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This is a list of book titles that I have compiled from our recommendation thread! You are able to add titles as well!

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This is a list of movies/shows I have compiled from our recommendation thread! You are able to add titles as well!

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This is a list of podcast titles that I have compiled from our recommendation thread! You are able to add titles as well!

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PBS to Address Race and Racism in America 

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PBS to Address Race and Racism in America 

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PBS to Address Race and Racism in America Through Broadcast and Streaming Content | PBS About

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AMERICA IN BLACK AND BLUE 2020 Premieres Monday, June 15 at 9:00 p.m. ET
Films with Historical Context by Henry Louis Gates, Jr., Including RECONSTRUCTION: AMERICA AFTER THE CIVIL WAR, BLACK AMERICA SINCE MLK: AND STILL I RISE and THE AFRICAN AMERICANS: MANY RIVERS TO CROSS; and From Stanley Nelson and INDEPENDENT LENS, "The Black Panthers: Vanguard of the Revolution," and More Will Rebroadcast and/or Stream Across PBS Stations and Platforms

PBS KIDS and PBS LearningMedia Provide Resources to Support Families and Educators

PBS AMERICAN PORTRAIT Invites Americans to Share Their Stories About Racism and Its Impact, Past and Present

Arlington, VA - June 3, 2020 - PBS announced today that it will broadcast a series of films and new specials focused on race in America following the murder of George Floyd on May 25, 2020, and the ensuing protests that erupted across the country. In addition to re-broadcasting films focused on African American history by Dr. Henry Louis Gates, Jr. and Stanley Nelson, PBS will also curate a playlist of programs from FRONTLINE, POV, INDEPENDENT LENS and other iconic series that explore the impact of racism on Black Americans and the larger country.

"As a media system that serves every person in America, we stand with the Black community, and we stand against racism and hate," said Paula Kerger, President & CEO of PBS. "In the coming days and weeks, we will use our national reach and community presence to deepen understanding, foster conversation and enable meaningful change. And we will continue to stand behind our courageous journalists, whose unwavering commitment to speak truth to power is essential to the strength of our democracy."

PBS will rebroadcast THE TALK - RACE IN AMERICA on Thursday, June 4 at 9:00 p.m. ET. The documentary, which first aired in 2017, tells six stories of struggle between people of color and law enforcement in America. It chronicles how families of color attempt to protect their children with "The Talk" - about what to do and how to react if they are stopped by police.

On Friday, June 5 at 9:00 p.m. ET, PBS and member stations will air a new special, RACE MATTERS: AMERICA IN CRISIS: A PBS NEWSHOUR SPECIAL. The one-hour program will be anchored by managing editor Judy Woodruff with contributions from senior national correspondent Amna Nawaz, correspondent Yamiche Alcindor and special correspondent Charlayne Hunter-Gault. RACE MATTERS: AMERICA IN CRISIS will focus on the frustration pouring out onto American streets, outrage about police brutality, and America's deep systemic racial disparities in the economy, education, criminal justice system and health care, especially during the COVID-19 pandemic. The program will also include grassroots voices from around the country and roundtable conversations with thought leaders and other newsmakers.

Also on Friday, June 5, PBS will rebroadcast FRONTLINE "Policing the Police," in which writer and historian Jelani Cobb examines allegations of abuses within the Newark Police Department and the challenge of fixing its broken relationship with the community. "Policing the Police" will air at 10:00 p.m. ET.

GREAT PERFORMANCES "Twilight: Los Angeles" encores Monday, June 8 at 10:00 p.m. ET. Anna Deavere Smith's powerful one-woman theater piece gives a riveting account of the violent aftermath of the 1992 Rodney King verdict and the lasting impact of the Los Angeles riots on America's conscience. Award-winning director Marc Levin weaves Smith's stage performance with news footage and interviews to create a portrait of rage, sorrow, loss and battered hope.

AMERICA IN BLACK AND BLUE 2020, which broadcasts on PBS stations Monday, June 15 at 9:00 p.m. ET, will report from across the country, and include interviews with key leaders and participants in the struggle for racial justice, accountability and equity, as well as voices from law enforcement. As the latest crisis of police violence on black citizens - and outraged protests and ensuing violence - engulf the nation, this PBS special will bring context and insight. It will update reporting from the original AMERICA IN BLACK AND BLUE, which first aired in 2016, as well as THE TALK - RACE IN AMERICA. Correspondents will report from Minneapolis, Georgia, New York and elsewhere, and interviews from PBS NEWSHOUR WEEKEND, AMANPOUR AND COMPANY, and other PBS national and local programming will be included. More details are forthcoming.

PBS and member stations will this week begin rebroadcasting and/or streaming a full slate of films about the history of injustices within the African American community. Films from Dr. Henry Louis Gates, Jr. include THE AFRICAN AMERICANS: MANY RIVERS TO CROSS, a chronicle of African American history, from the origins of slavery on the African continent through more than four centuries of remarkable events; RECONSTRUCTION: AMERICA AFTER THE CIVIL WAR, a four-part series that explores the transformative years when the nation struggled to rebuild itself in the face of profound loss and African Americans forged a new, more equal place in American social and political life, only to face the backlash of segregation and institutionalized disempowerment whose legacy persists today; and BLACK AMERICA SINCE MLK: AND STILL I RISE, a detailed exploration of how the civil rights movement impacted the country, including successes and failures related to political and economic equality.

PBS will also provide Stanley Nelson's award-winning film INDEPENDENT LENS "The Black Panthers: Vanguard of the Revolution," a riveting look at an earlier era of conflict and how the Black Panthers provided community services while advocating for more radical national change.

All films will also be available for streaming on station-branded PBS platforms, including PBS.org and the PBS Video App, available on iOS, Android, Roku, Apple TV, Amazon Fire TV and Chromecast. PBS station members will be available to view all episodes via Passport (contact your local PBS station for details).

In addition to the broadcasts, films from Henry Louis Gates, Jr. and Stanley Nelson will be included as part of a special curated collection streaming free on PBS.org. The filmmakers will offer their insights into the events currently gripping the country and historical origins for greater context. The programs below will also be included as part of the curated collection, with titles provided in association with Black Public Media.

INDEPENDENT LENS "Always in Season"
A grieving mother embarks on a quest for racial justice after her teenage son's suspicious death.

INDEPENDENT LENS "Charm City"
Get to know the people on the front lines of three years of unparalleled violence in Baltimore.

INDEPENDENT LENS "The First Rainbow Coalition"
Notable community groups in 1960s Chicago bridge race and ethnicity to form a surprising alliance.

INDEPENDENT LENS "I Am Not Your Negro"
Explore James Baldwin's unfinished book about race in America in this Oscar-nominated documentary.

JOHN LEWIS - GET IN THE WAY
Follow the courageous journey of John Lewis, from his youth in the segregated South, through his leadership within the Civil Rights movement, to his current role as a powerful voice in Congress.

POV "Whose Streets?"
Take an unflinching look at the Ferguson uprising, told by the activists leading the movement.

PBS AMERICAN PORTRAIT, the signature programming and engagement initiative of the network's 50 th anniversary, invites people across the country to share their stories about race and current events with a new prompt, "Now is the time..." Stories can be uploaded to AMERICAN PORTRAIT at pbs.org/americanportrait and may be included in a featured collection of personal stories from Americans grappling with racism and its impact, past and present. PBS AMERICAN PORTRAIT will air two new specials this fall and a four-part docuseries in January 2021 that spotlight American stories, including how the far-reaching impact of the events of 2020 have affected our everyday lives.

PBS KIDS will offer families resources to discuss race, racism, civil rights, current events and more with young children, including a virtual event on YouTube on Tuesday, June 9 at 3:30 p.m. ET with parents, teachers and child development experts.

PBS LEARNINGMEDIA will offer materials to help educators talk with students about race in America and current events, including classroom-ready resources for a variety of grade levels aligned to state and national standards. Professional learning materials for educators will also be available later this month.

In the spirit of providing resources and information on topics exploring race in America, PBS DIGITAL STUDIOS will curate a themed playlist featuring wide-ranging content from some of its most popular series, including SAY IT LOUD, ABOVE THE NOISE, ORIGIN OF EVERYTHING and CRASH COURSE. Programs explore " The Origin of Race in the USA," " Should We Police Our Police," " The Reason #BlackTwitter Exists (And Is Totally Awesome)," " What Does Resistance Look Like " and many more.

About PBS
PBS, with more than 330 member stations, offers all Americans the opportunity to explore new ideas and new worlds through television and digital content. Each month, PBS reaches over 120 million people through television and 26 million people online, inviting them to experience the worlds of science, history, nature and public affairs; to hear diverse viewpoints; and to take front row seats to world-class drama and performances. PBS' broad array of programs has been consistently honored by the industry's most coveted award competitions. Teachers of children from pre-K through 12th grade turn to PBS for digital content and services that help bring classroom lessons to life. Decades of research confirms that PBS' premier children's media service, PBS KIDS, helps children build critical literacy, math and social-emotional skills, enabling them to find success in school and life. Delivered through member stations, PBS KIDS offers high-quality educational content on TV - including a 24/7 channel, online at pbskids.org, via an array of mobile apps and in communities across America. More information about PBS is available at www.pbs.org, one of the leading dot-org websites on the internet, or by following PBS on Twitter, Facebook or through our apps for mobile and connected devices. Specific program information and updates for press are available at pbs.org/pressroom or by following PBS Pressroom on Twitter.

Contacts:

Michae Godwin, PBS
mmgodwin@pbs.org
Joe DePlasco, DKC
joe_deplasco@dkcnews.com

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PBS to Address Race and Racism in America Through Broadcast and Streaming Content | PBS About

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AMERICA IN BLACK AND BLUE 2020 Premieres Monday, June 15 at 9:00 p.m.

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What Educators Should—and Should Not Do—in Response to George Floyd's Death

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What Educators Should—and Should Not Do—in Response to George Floyd's Death

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(This is Part Two in a multipart series on this topic. You can see Part One here.)

The question is:

What should teachers learn from the killing of George Floyd?

In Part One, Antoine Germany and Lorie Barber shared their thoughts.

Today, Dr. Tracey A. Benson and Holly Spinelli contribute their commentaries.

Several more posts in this series will appear throughout the week.

You might also be interested in numerous past posts appearing here on race and racism in schools and how to combat it: Race & Gender Challenges

"Educators play a central role in the perpetuation of anti-black racism in our society"

Dr. Tracey A. Benson is an assistant professor of educational leadership at the University of North Carolina at Charlotte. His research explores the vestiges of structural racism in K-12 education that continue to impede the academic success of students of color. His book, Unconscious Bias in Schools: A Developmental Approach to Exploring Race and Racism, was released by Harvard Education Press in August 2019:

The law-enforcement officer who has been charged with murdering George Floyd and the other cops who witnessed it were all once students in someone's classroom. How did the teacher of Derek Chauvin, the officer with his knee on the neck of George Floyd, teach him and his classmates about the civil rights movement and the historical oppression of Black people in the United States? What might have happened differently on that fateful day if the educators who cared for Thomas Lane and J. Alexander Kueng, the officers who stood by as George Floyd lay on the ground, had taught their students how to stand up against racism as a part of their socio-emotional development? What would Tou Thao, the officer filmed holding onlookers back as George Floyd cried out for help, have done if his teachers used historical moments such as the murder of Emmitt Till or the beating of Rodney King to help him understand how Black people have been and continue to be the targets of racialized violence?

Educators play a central role in the perpetuation of anti-black racism in our society. All too often, classroom teachers and school leaders subscribe to an ethos of color-mute racism, deliberately suppressing conversations about race and racism, even as the country is in racial peril. Kids want to talk about what they see and how they feel, but educators, especially White educators, sacrifice student learning about racism in society because of their personal discomfort. However, what we often do not realize is that the very color-mute racism we perpetuate as educators is a direct result of the racially illiterate teachers who taught us.

The reason adults are racially illiterate, struggle to talk openly about racism, and have an intense fear of being labeled "racist" is because we don't teach racial literacy in our schools ... we teach racism. We teach interpersonal racism when we act on our biases and treat White students better than students of color. We teach structural racism when we accept the barriers that prevent students of color from enrolling in honors and AP classes. We teach cultural racism when we use a White-centric curriculum that only talks about people of color with relation to times of struggle and ignores vital contributions people of color have made to this country. We teach White liberal racism by treating racist incidents, like the killing of George Floyd, as "bad apple" anomalies, rather than a product of our racist society.

Racism is foundational to the United States and continues to plague our society in innumerable ways. The civil unrest we witness time and time again after yet another killing of an unarmed Black person is, as Martin Luther King said, "... an expression of the unheard." These trends will not be legislated away. It will take a concerted effort from a majority of society to combat the stranglehold racism has on our country.

So, what can educators do?

First, what not to do: 1) Express on social media sentiments of "heartbreak" and "sorrow" and be done with it. Expressions of personal feelings are nice but don't make change. 2) Absolving oneself of responsibility because of lack of know-how. If you are not actively anti-racist, you are directly contributing to racism in society. 3) Reach out to your colleagues or co-workers of color to "check on them" as your sole act, especially if you have not shown up for them before during the litany of previous acts of racism in society. Patronizing for the purpose of self-gratification is irresponsible.

What to do: 1) Pick up literature to get a better understanding about the legacy of racism toward people of color in this country before attempting to enter into conversations or take action. Good intentions are not a substitute for ignorance. It is amazing how folks can Google how to make face masks or homemade bread but never think to Google how to fight racial bias or be an anti-racist. 2) Make a deliberate plan of how you will disrupt racism within your circle of influence. There are plenty of opportunities in our schools and school communities to address vestiges of racism (learn where these areas are by reading literature). 3) Resist the urge to be color mute. After you educate yourself about how the legacy of racism contributes to contemporary racism and anti-black violence, create deliberate spaces for your students to discuss these topics in your classroom.

Our collective discomfort is a direct result of the legacy of color-mute racism in schools, which has left the vast majority of us well-meaning, caring, invested educators racially illiterate. All of the perpetrators who held George Floyd in custody were students once in someone's classroom. It is our responsibility to eradicate racism within our circle of influence. Our actions in our schools, especially in schools without a single student of color, should be guided by our desire to allow our students to build a more racially just society. Silence robs our students of a better future. To all of my fellow educators, please read, learn, do better.

"We must examine our pedagogical practices"

Holly Spinelli is an active member of the National Council of Teachers of English's Committee Against Racism and Bias in the Teaching of English, who began her career as an English teacher and student-rights' activist in New York City public schools and continues this work in a public high school in the Hudson Valley of New York and as an adjunct instructor at SUNY Orange County Community College:

The death of George Floyd is not the first killing of an unarmed black man at the hands of uniformed white men, but his is the one that, despite a long documented history of violent crimes committed against the black community in this country, seems to have awakened folks, namely white people, from a sleepy, complacent existence to one of questioning and action. So, what should teachers learn? Teachers, especially white teachers, should learn that it is time to educate themselves and the other white folks in their homes, neighborhoods, and school communities about their privilege in this country and then follow up by using that privilege to take action against the unjust systems that target, harm, and in extreme cases, murder black folks and other IBPOCs ( Indigenous, Black and People of Color ). White educators need to do this even if, and especially when, it comes at a cost to our personal security and our personal gain.

We must examine our pedagogical practices: the language we use, the texts and materials we present to our students, and the curriculum we build to see how we can change them to be culturally inclusive, responsive, and anti-racist. As educators, we must continuously work toward becoming agents of positive change through self-reflection, education, and allyship with our IBPOC communities. Educators need to familiarize themselves with the history of systemic oppression and institutional racism in this country, but they must do so together and not by asking their IBPOC friends, neighbors, community members, and colleagues to do the work for them. This is a time for white educators to step away from the sidelines, to conduct their own research, and to begin doing the work. The safety and future of our schools, students, and communities depend on it.

George Floyd's death amplifies Angela Davis' message that, "In a racist society, it is not enough to be non-racist, we must be antiracist." Educators need to do the work to become anti-racist and to create anti-racist educational spaces. The outdated tradition of teacher "neutrality" on issues of racism and human-rights violations is complicit with upholding antiquated, racist, sexist, classist, oppressive systems.

We need to speak up. We need to teach ourselves, each other, and our students how to identify, engage, and dismantle racism and oppression within ourselves and among those around us. Educators' silence on issues of racism, bias, and oppression has never been and can no longer be acceptable. Silence aids white supremacy. Silence aids racism. Refusing to acknowledge the black community's centuries-long pain and suffering at the hands of racist and oppressive systems in this country sends a clear message to our students that it is OK to ignore these issues and to continue with life as it is. This is a privilege that can no longer be ignored. It is a privilege that needs to be checked. Not doing so is an injustice to education and an injustice to all.

Steps You Can Take in Your Classrooms and Within Your School Communities:

Amplify and study voices of IBPOC authors and content providers.

Cite IBPOC authors and content providers when you include their work and ideas in your PD sessions or in any other materials you share with others.

Be self-reflective. Ask yourself about any past harms you may have intentionally or unintentionally caused. Recognize these and fix the behaviors so you and your school community can move forward. Ask: Who was harmed? How were they harmed? What can I do to make positive changes moving forward? How can I make sure I do not make the same mistakes?

If you make a public error, make a public apology.

Challenge school or district policies that discriminate/target/police students of color (hair policies, dress codes that include hoodie or hat policies, etc.).

White educators: Talk to each other about anti-racism and educate yourselves and each other on how to take well-informed, actionable steps.

Here are resources to help:

Thanks to Dr. Benson and to Holly for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at lferlazzo@epe.org. When you send it in, let me know if I can use your real name if it's selected or if you'd prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo.

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It's titled Classroom Management Q&As: Expert Strategies for Teaching.

Just a reminder; you can subscribe and receive updates from this blog via email or RSS Reader. And if you missed any of the highlights from the first eight years of this blog, you can see a categorized list below. The list doesn't include ones from this current year, but you can find those by clicking on the "answers" category found in the sidebar.

All Classroom Q&A Posts on the Coronavirus Crisis

This Year's Most Popular Q&A Posts

Race & Gender Challenges

Classroom-Management Advice

Best Ways to Begin the School Year

Best Ways to End the School Year

Implementing the Common Core

Student Motivation & Social-Emotional Learning

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I am also creating a Twitter list including all contributors to this column.

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What Educators Should-and Should Not Do-in Response to George Floyd's Death

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(This is Part Two in a multipart series on this topic. You can see Part One here.) The question is: What should teachers learn from the killing of George Floyd? In Part One, Antoine Germany and Lorie Barber shared their thoughts. Today, Dr. Tracey A. Benson and Holly Spinelli contribute their commentaries.

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International protests in response to the recent killings of Ahmaud Arbery, Sean Reed, Breonna Taylor, George Floyd and Tony McDade show the vast reach and profound importance of the Black Lives Matter movement. These resources can help you talk with students about the historical context and mission behind Black Lives Matter and work toward making your school a more affirming, safer space for Black students.

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Teaching Tolerance | Diversity, Equity And Justice

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Teaching Tolerance provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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An Essential Reading Guide For Fighting Racism

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An Essential Reading Guide For Fighting Racism

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On Monday, May 25, two moments of antiblack racism - the death of George Floyd in police custody in Minneapolis and Amy Cooper's call to 911 with the false report that "an African American man is threatening my life" - spurred protests and heated dialogue about white supremacy and white Americans' responsibility in dismantling it. For those who want to take anti-racist action but don't know where to begin, below is a list of books about racism - anti-blackness in particular - and white privilege.

One World; Bold Type Books; Bloomsbury; Random House; Yale University Press; The New Press; Penguin; Beacon Press

The title says it all: Historian Ibram Kendi reorients the discussion of racism to focus on the act of fighting against it; it's not enough to be a passive opponent. Weaving in accounts from his own life, Kendi expounds the consequences of racism and white supremacy in our public and private spheres, exploring the ways racism manifests within and across demographics, and shows the reader what antiracism looks like and can achieve. In praise for the book, author Ijeoma Oluo describes Kendi's work as "vital," adding, "As a society, we need to start treating antiracism as action, not emotion - and Kendi is helping us do that."

If you want to dive deeper with Kendi, there's his National Book Award-winning Stamped From the Beginning, which scrutinizes the history of anti-black racist thought in America from its very beginning to now. By showing how deeply entrenched racist ideas have been - and still are - in America, and thus exposing clearly and discrediting these ideas, Kendi has created not only a great work of scholarship but a much-needed tool.
For younger readers, check out Stamped: Racism, Antiracism, and You - Kendi's adaptation of both Stamped and How to Be an Antiracist, co-written with Jason Reynolds.
In the aftermath of the Ferguson riots, Anderson wrote an op-ed in The Washington Post arguing the nation's attention should be on the rage that had sparked them - but, she wrote, it wasn't black rage. In her 2016 book, Anderson continues her piercing analysis of white rage, and the ways in which it has fueled, and continues to fuel, political decisions which push back against the advancement of black Americans.

When young public interest lawyer Bryan Stevenson opened the Equal Justice Initiative in 1989 - a nonprofit offering legal representation to people who've suffered illegal conviction or excessive punishment - one of his first clients was Walter McMillian, who was sitting on death row for the murder (of a white woman) that he didn't commit. Just Mercy recounts Stevenson's experience working to overturn McMillian's wrongful conviction, and illuminates the institutional racism and corruption that allowed for it. (A film based on the novel was released in 2019.)

In American Lynching, Rushdy gives a comprehensive, eloquently interpreted history of lynching as it has evolved and been redefined over the course of three centuries in American history.

In a 2017 email interview with BuzzFeed News, St. Johns University professor of history Nathan Connolly wrote, "This book offers a critical discussion of the distinctiveness of mob violence in the United States by linking it to the traditions of white popular sovereignty. Historically, Rushdy points out, white people, not the state, have been understood as the highest source of political authority in America. Lynching represented a violent articulation of 'We the People.' And the country's own struggles to realize democracy in the nineteenth and twentieth century can be understood, in part, as a struggle to make the rule of law either sovereign over or in line with perceived white interests."

Professor of psychology at Stanford Jennifer Eberhardt exposes the hidden racial biases that directly affect our lives - biases built into, among others, political, educational, medical, justice, and financial systems in the US. It's a scientific, analytical, and personal examination of these widespread prejudices, as well as an empowering and even hopeful guide for ways to help dismantle them. In praise for the book, Bryan Stevenson said Biased "presents the science of bias with rare insight and accessibility, but it is also a work with the power and craft to make us see why overcoming racial bias is so critical."

Antiracist educator DiAngelo explores the defensive and aggressive reactions white people have when they're confronted with the reality of racial inequality and the ways they enable it. DiAngelo breaks down the idea of white fragility, identifying its related emotions (anger, fear, guilt) and its counterproductive behaviors (argumentation, silence), explaining how these behaviors allow for white supremacy, and outlining ways to more earnestly and constructively engage in antiracist work. Poet and playwright Claudia Rankine describes it as "a necessary book for all people invested in societal change through productive social and intimate relationships."

Scholar and social justice advocate Dorothy Roberts expounds the ways in which myths about biological concepts of race have had recent revivals with dangerous, and even fatal, repercussions. She explores new areas of medicine and science such as race-specific drugs, genetic testing, and DNA databases, and disproves their race-based conclusions, revealing instead how they become justification for propagating systemic inequality and undermining nonwhite - and especially black - populations.

Scribner; Princeton University Press; SUNY Press; Vintage; Rowman & Littlefield Publishers; Sourcebooks; Seal Press

Edited by National Book Award winner Jesmyn Ward, The Fire This Time is a collection of pieces by various authors on race in America, inspired by James Baldwin's 1963 book The Fire Next Time. Where were we then, where are we now, and where are we headed? Through its stunning essays and poems, this collection masterfully explores those questions and more.

Don't miss the original. The Fire Next Time was a national bestseller when it published in 1963 - a revolutionary call to arms for the civil rights movement. In two essays, Baldwin draws from his early life in Harlem and expands from there to illustrate the breadth of American racism and injustice, and unflinchingly describes its harrowing consequences. In a 2015 list of his favorite books, Ta-Nehisi Coates wrote, "Basically the finest essay I've ever read. [...] Baldwin refused to hold anyone's hand. He was both direct and beautiful all at once. He did not seem to write to convince you. He wrote beyond you."

Oluo's New York Times best-selling debut is a frank, illuminating, and accessible guide to navigating thorny but vital conversations about race and racism - covering topics like intersectionality, representation, privilege, and mass incarceration. In praise for So You Want to Talk About Race, author Robin DiAngelo called Oluo "the smartest, most courageous and electrifying young writer on race relations today - the voice of our times. Let her be your guidepost."

In White Flight, Harvard professor of history Kevin Kruse looks at the transition of Atlanta during and following the civil rights era - shifting from a site of rare racial harmony to one which whites rapidly fled. Reassessing the assumptions around this "white flight" to suburbs, Kruse digs deep into the meaning of white resistance, demonstrating that it's one aspect of a conservatism that transformed during struggles over segregation and gave birth to causes like tuition vouchers and privatization of public services. In his review, NYU professor Thomas Sugrue wrote, "This important book has national implications for our thinking about the links between race, suburbanization, and the rise of the New Right."

Originally published in 1981, This Bridge Called My Back was groundbreaking for its bringing together writings by women of color from diverse backgrounds in one vital collection. In essays, poetry, interviews, and criticism, contributors (including Audre Lorde, Toni Cade Bambara, Aurora Levins Morales) described the ways in which non-white women are oppressed because of their race, ethnicity, sexuality, and class, spurring the necessary shift in feminism toward intersectionality.

In her review of the third edition, published in 2002, Angela Davis writes, " This Bridge Called My Back ... dispels all doubt about the power of a single text to radically transform the terrain of our theory and practice. [...] It has offered us strategies for transformative political practice that are as valid today as they were two decades ago."

From 1915 to 1970, nearly six million black citizens fled the South for northern and western cities like Chicago, New York, Philadelphia, and Los Angeles. Pulitzer Prize-winning Wilkerson does a deep dive into this migration through the lens of three individuals who made the move, weaving in historical analysis, firsthand reporting, and original demographic data. Former BuzzFeed News employee Saeed Jones named it as one of the best books of the decade, saying Wilkerson "zooms out to contextualize their stories within the broader swell of history. It's also beautifully written with an eye for detail any poet can appreciate."

In 2018, educator and activist Saad began an Instagram challenge asking white people to really confront their racist behaviors and ideas through a 28-day exercise guided by a free workbook. Nearly 100,000 people downloaded the workbook as the #meandwhitesupremacy challenge went viral. This book is an expansion on the original workbook, adding cultural insight and historical context. In praise for the book, scholar and activist Rachel Cargle says, "Layla not only engages readers effectively - she hands them the tools they need to change themselves so that they can better the lives of millions of people worldwide.

In Racism Without Racists, political sociologist Bonilla-Silva illuminates the insidious form of racism that exists among those who insist they don't see race at all. By poking holes in deracialized justifications for things like nonwhite communities' higher rate of imprisonment and poverty and lower levels of education and health care coverage, Bonilla-Silva exposes the weakness of any claims that America is "post-racial." Historian Robin Kelley praises the book for its ability to "make many readers uncomfortable, as it should," adding, "With care and a wicked sense of humor, Eduardo Bonilla-Silva explores the kind of subtle, everyday racism that some of 'our best friends' unconsciously perpetuate."

Temple University Press; Crossing Press; Oxford University Press; W. W. Norton; Routledge; Graywolf; New Press; Indiana University Press

In The Possessive Investment in Whiteness, black studies scholar Lipsitz offers an exhaustive analysis of the many ways in which whiteness is centered and rewarded in housing, education, health care, employment, and culture, as well as an examination of white privilege as it's long been defined and critiqued in radical black culture.

In a 2017 email interview with BuzzFeed News, cultural critic Irene Nexica wrote, "Lipsitz deftly weaves a diverse set of knowledge into social histories of popular culture that simultaneously shapes and is shaped by society with analyses that are both accessible to a general reader and containing sharp cultural critique. The Possessive Investment in Whiteness looks at whiteness in America from many angles, including OJ Simpson ('White Fear: O.J. Simpson and the Greatest Story Ever Sold'), Stephen King's Lean on Me (where Lipsitz complicates things by describing how 'not all white supremacists are white'), and the ways that different nonwhite communities are impacted by whiteness."

This book-length poetic essay might be the most powerful piece of writing of the last 10 years. Maybe more. It's almost downplaying it to call it "relevant" or "timely," because part of Rankine's point is that much of what she talks about with regards to race and racism - and the violence against black people in this country - has been going on for centuries and has not changed significantly in that time. And the toll that it takes on black people is immeasurable.

In Black Feminist Thought, renowned sociology scholar Collins created an undeniable foundational text in black feminism, as well as a framework for reading and understanding black feminist thinkers before her, including Angela Davis, bell hooks, and Audre Lorde. In a 2013 list of must-reads, Ashley Ford called it, "The holy grail of black feminist theory and history. You need this one now. As in, buy it before anything else."

Political scientist and Columbia professor Ira Katznelson's book is a shrewd and revelatory examination of the civil rights programs that came out throughout the 1930s and 1940s, exposing the deep discriminations that allowed the economic gap between blacks and whites to continue to widen after the war. Notable scholar and cultural critic Henry Louis Gates, Jr., praises it as an "explosive analysis [which provides us with a new and painful understanding of how politics and race intersect."

López has written extensively on the evolution of racism in the US since the 1960s, and his latest book hones in on the links between racism and the growing wealth gap. In a 2017 email interview with BuzzFeed News, López said the book explores the ways the right has used white anxiety in the past 50 years "in order to (1) stoke fear and resentment toward people of color, (2) foment hatred toward (liberal) government, and (3) build popular support for politicians beholden to the billionaire class."

All of Lorde's books are essential reading, but Sister Outsider presents 15 beautifully written speeches and essays by the black lesbian feminist poet that will make you rethink everything you thought you knew about feminism, race, sex, ageism, homophobia, and power. It will leave you inspired - and ready to take on the hegemony.

MacMullan's book is for white readers who understand whiteness is a problem, but don't know what to do about it. Weaving in the work of thinkers and writers like John Dewey, W.E.B. DuBois, and Gloria Anzaldua, MacMullan urges white Americans - especially those who consider themselves free of prejudice - to recognize the habits that reveal inherited racism, and unlearning them.

In a 2017 email interview with BuzzFeed News, MacMullan reemphasized the need for "white folks to first do the hard work of uprooting habits of white racism and privilege, but then plant the seeds of cultural habits that can be sources of pride for white people that are free of the violence and exclusion of the past." Otherwise, he warned, "we will continue to see young white people fall for the lie of white power."

Alexander's best-selling book dismantles the notion of color-blindness through the lens of the criminal justice system. By targeting black communities through programs like the War on Drugs, stop and frisk, and "broken windows" policing, Alexander argues, the government has enacted a new type of racial control - mass incarceration. Cornel West called it an "instant classic" and "a grand wake-up call in the midst of a long slumber of indifference to the poor and vulnerable."

Yale University Press; St. Martin's Press; One World; Abingdon Press

Ta-Nehisi Coates' massive 2015 hit is a heartfelt meditation on the realities of life in the US as a black man, and a damning appraisal of the systems and beliefs that make that reality a dangerous one. Written as a letter to his son, it sees Coates touch on the lived experiences that formed his ideology, weaving in the reporting and analysis that have made him one of the leading voices on race today; Toni Morrison called the book "required reading."

Religious scholar and ordained minister Jennifer Harvey lays out accessible and age-appropriate methods for teaching white children about racism, and tools for answering their questions when they encounter it. Vitally, she also explains the importance of helping them understand their identity as a white person in the US, and the ways in which they can use their privilege to bring about change. It's necessary reading for parents and caregivers.

Cooper, a professor of Women's and Gender Studies and Africana Studies at Rutgers University, draws from her own experience in this hybrid memoir/cultural criticism, rejecting the stereotype of black women's anger as something irrational and easily dismissed, and instead opening up that anger to show its power. In praise for Eloquent Rage, Black Lives Matter co-founder Alicia Garza said, "Cooper gives us the uncensored truth about how America has become what it is today, and reminds us in no uncertain terms that Black people, and particularly Black women, have the brilliance, foresight, and vision to bring a different America to fruition, should we choose to use our powers for good rather than evil."

Author, professor, and TV personality Harris-Perry's 2011 book is a necessary treatise about the prejudices black women encounter in their daily lives, and how the struggle for self-determination is especially difficult in light of persistently negative imagery and stereotypes about gender and race. Harris-Perry is deliberately not prescriptive; as she writes, "This is less a book about what black women do to become first-class American citizens than one about how they feel while they are in that struggle."

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28 Essential Books About Race and Racism

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On Monday, May 25, two moments of antiblack racism - the death of George Floyd in police custody in Minneapolis and Amy Cooper's call to 911 with the false report that "an African American man is threatening my life" - spurred protests and heated dialogue about white supremacy and white Americans' responsibility in dismantling it.

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10 Books About Race Non-Black People Should Be Reading Right Now

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10 Books About Race Non-Black People Should Be Reading Right Now

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The events of the past few weeks have only solidified the fact that white people have so much more to do when it comes to fighting racism. Even white people who identify as progressive, liberal, and non-racist have failed the Black community in terms of actively dismantling the systems that have resulted in the ever-mounting list of deaths at the hands of police brutality, mass incarceration, and poverty. The killing of George Floyd has ignited a movement in which white people and non-Black people are being held accountable for their inactivism. It can feel intimidating to know where to start, but you can donate, protest, and, most importantly, educate yourself on how to be a better ally.

There's no guidebook for solving racism in 2020. However, there are multiple insightful resources, published throughout the past century, that will help non-Black people understand the history behind the current movement, as well the roles they can assume moving forward. Fiction and nonfiction works by authors of colour stitch a tapestry of pain, injustice, and action that both sombers and inspires the reader towards progress.

These are ten essential books that all non-Black people should be reading right now about race.

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10 Books About Race Non-Black People Should Be Reading Right Now

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The events of the past few weeks have only solidified the fact that white people have so much more to do when it comes to fighting racism. Even white people who identify as progressive, liberal, and non-racist have failed the Black community in terms of actively dismantling the systems that have resulted in the ever-mounting list of deaths at the hands of police brutality, mass incarceration, and poverty.

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The 1619 Project is an ongoing initiative from The New York Times Magazine that began in August 2019, the 400th anniversary of the beginning of American slavery. It aims to reframe the country’s history by placing the consequences of slavery and the contributions of black Americans at the very center of our national narrative.

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American slavery began 400 years ago this month. This is referred to as the country’s original sin, but it is more than that: It is the country’s true origin.

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We help students learn about hatred and bigotry so they can stop them from happening in the future.

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"I believe in the power of Facing History."

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Facing History & Ourselves is more than our name. It is an active and continuous process that calls on each of us to connect the choices of the past to those we face today. To build a more just and equitable future, we must face our history in all its complexity, Are you ready to face history with us?

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Facing History & Ourselves uses lessons of history to challenge teachers and their students to stand up to bigotry and hate.

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Teaching for Change provides teachers and parents with the tools to create schools where students learn to read, write and change the world. Teaching for Change operates from the belief that schools can provide students the skills, knowledge and inspiration to be citizens and architects of a better world — or they can fortify the status quo. By drawing direct connections to real world issues, Teaching for Change encourages teachers and students to question and re-think the world inside and outside their classrooms, build a more equitable, multicultural society, and become active global citizens

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Teaching for Change provides teachers and parents with the tools to create schools where students learn to read, write and change the world.

By drawing direct connections to real world issues, Teaching for Change encourages teachers and students to question and re-think the world inside and outside their classrooms, build a more equitable, multicultural society, and become active global citizens.

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Teaching for Change provides teachers and parents with the tools to create schools where students learn to read, write and change the world. By drawing direct connections to real world issues, Teaching for Change encourages teachers and students to question and re-think the world inside and outside their classrooms, build a more equitable, multicultural society, and become active global citizens.

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The goal of the Zinn Education Project is to introduce students to a more accurate, complex, and engaging understanding of United States history than is found in traditional textbooks and curricula. The empowering potential of studying U.S. history is often lost in a textbook-driven trivial pursuit of names and dates. People’s history materials and pedagogy emphasize the role of working people, women, people of color, and organized social movements in shaping history. Students learn that history is made not by a few heroic individuals, but instead by people’s choices and actions, thereby also learning that their own choices and actions matter.

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Teaching Materials | Zinn Education Project: Teaching People's History

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Explore by time period, theme, reading level, and/or resource type.

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Resources for starting the conversation with younger grades.

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I used to work in a district that didn't allow any cheering or applauding during high school graduation ceremonies. Mind you, this was a district teeming with first-generation high school graduates. Their families' joy must have been immeasurable, but it was not allowed to be expressed. This is an example of tone policing.

Tone policing happens during conversations or debates when one person, typically of greater privilege, thwarts a speaker's thoughts or opinions by reacting to their emotional tone. It detracts from the speaker's intended messages by focusing on the tone of the delivery rather than the content of the message thus allowing the distractor to establish their power in the conversation. Tone policing is often witnessed on social networking sites when Black women are accused of being "angry." This age-old angry black women stereotype delivers an insulting distraction from the message when the conversation is suddenly derailed by accusations of incivility or impoliteness.

Many of us have been perpetrators in this game, expecting those in our care (or even our peers) to act "civil," "appropriate," and "respectful." I hear my mother telling me to "stop being so mannish" when I would question why things were a certain way. As a young girl, I guess I was expected not to question things and to just accept them; to have a more ladylike tone. I have experienced tone policing both because of my race and my gender by those who expect me to act in ways acceptable in a society dominated by Whiteness.

I remember white teachers trying to remove inflections of my blackness from my speech, a subtle form of tone policing where children of color are expected to speak the (white) queen's English. I trace my impostor syndrome-my internalized fear of being called a fraud-back to those days in majority-white schools where I was never allowed the safety of being my true black self. It was compounded by the crisis of coming home to an all-Black neighborhood where Whiteness was no longer enforced and not knowing who the real "me" was.

As an adult, I believed, as did many teachers of my generation, that we needed to continue policing the tone of young Black children by insisting they obey the rules, properly ask if they "may" rather than if they "can"-essentially that they learn to conduct themselves by Eurocentric standards.

We knew our white colleagues were trying to maintain dominance and wipe away any stain of blackness among students. I would cringe when I heard them say " these students"; it was like hearing "you people." But some of us Black teachers didn't realize our own complicity, because we were, after all, working to instill a love of Langston Hughes's poetry among our students and we wore Kente cloth.

In classrooms and libraries, Black children were shushed by those outside their culture who did not want them to be too brash, too disruptive, or too Black. These children were policed to deport themselves in ways that maintain order and leave the teacher or librarian feeling as if they are in control.

We believed we were keeping our Black students safe by tone policing them, protecting them from releasing too much of themselves in ways that wouldn't be understood by the dominant society. We were, after all, helping them find their place in the world that would never value their blackness.

Up to and including much of the 20th century, Black children were taught that our feelings didn't matter, our language was wrong, and our loudness was offensive. What was really being taught was that we of African descent weren't good enough. Not finding ourselves in books or movies, not seeing reflections of ourselves as teachers or principals, let alone as doctors or politicians, only reinforced this message.

In fact, all marginalized young people-whether low income, children of color, Indigenous, LGBT+, or children with disabilities-got the message that they didn't belong here, and that what they knew was incorrect. These young people shut themselves down when the ways they knew to express themselves were oppressed by the dominant society.

Gen Z (generally those born after the mid-1990s) is moving away from accepting this oppression. Many in this generation are growing up in schools premised upon student-centered learning and belief systems that solidly affirm their need for emotional expression (check out ), and our tone argument falls flat with them.

Those in Gen Z use new technologies that empower more young people than ever to be content creators, telling their own stories through their use of their vernacular and their expressions of fashion, body language and art, hair styles, and gestures. When tone policed, black teens of this generation may still shut down, but they may also persist and resist.

I admit that I am feeling conflicted here on this tone argument, and that's why I've chosen to write in a way that doesn't set me up as an expert; instead, I'm expressing my doubts.

How do we protect everyone's right to learn when we stop tone policing? How do we create a new norm free from Whiteness? Are educators able to be fully human and emotional in the classroom as well?

These may be rather naïve, beginner's questions; but I'm wrestling with this. I do think there's somewhat of a ripple effect when people feel valued and cherished thus leading to more compassionate learning spaces. The security experienced when young people feel as if they are seen and heard has to increase their capacity for academic success. I have no doubt that tone policing is harmful, I just need to find ways to put new behaviors into practice.

In considering my uncertainties, I contacted Cornelius Minor, lead staff developer for Columbia University's Reading & Writing Project, for his thoughts on tone policing. He shared a recent event concerning his child's disappointment when they were unable to do something they were really looking forward to. Of course, this young child displayed their emotions. At the time of the event, he chastised them for their behavior but retrospectively questioned himself for not allowing them to express their legitimate anger and disappointment.

Yes, even as parents we manage our children's behavior wanting them to "act" right and not let them just be all right. Cornelius questioned the impact he was having on their behavior, reflectively asking "What am I doing? I hold all the power." He preferred that his child be able to authentically express themself and that they feel accepted and appreciated for just that, rather than for being the person who stuffs their feelings inside. In this way, they would not only feel safe with him, but they would also feel safe with their own self.

When asked how a teacher could avoid tone policing, Cornelius, a young African American male educator, said that in his teaching he would start by recognizing his own power and privilege. From there he developed three basic rules he plans to implement to guide him through the next year.

First, he plans to "invite my students into the conversation in a way that we are equals." Extending an invitation to students gives them an option to participate or not, and it begins to establish a sense of equity between teacher and students. For Cornelius, removing inequity mandates being fully present in the conversation, actively listening to students, but also sharing with them while still quietly acknowledging his position in this equation. He wants to hold conversations in spaces where they are geographically equals. This would include neither physically looming over a student who is sitting at their desk nor calling them up to the intimidating teacher's desk. In doing all of this, Cornelius "honor[s] the time and place of the conversation." This could be recognizing when privacy is needed or not taking away from a student's library time. Students will know he understands their situation if he shares a similar event in his life while keeping in mind that this is a teacher to student conversation, not peer to peer.

Next, he will work to "control my body language; my reactions and hands so that I could receive their full communication." He wants his school students to be able to freely share the thoughts and emotions behind their behavior. His reactions will also help prevent the situation from escalating. Finally, he plans to "offer support and not judgment." Support begins when he invites them into conversation in a shared space. It continues as he maintains a listening posture while the student talks as well as in the language he chooses to navigate the situation. He wants to support them by validating, not judging, their feelings and by listening to hear and understand their particular situation.

Cornelius's students will ultimately make meaning of their experience with him. He'll teach them how to connect their personal stories to larger ones thus expanding their capacity for empathy as they come to recognize our common humanity.

He and I suspect his children will learn some code switching as they navigate situations that are more or less formal, or perhaps even more or less safe, for full disclosure of one's self. Most important, Cornelius's guidelines may ensure that students will feel that they are seen, heard, and valued. This newfound sense of security will create better pathways for learning.

Cornelius and I, two generations of educators, have both come to believe in teaching young people how to create their own space in the world. We both have a lot of work in front of us! Perhaps if we can teach children how to not judge each other but to truly listen and support each other, then perhaps we can create a new norm.
Edith Campbell is an assistant librarian at Indiana State University. She's planning to get back into the classroom this year and is considering innovative methods to teach African American Youth literature to undergrads. She tweets at @crazyquilts, blogs at CrazyQuiltsEdi, enjoys growing her own food, and is looking forward to getting back into quilting and traveling. Literacy helps us create our place in the world!

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I used to work in a district that didn't allow any cheering or applauding during high school graduation ceremonies. Mind you, this was a district teeming with first-generation high school graduates. Their families' joy must have been immeasurable, but it was not allowed to be expressed. This is an example of tone policing.

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A Call to Action for White Educators Who Seek to Be Anti-Racist

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A Call to Action for White Educators Who Seek to Be Anti-Racist

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I am a white mother and educator. For decades in school I have taught "Letter from a Birmingham Jail" and The Autobiography of Malcolm X. Unfortunately, for many of my students, the suffering often seems abstract and they falsely believe these are stories from a distant past. But, racism didn't end with the Civil Rights Movement. It is an ever present, persistent evil that impacts us all in every aspect of our daily lives. Wishing and hoping that systemic racism will just go away--or believing that it doesn't exist in our own communities--is its own form of violence. And recently I have been asking myself if I've made this point clearly enough in my teaching practice

It should not have taken the recent brutal murders of George Floyd, Ahmaud Arbery, Breonna Taylor and Tony McDade, at the hands of police, to spark our consciousness. But it has, and this is now the time for me, and for other white parents and educators like me, to sit up, take notice, listen to Black communities, talk to our children and demonstrate anti-racist actions. This is not a time to be dismissive, but instead it's time for us to reach out, support in every way possible and take meaningful action. I am taking action to build a better future for my children and the children in my care. As a parent and educator I can help dismantle systemic racism. As I continue my own journey of learning about, and committing to, anti-racist action, here's what I believe we can do as educators to support meaningful change.

Our words must match our actions
Frankly, what we have done in the past has not worked. If our society had dismantled systemic racism, then we would not be seeing the necessary unrest that we see today. Our rhetoric needs to match our actions. As I think about what I do as an educator and as a parent, I am not 100 percent confident that my rhetoric and actions have always matched. But when I know better, I do better. I have friends, writers and public figures whose words I listen to, whose words I reflect on, and whose words I take to heart in order to support the change that needs to happen in our society. But it's not enough to read and reflect on those words, I must put those ideas into action.

We must broaden representation in classroom reading
When I reflect on my teaching practice and consider the words that I teach - the novels I use in my classroom, the authors whose works I use on a regular basis--it is clear that I have not had enough Black, Indigenous, or People of Color representation in my curriculum. On reflection, I have not ensured that every student who sits in a seat in my classroom has felt that their experiences were reflected in what we read. As a high school English teacher, I know that the white savior trope dominates our canon of American literature. I need to do a better job of including more writers who are Black, Indigenous, and People of Color. People like Maya Angelou and Zora Neale Hurston, people like Amy Tan and Ta-Nehisi Coates, people like Jason Reynolds and Chimamanda Ngozi Adichie, people like Sandra Cisneros and Junot Díaz, people like Celeste Ng and Ted Chiang, Langston Hughes and Cleo Wade, Sherman Alexie and Leslie Marmon Silko.

We must embrace tough conversations
First, we must be better listeners. It is time to de-center myself, my stories and my experience, especially when talking about race and racial justice. This is not about me; it's about my friends, colleagues, and community. We must be disciplined and listen to the stories and experiences of others. Listening means not interjecting my point of view or saying anything that might invalidate the experience of others. I listen to People of Color on the news, I read their words in books and on social media. I listen with the intention of hearing what they have to say so I can create a connection and an understanding. I listen to the conversations students have when they are in my classroom and I find teachable moments when the conversation needs to change. I do not pretend I don't hear it. Even if this may feel uncomfortable, we need to have these conversations. I listen to the questions my own children have about race and I answer truthfully and transparently. I acknowledge the mistakes I have made as well as the mistakes others make, and we talk about ways to actively change hearts and minds.

We must explore different ideas, and listen with intention to change
I talk openly about race issues, not just on social media but with people in real life. I initiate conversations (but only if they want to talk) with non-white friends, colleagues, and students, and I actively participate by asking questions to gain understanding. Not everyone in a cultural group feels the same way and by asking questions I can explore different ideas. Again, this requires being present in the conversation, and listening to learn. I talk to my students about racial stereotypes, about how so much of what we read in class overwhelmingly has white characters and about how literature supports learning empathy for others. As a parent, I talk to my children about current events, about historical events, about implicit bias and overt racism. I talk to them about the importance of speaking up, listening, and learning.

We must commit to constant self reflection and admit our own bias
I'm still learning. I am learning how much words matter. I love To Kill a Mockingbird but it is one of many books that uses the White Savior trope - as a society we have so much exposure to this idea that white people have to step in and save Black people. This reinforces that idea that Black people need to be saved by white people. Through my own reflection, I understand how this trope is harmful. True allies don't seek to "solve and save," instead we stand beside our Black friends and colleagues, build empathy, amplify their voices, and stand up alongside them. I now constantly check my thoughts, and question even those that are fleeting: are my ideas influenced by bias, white supremacy and racism? I recently read this from Greater Good Magazine, and it stayed with me: "Admitting that we are all subject to biases creates a safer space to examine them more carefully and take steps to fight them..."

We must use media to strengthen understanding
I'm still learning about cultural appropriation, implicit bias and the historical events that have gone largely ignored, but which have inevitably led our country to this moment. Education plays a role in change. My own learning has been shaped by I Know Why the Caged Bird Sings, The Autobiography of Malcolm X and Invisible Man, and more recently, titles like Stamped, Just Mercy, The Hate U Give, Monster, and Dear Martin. These are books I can pass along to my colleagues, my high school students and to my own sons. I watch movies with my family like Akilah and the Bee, Raising Dion, See You Yesterday, Hidden Figures and BlacKkKlansman. I'm learning from podcasts such as Code Switch and Seeing White and my children and I listen to them at home and in the car.

I'm learning why and how Black communities are disproportionately impacted by Covid-19. I'm learning how and why Black people, especially Black men, are disproportionately killed by police. I'm learning and sharing the names and circumstances of the deaths with my children. I'm learning that I need to support organizations like the NAACP that actively support change. I'm learning that I need to show up.

We must keep doing the work
There is no quick fix for systemic racism. It requires continued, ongoing effort to dismantle white supremacy. But I also have hope. With our combined voices and our combined intelligence, we fight for racial justice and usher change. My Black students, colleagues and friends are in pain. As a white person, as a mother of white sons, as a white educator, it is incumbent on me to be more aware, to learn more, to empathize, to listen and to support others as we work to dismantle white supremacy and forge a new way forward.
More Resources

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a call to action for white educators who seek to be anti-racist

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A Call to Action for White Educators Who Seek to Be Anti-Racist | PBS Education

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I am a white mother and educator. For decades in school I have taught "Letter from a Birmingham Jail" and The Autobiography of Malcolm X. Unfortunately, for many of my students, the suffering often seems abstract and they falsely believe these are stories from a distant past.

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Intended for elementary.

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Common-Core aligned anti-bias curriculum for kindergarten and grades K-5 that include lesson plans, student activities, suggested children's literature and teacher guides.

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Rethinking is a magazine centered around educational and behavioral research. This particular issue discusses restorative justice, teaching the n-word, and other articles that may be helpful.

https://www.rethinkingschools.org/articles/teaching-the-n-word?fbclid=IwAR1B9ApIgIyBsSKqrXLembVZX1HXfLrSCpJx9KR5z4muTJMX1BTgabM1BvY