpit, L. 2012. "Multiplication Is for White People": Raising Expectations for Other People's Children. New York: The New Press.

Derman-Sparks, L., D. LeeKeenan, & J. Nimmo. 2015. Leading Anti-Bias Early Childhood Programs: A Guide for Change. New York: Teachers College Press; Washington, DC: National Association for the Education of Young Children (NAEYC).

Derman-Sparks, L., P.G. Ramsey, & J.O. Edwards. 2006. What If All the Kids Are White? Anti-Bias Multicultural Education with Young Children and Families. New York: Teachers College Press.

DiAngelo, R. 2012. "What Makes Racism So Hard for Whites to See?" Chap. 10 in What Does It Mean to Be White? Developing White Racial Literacy, 167-89. New York: Peter Lang.

Harvey, J. 2017. "Are We Raising Racists?" Opinion, New York Times, March 14. www.nytimes.com/2017/03/14/opinion/are-we-raising-racists.html.

Husband, T. 2010. "He's Too Young to Learn About That Stuff: Anti-Racist Pedagogy and Early Childhood Social Studies." Social Studies Research and Practice 5(2): 61-75.

Husband, T. 2012. "'I Don't See Color': Challenging Assumptions about Discussing Race with Young Children." Early Childhood Education Journal 39 (6): 365-71.

Jones, J. "The Racial Wealth Gap: How African-Americans Have Been Shortchanged Out of the Materials to Build Wealth." Working Economics Blog, Economic Policy Institute, February 13, 2017. www.epi.org/blog/the-racial-wealth-gap-how-african-americans-have-been-s....

Klefstad, J.M., & K.C. Martinez. 2013. "Promoting Young Children's Cultural Awareness and Appreciation Through Multicultural Books." Young Children 68 (5): 74-81.

Ladson-Billings, G. 2009. The Dreamkeepers: Successful Teachers of African American Children. 2nd ed. San Francisco: Jossey-Bass.

Pitts, J. 2016. "Don't Say Nothing." Teaching Tolerance,no. 54. www.tolerance.org/magazine/tt54-fall-2016/feature/dont-say-nothing.

Pollock, M. 2005. Colormute: Race Talk Dilemmas in an American School. Princeton, NJ: Princeton University Press.

Poon, O. 2017. "Our Schools Need to Teach a Fourth 'R': Racial Literacy." Rewire. https://rewire.news/article/2017/03/01/schools-need-teach-fourth-r-racial-literacy/.

Ramsey, P.G. 2015. Teaching and Learning in a Diverse World: Multicultural Education for Young Children. 4th ed. New York: Teachers College Press.

Tatum, B.D. 2003. "Why Are All the Black Kids Sitting Together in the Cafeteria?: And Other Conversations About Race. Rev. ed. New York: Basic Books.

Vittrup, B. 2016. "Early Childhood Teachers' Approaches to Multicultural Education and Perceived Barriers to Disseminating Anti-Bias Messages." Multicultural Education 23 (3-4): 37-41.

Winkler, E.N. 2009. "Children Are Not Colorblind: How Young Children Learn Race." PACE: Practical Approaches for Continuing Education 3 (3): 1-8.

Wright, B.L., S.L. Counsell, & S.L. Tate. 2015. "'We're Many Members, but One Body': Fostering a Healthy Self-Identity and Agency in African American Boys." Young Children 70(3): 24-31.

# data[].attributes.attachment_link.title
Becoming Upended: Teaching and Learning about Race and Racism with Young Children and Their Families

# data[].attributes.attachment_link.description
This article, along with the suggested resources, provides a starting point for teachers and families seeking to do the important work of supporting young children's learning and understanding about race and racism.

# data[].attributes.headline
Social Justice Books: A Teaching For Change Project

# data[].attributes.subject
Social Justice Books: A Teaching For Change Project

# data[].attributes.attachment_link.description
More than 100 carefully selected lists of multicultural and social justice books for children, young adults, and educators. When you find a book at this site, please purchase it here. Our titles are linked to Bookshop. A portion of your book purchase helps sustain our work. New Releases Activism and Organizing Africa Afro-Latinx American Indians Arabs […]

# data[].attributes.attachment_link.readable_text
A 501(c)(3) nonprofit, WNDB aims to create a world where every reader can find themselves in the pages of a book. To reach this goal, we've created programs to mentor diverse writers and illustrators, support diverse publishing professionals, and provide books to classrooms nationwide.

# data[].attributes.body
Education, research and policy organization dedicated to reducing bias and promoting positive identity development in youth

# data[].attributes.attachment_link.description
The Conscious Kid is an education, research and policy organization that supports families and educators in taking action to disrupt racism, inequity and bias

# data[].attributes.headline
Black Lives Matter: Mathematical Association of America

# data[].attributes.subject
Black Lives Matter: Mathematical Association of America

# data[].attributes.attachment_link.readable_text
To the Black mathematics community:
You are an important part of mathematics. We see your anger at police brutality, police murder, and active racism all against Black bodies and lives. We see that this extends beyond George Floyd and Breonna Taylor. We see COVID-19 is taking your lives disproportionately. We see the absolute dearth of Black mathematicians in our community. We are actively failing you at every turn as a society and as a mathematics community. We kneel together with you. #BlackLivesMatter

To the broader mathematics community:
This is an MAA issue and a mathematics issue as much as a broader societal issue. Mathematics instruction and research do not happen in a vacuum. We cannot be effective mathematics teachers if we think that students all enter the classroom with the same sense of value and safety. We cannot be effective colleagues if we think that all of our colleagues enter academia with the same sense of value and safety. We need to actively work to become anti-racist as individuals and collectively in our workplaces. In doing so, we must hold ourselves and our academic institutions accountable for the continued oppression of Black students, staff, and faculty.

The MAA Committee on Minority Participation in Mathematics (CMPM) has worked since its inception in various ways to increase representation and inclusivity within mathematics. Our JMM lecture series centers the spotlight on how our minority colleagues have felt rejected within the spaces the rest of us comfortably navigate. We are working with the Committee on Faculty and Departments on new guidelines around inclusivity. CMPM has and will make a commitment to continue to collaborate to deliver relevant professional development, such as active bystander training. Individuals within and outside of their role on CMPM continue to have ongoing discussions with leadership to force an open articulation of their commitment to anti-racist work. We know we need to do more. We call on our own organization, the Mathematical Association of America, to examine its ongoing commitment. We recommend (as is in our charge) the (re)establishment of an Office of Minority Participation in Mathematics. We recommend ongoing professional development of its executive and elected leadership with regards to anti-racist personal reflection and organizational change so that we can all be better at supporting our Black colleagues.

We have failed in some efforts, we have succeeded in others. We hereby commit to continue to force the dialogue. In the wake of the cancellation of MAA MathFest, we are trying to push forward the online conversations around inclusivity in the mathematics community. However, extensive, official, and personal action by our entire community is absolutely crucial. Therefore, we also call on you as an MAA community member to:

1. Support the National Association of Mathematicians https://www.nam-math.org/ . They have been the leading organization working to raise the voices of Black mathematicians and mathematics at Historically Black Colleges and Universities.

2. Join a reading group. We invite you to start your own community of learning within your department. You might start with " So you want to talk about Race?" by Ijeoma Olou or " How to be an Anti-racist" by Ibram X. Kendi. There are a lot of great books to select, but starting with defining the issues and language will help. You can follow this up with reading groups related specifically to STEM. Here is one such list of resources.

3. Check on the well-being of your Black colleagues and students. Do not burden them with your processing (save that for #2). Instead, show compassion and reflect on what actions you should extend beyond this moment in time.

4. Sign up for active bystander training, for example, Hollaback. Learn to identify hate-speech and harassment and build scripts for intervening.

5. Consider the narratives you have built and make space for your Black colleagues. Are you listening? Are Black colleagues valued in your institution and in your curriculum? Representation matters! See, for example, mathematicallygiftedandblack.com.

This is a short non-exhaustive list. It is not enough, but we want to get it out there. We welcome continued dialogue about the ways that MAA CMPM can better serve you.

Members of the MAA CMPM:
Carrie Diaz Eaton, Chair
Francesca Bernardi
Cesar Martínez-Garza
Edray Herber Goins
Cristina Villalobos
Marco V. Martinez
Margaret Reese
Kamuela Yong
Jason Aubrey
Selenne Bañuelos

MAA Members:
Rachel Levy, MAA Deputy Executive Director
Johanna Franklin, Secretary, Metro NY Section
Jennifer Quinn, President-Elect
Audrey Malagon
Emille Davie Lawrence, MAA Congress Representative At-Large for Minority Participation
Christopher Goff, MAA At-Large Member for Inclusion

# data[].attributes.attachment_link.title
Black Lives Matter: A Message from the MAA Committee on Minority Participation in Mathematics - MATH VALUES

# data[].attributes.attachment_link.description
To the Black mathematics community: You are an important part of mathematics. We see your anger at police brutality, police murder, and active racism all against Black bodies and lives. We see that this extends beyond George Floyd and Breonna Taylor. We see COVID-19 is taking your lives disproportionately.

# data[].attributes.headline
Anti-Racism Teaching Resources from Greater Good, Berkley University

# data[].attributes.subject
Anti-Racism Teaching Resources from Greater Good, Berkley University

# data[].attributes.attachment_link.readable_text
This is enough.

The deep, gaping wounds in our country stemming from centuries of racist ideology and practices have resulted in the senseless murders of George Floyd, Breonna Taylor, Tony McDade, and too many others from the Black community at the hands of law enforcement. The dehumanization that stems from "othering" one another has led us to this painful and pivotal moment in our history. Our Black family members, friends, neighbors, colleagues, fellow citizens are suffering and not safe, and treated as if they don't matter. For those of us outside this community, the time to act is now.

The GGSC Education Team stands by the Black community-seeing and supporting every member in their full humanity.

We are committed to doing our part in eradicating dehumanization in our society by promoting, practicing, and embracing research-informed anti-racist practices and beliefs. We start by acknowledging systemic barriers like poverty, inequitable opportunities, and racist institutional policies. These barriers exist not only in society broadly, but are deeply ingrained in our school system as well. Though such barriers may seem insurmountable, we must work toward dismantling them; we must also change the hearts of people-starting with ourselves by unearthing unconscious biases, stereotypes, and racist thinking.

To that end, the GGSC Education Team commits to:

Applying an anti-racist lens to our work in social-emotional learning, mindfulness, and ethical development.

Acknowledging the limits of our awareness as educators and researchers.

Engaging in continuous and lifelong learning in our field to address racism in our work as teachers and researchers.

Embracing a strengths-based, student- and healing-centered approach to learning and development that serves as a counter to deficit thinking and exclusionary discipline practices.

Incorporating trauma-sensitive practices and approaches in our work to foster safety and a sense of belonging in classrooms and schools.

Acknowledging implicit bias as a barrier in anti-racist education by engaging in and promoting practices that enhance self-awareness and social awareness.

Prioritizing teacher burnout as a potential barrier to anti-racist education by providing science-based practices for developing educators' social-emotional competence, well-being, and resilience.

Deepening empathy, compassion, and relationship skills by offering practices for staff and students designed to build trust and bridge differences.

We strive for intellectual humility-both personally and professionally. We also humbly stand next to educators around the country and the world who are taking action to undo the racism within themselves, encouraging their colleagues to do the same, and teaching and supporting their students in forming anti-racist identities.

We have compiled a list of resources to assist educators in this crucial work, and invite you to share your reflections and learning with us so that we may all become better human beings.

As UC Berkeley professor john a. powell wisely said at the GGSC's recent Bridging the Divides conference:
We are conflicted inside ourselves, which we almost never talk about, and we project that out. Part of the struggle is not just "getting along" or "fixing the other person," but getting along with different aspects of ourselves. So this becomes not just a political or psychological journey, but a profoundly spiritual journey.

We are committed to this journey.

# data[].attributes.attachment_link.title
Resources to Support Anti-Racist Learning | Greater Good In Education

# data[].attributes.attachment_link.description
This is enough. The deep, gaping wounds in our country stemming from centuries of racist ideology and practices have resulted in the senseless murders of George Floyd, Breonna Taylor, Tony McDade, and too many others from the Black community at the hands of law enforcement.

# data[].attributes.attachment_link.readable_text
I have seen a lot of parents and educators asking how they can best engage with their kids and students about the issue of social justice in America. Books are always a powerful tool. Reading together brings up conversation and other perspectives. Here are some resources that list some great books, both fiction and nonfiction. ​

1. Social Justice Books website. This website lists books by category as well as new. Some are reviewed, and some are not. But if you are seeking books on a certain period of history or issue, this is a great starting place.
​From the About page: SocialJusticeBooks.org is a project of Teaching for Change, a non-profit organization whose mission is to provide teachers and parents with the tools to create schools where students learn to read, write and change the world.

3. Brain Lair Books has a great list on Bookshop.org, which a website to boost online sales for indie booksellers as an alternative to other online shopping giants.

This book list called "This List is Anti-Racist." It's full of excellent books--check it out!

4. School Library Journal has shared a number of good resources. Their latest post on social media included an by Jason Reynolds and Ibram X. Kendi. educator's guide to the book Stamped: Racism, Antiracism, and You

​You can download the guide for free. To learn more about this book, read this interview with the authors.

5. The Brown Book Shelf is an organization that supports Black authors writing for young readers. Along with their website, you can find them on Instagram, Facebook and Twitter. Give them a follow!

They are hosting a Kitlit Rally for Black Lives on June 4th led by award-winning authors Kwame Alexander, Jacqueline Woodson, and Jason Reynolds. It will be recording it for those unable to attend Live and ASL interpretation will be provided. I'm not sure how long the recording will be available, but I'm looking forward to listening and learning!

6. The book Not My Idea: A Book About Whiteness, published by Dottir Press, is being offered as a free PDF download through June 19, 2020.

​Even once this free offer ends, this book will remain an excellent picture book to get and read. The image to the side is a screenshot of their website: ​ https://www.dottirpress.com/

There are other social justice book lists aimed at adults--those are awesome, too, not to mention some amazing people to follow on social media who teach and share about these issues. But as someone who writes for young readers, I wanted to focus on published resources to support these important conversations with young people.

Thanks for your time. Love to all of you,
Amy

# data[].attributes.attachment_link.description
I have seen a lot of parents and educators asking how they can best engage with their kids and students about the issue of social justice in America. Books are always a powerful tool. Reading together brings up conversation and other perspectives. Here are some resources that list some great books, both fiction and nonfiction.

# data[].attributes.attachment_link.title
Young Adult Fiction | Social Justice Books

# data[].attributes.attachment_link.title
Confronting Anti-Black Racism | PBS LearningMedia

# data[].attributes.attachment_link.description
Use these materials with middle and high school students to help them understand the long history of anti-Black racism in the United States, and think about ways to address it in their own families and communities.

# data[].attributes.attachment_link.keywords[]
watch the entire cnn/sesame street racism town hall - cnn

# data[].attributes.attachment_link.title
Watch the entire CNN/Sesame Street racism town hall

# data[].attributes.attachment_link.description
CNN's Van Jones and Erica Hill partner with "Sesame Street" for Coming Together: Standing Up to Racism, a town hall for kids and families. Watch the town hall in its entirety below:

# data[].attributes.attachment_link.title
Explore by Theme | Zinn Education Project: Teaching People's History

# data[].attributes.attachment_link.description
Dozens of downloadable teaching activities, books, films, and websites that you can explore by theme.

# data[].attributes.headline
Affirming Black Lives in Schools: Teachers, Administrators, Students

# data[].attributes.subject
Affirming Black Lives in Schools: Teachers, Administrators, Students

# data[].attributes.attachment_link.title
Affirming Black Lives in School: Teachers, Administrators, Students

# data[].attributes.headline
Black Lives Matter at School: Teaching Materials

# data[].attributes.subject
Black Lives Matter at School: Teaching Materials

# data[].attributes.body
Interviews with Laverne Cox, Austin Channing Brown, Ibram Kendi, and more!

# data[].attributes.attachment_link.readable_text
Skip to content

Conversations that unlock the deeply human part of who we are, so that we can live, love, parent, and lead with more courage and heart.

Featured Conversations

Meet the Musicians

Carrie Rodriguez and Gina Chavez collaborated to write and perform our two podcast songs for Unlocking Us: Muy Podcasty and Oneder.

Carrie Rodriguez

Carrie Rodriguez collaborated with Gina Chavez to write and perform our two podcast songs for Unlocking Us: Muy Podcasty and Oneder.

Carrie Rodriguez, a singer-songwriter from Austin, Texas, finds beauty in the cross-pollination of diverse traditions. A passionate performer, she melds fiery fiddle playing, electrifying vocals and a fresh interpretation of new and classic songs with an "Ameri-Chicana" attitude. Her most recent release, the critically-acclaimed bilingual album, Lola, was named as one of NPR's top 50 albums of the year. Carrie has performed on stages across North America and Europe for the last decade, as well as on programs such as Austin City Limits, The Tonight Show, A Prairie Home Companion, and NPR's Tiny Desk Concerts. In the words of author Brené Brown, "She's the trifecta for me - beautiful singer, soulful songwriter, and kick-ass fiddler."

Carrie lives in Austin with her husband and musical collaborator Luke Jacobs, and their 4-year-old son Cruz. You can learn more about Carrie at https://www.carrierodriguez.com and on Instagram at @carrierockriguez

Gina Chavez

Gina Chavez collaborated with Carrie Rodriguez to write and perform our two podcast songs for Unlocking Us: Muy Podcasty and Oneder.

Gina Chavez is a radiant, passionate performer and activist. With more than a million views on her NPR Tiny Desk concert, an hour-long PBS special, and a 12-country tour as a cultural ambassador with the U.S. State Department, Chavez is uniting audiences with her genre-bending sound and gutsy voice.

Gina's music is deeply personal. Her passionate collection of bilingual songs traversing cumbia, pop, and soul take audiences on a journey to discover her Latin roots through music as she shares the story of life in Texas as a married, queer Catholic.

Gina is set to make waves with the release of her new album, La Que Manda ("the woman in charge"), this May. The first single, "She Persisted," is now available.

Gina lives in Austin with her wife, Jodi Granado. Together, they co-founded Niñas Arriba, a college fund that offers full scholarships to a private, Catholic university for young girls in Soyapango, El Salvador, where they used to live.

# data[].attributes.attachment_link.description
Conversations that unlock the deeply human part of who we are so that we can live, love, parent, and lead with more courage and heart.

# data[].attributes.body
A resource to support adults who are trying to talk about race with young children

# data[].attributes.attachment_link.readable_text
Welcome to Raising Race Conscious Children, a resource to support adults who are trying to talk about race with young children. The goals of these conversations are to dismantle the color-blind framework and prepare young people to work toward racial justice. If we commit to collectively trying to talk about race with young children, we can lean on one another for support as we, together, envision a world where we actively challenge racism each and every day. Many of the blog's posts are geared toward White people but a community of guest bloggers represent diverse backgrounds and the strategies discussed may be helpful for all.
It starts one conversation at a time.
Quick Links

# data[].attributes.attachment_link.title
Raising Race Conscious Children | A Resource for Talking About Race & Diversity With Young Children

# data[].attributes.attachment_link.description
To support parents who are trying to talk about race and diversity with young children- with the goal of preparing young people to work toward racial justice.

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.body
Award-winning playwright, poet, and changemaker Idris Goodwin offers five short plays for multi-generational audiences to spark conversation about race in America

# data[].attributes.attachment_link.readable_text
TYA/USA is honored to provide a platform for award-winning playwright Idris Goodwin to present five short plays to spark conversation and serve as a catalyst for action. Each of these short works, written to be read across the multi-generational spectrum, offer different insights about disconnects in racial conversation and the Black experience in America. Goodwin hopes that this release also provides a model for open-source theater and storytelling, in which the connection between playwright and community is direct.

THE PLAYS

The plays released include three new works:

THE WATER GUN SONG (for audiences age 6 and up) finds a parent trying to find the words to explain to a child why a water gun isn't simply a toy

(for audiences age 9 and up) finds three kids wrestling with the definition of freedom

NOTHING RHYMES WITH JUNETEENTH (for audiences age 9 and up) finds a child and a parent trying to complete a rap for a school presentation

Also included are two previously produced works (both for audiences age 14 and up):

TERMS OF USE

Idris Goodwin offers these 5 plays to be read and produced across communities. To publicly present any or all of these works, they must be offered to the community free of charge. For further conversation about production in a professional setting, inquiries can be directed to Idris Goodwin at goodwright@gmail.com.

FURTHER WAYS TO ENGAGE

As part of the release of these works, New Victory has created a week-long series of engagement activities called " New Victory Arts Break: Honoring & Celebrating Juneteenth," part of the Theater's ongoing series to help families incorporate the performing arts into their learning at home. New Victory invites you to engage with the past and connect to these new plays as a way to utilize the arts to educate, communicate and activate us all towards equality, liberation and justice.

For more resources on how to engage in conversation about race, visit Talking About Race from National Museum of African American History and Culture.

ABOUT IDRIS GOODWIN

Across two decades Idris Goodwin has forged a multi-faceted career as an award-winning playwright, Break Beat poet, director, educator, and organizer. Idris is the newly appointed Director of The Colorado Springs Fine Arts Center at Colorado College.

A catalyst for culture, Goodwin uses his full creative powers to galvanize people to the community square. He is a creative voice for change, impassioned by art for social good.

His critically acclaimed plays like And In This Corner Cassius Clay, How We Got On, and Hype Man: A Break Beat Play are widely produced across the country at professional theatres, college campuses, and non-traditional spaces alike. He's been honored to receive developmental support from institutions like The Kennedy Center, The Eugene O'Neill Conference, Oregon Shakespeare Festival, Actors Theatre of Louisville, Arena Stage, and The Playwrights' Center.

In addition to the recently released poetry collection Can I Kick It?, he's had several publications from Haymarket Books including Inauguration co-written with nico wilkinson, Human Highlight: Ode To Dominique Wilkins, and the play This Is Modern Art co-written with Kevin Coval. He's appeared on HBO Def Poetry, Sesame Street, NPR, BBC Radio, and the Discovery Channel.

Passionate about cultivating new audiences in the arts, Goodwin served two seasons as Producing Artistic Director at StageOne Family Theatre in Louisville, Kentucky. He actively serves on both the advisory boards of Theatre for Young Audiences USA and Children's Theatre Foundation Association.
Photo Credit in Banner: Kelsey Johnson and Andrew Cutler in #Matter at Actors Theatre of Louisville. Photo by Bill Brymer.

# data[].attributes.attachment_link.title
FREE PLAY: Open Source Scripts Toward an Antiracist Tomorrow

# data[].attributes.attachment_link.description
TYA/USA is honored to provide a platform for award-winning playwright Idris Goodwin to present five short plays to spark conversation and serve as a catalyst for action. Each of these short works, written to be read across the multi-generational spectrum, offer different insights about disconnects in racial conversation and the Black experience in America.