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Hair Love - Read Aloud Picture Book | Brightly Storytime

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Black Lives Matter at School - Social Justice Books

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There are 13 guiding principles of the Black Lives Matter movement. We seek to expand student understanding of these principles through the Black Lives Matter at School Week of Action (scheduled for the first week of February each year) and beyond. Below you'll find a growing list of recommended titles that center each of the [...]

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Based on "Ten Quick Ways to Analyze Children's Books for Racism and Sexism." Updated in 2013.*
Children's books continue to be an invaluable source of information and values. They reflect the attitudes in our society about diversity, power relationships among different groups of people, and various social identities (e.g., racial, ethnic, gender, economic class, sexual orientation, and disability). The visual and verbal messages young children absorb from books (and other media) heavily influence their ideas about themselves and others. Depending on the quality of the book, they can reinforce (or undermine) children's affirmative self-concept, teach accurate (or misleading) information about people of various identities, and foster positive (or negative) attitudes about diversity. Children's books teach children about who is important, who matters, who is even visible. Consequently, carefully choosing quality children's books is an indispensable educational and child-rearing task.

It is important to offer young children a range of books about people like them and their family - as well as about people who are different from them and their family. All of the books should be accurate and appealing to young children. Fortunately, there are some good anti-bias children's books, which are available as a result of the ongoing activism of many individuals and groups over many years. However, while choices have improved over past decades, the lack of quality multicultural kid's books currently being published has frustrated many communities. The number of children of color in the United States continues to rise, but the number of books published by or about people of color stays the same or even decreases.

Check the Illustrations

Look for Stereotypes: A stereotype is an oversimplified generalization about a particular identity group (e.g., gender, race, ethnicity, class, sexual orientation, ability/disability), which usually carries derogatory, inaccurate messages and applies them to ALL people in the group. Stereotypes dehumanize people. So, too, does misinformation. ( See Box 1 below for a list of common, harmful stereotypes).

Unfortunately, all of us absorb socially prevailing stereotypes about a range of people, even if we do not consciously subscribe to them. To alert you to stereotypes in children's books, as well as other media, it is useful to list all the stereotypes you know about various groups of people as precondition for critically reviewing children's books. The books you choose should depict people compassionately and as real human beings. Also consider if images depict all people as genuine individuals with distinctive (rather than stereotypical) features. Books containing stereotypes require you to engage children in critical thinking, but should probably be eliminated from your collection.

BOX 1: Common Harmful/Undermining Stereotypes

Strong, independent girls and women are "manlike"

Book-loving or nonathletic boys and men are "effeminate"

Latino men talk funny, are lazy, gang members, or wear oversize sombreros

Latina women are earth mothers or subservient

African American men are gang members, oversexed, or underemployed

African American women are too independent, oversexed, or "welfare moms"

Arab and/or Muslim men are terrorists

Arab and/or Muslim women are voiceless and passive

All Muslims are Arab / All Arabs are Muslim

American Indians live in teepees, carry bows and arrows, or are half-naked in winter

American Indians were only significant in the past (read)

Disabled people are not independent or are to be pitied

Disabled people must "overcome" their disabilities rather than just live with their disabilities

LGBTQ+ people are invisible

Poor people are invisible

Poor people are depicted as passively needing help from others

AAPI (Asian American Pacific Islanders) are depicted as the "model minority"

AAPI are exotic or their food is exotic/abnormal

All AAPI know martial arts or are meek and compliant

AAPI are portrayed with slanted eyes or just lines to represent eyes

Jewish people are all Zionists (read)

Jewish people are wealthy and yield undue influence in the financial and political world

Look for Tokenism: This is the "one only" message. Regularly seeing only "one" person of any group in a book teaches young children about who is more or less important. Examples of tokenism include books with only one African American child among many white children or having only one book about children with disabilities among many other books. Tokenism also becomes stereotypical. It only allows children to see one view of a group of people, rather than the diversity that exists among all groups.

Look for Invisibility: What children do not see in their books also teaches them about who matters and who doesn't in our society. Invisibility in their storybooks - as well as in textbooks as they get older - undermines children's affirmative sense of themselves and reinforces prejudiced ideas about people who are not seen (See Box 2 for examples of groups who tend to be invisible). The booklists on this website include a great variety of books with groups who are often excluded. (The titles are vetted by Teaching for Change.)

BOX 2: Examples of Groups of People Who Are Often Invisible in Children's Books or Mainstream Media

Families who live in rural areas

Blue-collar workers

Musicians, artists, and writers

Families with two dads or two moms

Single mothers or fathers

Homeless families

Families with an incarcerated parent

People of Middle Eastern descent

Families who practice Islam

Transgender adults and children

Check the Story Line and the Relationships Between People

Even if a book shows visual diversity, the story line may carry biases related to how it handles power relationships among people of various identities. Are whites or male characters the central figures with people of color or female characters in essentially supporting roles? To gain acceptance and/or approval does a child of color, a girl, or child with a disability have to exhibit extraordinary qualities or be the one to understand, forgive, or change? Are the achievements of girls and women based on their own initiative and intelligence, or are they due to their looks or relationship with boys/men?

Are people of color, women, low-income families, or people with disabilities depicted as needing help or in passive roles, while whites, men, and "able-bodied" people are in leadership and action roles? How are problems presented, conceived, and resolved? Who typically causes a problem and who resolves it? Your book collection needs a balance of different people in "doer" roles.

Look at Messages About Different Lifestyles

Do the lives of people of color or people living in poverty in the story contrast unfavorably with the norm of white, middle-class suburban life? Are negative value judgments implied about ways of life that differ from the dominant culture or economic class (e.g., people are to be pitied, or the story is about one person who "gets out" of the less desirable way of life)? Do images and information go beyond oversimplification and offer genuine insights into the lifestyle of the characters in the story? Does the setting reflect current life - or past assumptions about life? Does your book collection depict diversity among people within a specific racial/ethnic group, such as a range of family structures, living environments, socioeconomic conditions and types of work, and male/female roles within the family? (Remember that every racial/ethnic group has diversity, including people who self-identify as white).

Consider the Effects on Children's Self and Social Identities

In addition to specific books, also examine your book collection. Do your books reinforce or counteract messages that teach children to feel inferior or superior because of their skin color, gender, family income, able-bodiedness, or type of family structure? At school, will all of the children you serve see themselves and their family's way of life reflected in your book collection? Will all children of color, including those with mixed heritage, girls, and children from the many types of family structures, children living in poverty, and children with disabilities see one or more characters with whom they can readily and positively identify? If they are visible in your book collection, are the illustrations and information accurate and respectful? Does your overall collection balance the backgrounds of all the children in your program? Does it also show diversity within the social indentity groups to which the children belong (e.g., a range of ways to be female and male, families reflecting different kinds of jobs within a racial/ethnic group). Does your book collection also include a balance between diversity within your classroom and beyond your classroom?

At home, does your book collection reflect diversity among the groups to which your family belongs? Does it have stories about people like you who have contributed to creating a more just world? Does it also include a range of books showing diversity beyond your family and neighborhood?

Look for Books About Children and Adults Engaging in Actions for Change

To fully develop a strong sense of self and a disposition toward cooperation and fairness, children need to know how to stand up for themselves and others when faced with unfairness. They also need to know about people from all social identity groups who have - and are currently - working for justice for all. In addition to previous criteria, here are more items to consider: The story line should be about children and adults working together, rather than perpetrating the myth that change happens because of special, individual people who do it by themselves. Does your book collection include a balance of people who have made important and honored contributions to American life as well as the world community - and not just the traditional white, male "heroes?" Do some of your books about important people include struggles for justice? Do they show people who were/are poor or from racial/ethnic groups of color? Are people with disabilities engaged in these struggles for justice?

Consider the Author's or Illustrator's Background and Perspective

All authors write from a cultural as well as from a personal context. In the past, most children's books were by authors and illustrators who were white and members of the middle class. As a result, a single cultural and class perspective dominated children's literature. There are now excellent books by people of color from a range of backgrounds - although not nearly enough. Consider the biographical material on the jacket flap or back of the book. What qualifies the author or illustrator to deal with the subject? If the book is not about people or events similar to the author or illustrator's background, what specifically recommends them as creators of the book? What is the author's attitude toward her/his story characters? Are the images accurate and do the illustrators respectfully render the people in the story? Do you have books reflecting a balanced range of author and illustrator identities and experiences?

Watch for Loaded Words

A word is loaded when it in any way demeans or makes people invisible because of any of their identities. One example is the generic use of the word "man" to stand for women as well as men (although the opposite never occurs). This traditional terminology is now questioned by many because of its sexist implications. Here are some examples of ways to avoid sexist language: community instead of brotherhood; firefighters inserted of firemen; human family instead of family of man; ancestors instead of forefathers; chairperson instead of chairman. Examples of adjectives applied to people of color that carry racist messages include: "savage," "primitive," "superstitious," "backward," "inscrutable" and "treacherous." Always consider the context in which a word is used and to whom it applies.

Look at the Copyright Date

Copyright dates indicate the publication year, not the time of its writing, which might be two to three years before the copyright date. Although a recent copyright date is no guarantee of a book's relevance or sensitivity, copyright dates are useful information. More children's books began to reflect the reality of a pluralistic society and nonsexist and non-ableist perspectives in the 1970s. Since then, the range of accurate, respectful, and caring books reflecting diversity has increased significantly (unfortunately the diversity of books published in the United States still does not accurately reflect the actual diversity of the people living here). When considering new books for your collection, begin with most recently published ones and then continue with descending copyright dates.

Assess the Appeal of the Story and Illustrations to Young Children

Although these guidelines focus on the messages about diversity and equality reflected in children's books, it is also important to take quality into account. Be sure the book is a "good read." If children find the story or illustrations boring, a book will not hold their attention, even if the book adds a specific kind of diversity you need. Check for active, interesting story lines where different kinds of people are integral to the people in the story, not the main topic. For example, in A Chair for My Mother, a young child tries to save money to get a comfortable chair for her waitress mother. Although the book shows a single parent, working-class family, and a resourceful girl, it is not didactic. Also look for illustrations that are colorful and recognizable to young children. Although they enjoy a range of styles, illustrations that are too subdued or abstract may not hold their attention.

Check for age appropriateness. Most booksellers list any picture book as appropriate for early childhood even if the story line is really for primary grade children. Sometimes a book for older children will work if you simplify the story or "tell" the story rather than read it. In some cases, this is the only way to get books that present specific groups of children (e.g., stories with Cambodian children or children with learning disabilities). Some additional issues to consider:

Many children's books use animal characters instead of people and there are some excellent books that explore diversity with animal characters (e.g., And Tango Makes Three or A Coyote Solstice Tale). Children enjoy these. However, such books are not a substitute for exploring issues of diversity and anti-bias fairness with people as the main characters.

Some early childhood teachers wonder if it is necessary for every book in their collection to show diversity. Every book needs to be accurate, caring, and respectful. However, you will want individual books about specific kinds of people (e.g., a biracial family or a family with adopted children). Diversity becomes essential in the balance of your book collection, where you want to avoid invisibility or tokenism of any group.

Folk and fairy tales have long been a mainstay of children's literature. In the cultures from which they come, folk and fairy tales were used to teach important lessons and values related to their culture of origin. Children love them in their original versions - not their commercially sanitized adaptations. However, folk and fairy tales also carry messages that convey sexism, classism, and racism and must be used thoughtfully as part of introducing young children to diversity and anti-bias values of quality and fairness.

Overuse of folk tales to "teach" about a specific ethnic/cultural group leads to misinformation and confusion. They are about animals and occasionally people from a mythical past and are designed to teach core values and beliefs in their culture of origin. They are not about how people actually live in contemporary society - and that is what young children need to understand. Information and images about how people really live now is what enables young children to build connections to people who are from different cultures while countering stereotypes that children have already absorbed (e.g., how American Indians really live).

Finally there is the somewhat sensitive issue of what to do about "classic" or "well-beloved" children's books. Many of these are wonderful as children's literature, but unfortunately they often convey values of sexism, racism, ableism, or even colonialism. People who love the books that pose this dilemma argue that it is OK to use them because they "reflect their times," which they imply somehow excuses their biased messages. For example, I adored the Babar series of books as a young child and was unpleasantly shocked to realize as an adult how much the images and story lines reflected messages of European colonialism in Africa. I chose not to use them with my own children, wanting them to learn accurate information about how people in Africa really live. Not sharing childhood favorites may sadden some, but it is far better than the harm caused by reinforcing messages of racism and colonialism.
In a nutshell - as you choose books or critically examine your current book selection, always keep in mind the power of books - their words and their images - to nurture or, conversely, to undermine a child's sense of self, positive attitude toward others, and motivation to act for fairness.
Additional Resources

Louise Derman-Sparks is an internationally respected anti-bias educator and author (along with Julie Olsen Edwards) of Anti-Bias Education for Young Children and Ourselves. She has co-authored several additional books with Dr. Carol Brunson Day (Teaching/Learning Anti-Racism), the ABC Task Force ( Anti-Bias Curriculum: Tools for Empowering Young Children), Dr. Patricia Ramsey (What If All the Kids Are White?), and Dr. John Nimmo and Debbie Leekeenan ( Leading Anti-Bias Early Childhood Programs: A Guide for Change). She speaks throughout the United States and abroad, and served on the NAEYC Governing Board from 1998 to 2001. Louise has a lifelong commitment to building a more just society for all people. Her children Douglass and Holly, now grown, were her inspiration. A Pacific Oaks College faculty member for 33 years - when its mission and pedagogy reflected anti-bias education principles - Louise is now retired.
*In 1980, the Council on Interracial Books for Children published the book Guidelines for Selecting Bias-Free Textbooks and Storybooks. A shorter version of the book in pamphlet form, "Ten Quick Ways to Analyze Children's Books for Racism and Sexism," followed. One of the first guides written for teachers and families, it became an invaluable tool for hundreds of thousands of people. Both the book and pamphlet have been out of print for several years. Rethinking Schools published their adaptation of the original Guidelines in 1994.

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Guide for Selecting Anti-Bias Children's Books - Social Justice Books

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By Louise Derman-Sparks Based on "Ten Quick Ways to Analyze Children's Books for Racism and Sexism." Updated in 2013.* Children's books continue to be an invaluable source of information and values. They reflect the attitudes in our society about diversity, power relationships among different groups of people, and various social identities (e.g., racial, ethnic, gender, [...]

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By Laleña Garcia
Illustrated by Caryn Davidson
This powerful activity book will engage hands, hearts, and minds as it introduces children to the guiding principles of the Black Lives Matter movement.
When the Black Lives Matter movement began in 2013, the three founders--Alicia Garza, Patrisse Khan-Cullors, and Opal Tometi--anchored its work in a list of guiding principles, developed through conversation with other activists. These principles commit the movement to empathy, loving engagement, and just action among its participants; affirm the importance of Black women, families, elders, and LGBTQ folk; and celebrate the strength and diversity of Black people in their communities and around the globe.

Now young people can explore these powerful principles in What We Believe: A Black Lives Matter Principles Activity Book. Created by two teachers with more than thirty-five years of educational experience between them, the book presents the guiding principles in down-to-earth, child-friendly language, with each principle accompanied by writing prompts, space for children or adults to create their own reflections, and a coloring page. Supporting materials guide adults in sharing the principles with children and encourage kids to dream big and take action within their communities. An essential resource for anyone discussing racial equity with young people, What We Believe offers a beautiful and inspiring lens on the most important social justice movement of our time.
Read the story behind What We Believe from author Laleña Garcia. In an interview, author Laleña Garcia and illustrator Caryn Davidson share a bit about their partnership, and how they define the role of activist and ally.
About the Creators

Laleña Garcia - Author

Laleña Garcia has been teaching children in New York City since 2000, and educators across the country since 2017. HOW WE CAN LIVE grew out of her work with Black Lives Matter at School, a coalition of educators and parents striving for racial justice in education. A graduate of Yale University and Bank Street College of Education, she lives in Brooklyn. Please visit her website at rootedkids.org and follow her on Instagram at @blm_in_kindergarten.

Caryn Davidson

Caryn Davidson studied Anthropology and Visual Art at Brown University and received her MA in Arts Education from NYU. Since the start of her career in education in 2004, she has founded and developed the arts programs at three public schools in New York City, and led initiatives to promote culturally relevant pedagogy and socially just practices within those school communities. She now teaches art at the high school level in Brooklyn, NY, where she also lives. She is a Steering Committee member of the Black Lives Matter at NYC Schools organizing group and a designer for the national Black Lives Matter at Schools movement. Please visit her website at caryndavidson.com and on Instagram at @caryn_arts.

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What We Believe by Laleña Garcia, illus. by Caryn Davidson | Lee & Low Books

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By Laleña GarciaIllustrated by Caryn Davidson This powerful activity book will engage hands, hearts, and minds as it introduces children to the guiding principles of the Black Lives Matter movement. When the Black Lives Matter movement began in 2013, the three founders--Alicia Garza, Patrisse Khan-Cullors, and Opal Tometi--anchored its work in a list of guiding principles, developed through conversation with other activists.

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Sesame Street explain Black Lives Matter

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30+ Incredible Black Children's Book Illustrators

Written by Katie Hintz-Zambrano

Need some fresh inspiration for your summer reading stack? We've got you covered. Below, we're celebrating 30 Black illustrators whose stunning artworks have brought to life hundreds of incredible children's books in a variety of spellbinding styles. From award-winning superstars who've been illustrating for decades (hello, E.B. Lewis and Pat Cummings!), to rising talents in the field (like Christian Robinson and Keturah A. Bobo), we're putting some faces, names, and stories to some of the most vibrant kid-lit artwork around. If these talented folks aren't already mainstays on your child's bookshelf, we're confident you'll discover dozens of soon-to-be-favorites below.
Is an illustrator you love missing from our list? Feel free to let us know in the comments below, as we'll be updating this list regularly!
Click any image to enter the slideshow

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Over 30 Amazing Black Childrens Illustrators To Check Out ASAP

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Written by Katie Hintz-Zambrano Need some fresh inspiration for your summer reading stack? We've got you covered. Below, we're celebrating 30 Black illustrators whose stunning artworks have brought to life hundreds of incredible children's books in a variety of spellbinding styles. From award-winning superstars who've been illustrating for decades (hello, E.B.

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Teaching for Change Offers Workshop at National African American Museum of History and Culture
By Cierra Kaler-Jones

In 2013, then 12-year old Vanessa VanDyke was threatened that she would be expelled unless she cut her natural hair because it was regarded as a "distraction" by administrators. In 2017, sisters Mya and Deanna Cook were told if they did not get rid of their braids, they would be removed from extracurricular activities, banned from prom, and given detention. In 2018, Drew Johnson was publicly forced to cut his locs in order to participate in a wrestling tournament or forfeit his match. In classrooms and schools across the country, we have also seen posted signs that designated which hairstyles were deemed appropriate and which were not, many of those hairstyles traditionally worn by people of color.

In light of these and other incidents, Teaching for Change's D.C. Area Educators for Social Justice, Communities for Just Schools Fund, and the Early Childhood Initiative at the National Museum of African American History and Culture offered a workshop on hair representation in children's books on November 2, 2019. The workshop was designed and facilitated by myself and Teaching for Change Coordinator of Teacher Engagement and Professional Development Rosalie Reyes.

More than 25 educators, administrators, and education advocates from across the D.C. metro area participated in a two-hour workshop around the historical and sociopolitical context of hair, selecting children's books on hair, and how to highlight these lessons and conversations in the classroom. To build community and to encourage networking between attendees, we opened the workshop with a story fortune icebreaker activity. Each attendee received a slip of paper with a prompt that they would then have to share with a partner. A few story fortune prompts included: my favorite hairstyle, why I am interested in children's literature, and a teacher or book that helped me rethink issues of race, gender, or class.

After participants spent some time learning more about one another, we introduced the first lesson. We adapted Bill Bigelow's The Color Line into The Hair Line, to predict and discuss policies, practices, and symbolism around hair. Through the lesson, participants analyzed the ways that hair has been used throughout history to make a statement, tell a story, and to control and create racial hierarchy through messages of inferiority/superiority. Groups then had an opportunity to predict and share examples in smaller conversations, later reviewing another worksheet, which detailed multiple examples throughout history. We moved from grounding ourselves in the historical context to thinking about how the pervasiveness of hair policies, and in some cases, the lack thereof, contribute to current practices in schools.

One example that inspired deep group discussion was about the findings from the National Women's Law Center's report on D.C. codes. The study found that 68 percent of D.C. public high schools that publish their dress codes online ban headwraps or hair scarves. A few school dress codes local to the D.C. metro area have policies, such as "No hats, hair rollers or curlers are allowed during the school day or at school-sponsored activities," and "Headwear is not permitted. This includes but is not limited to hats, visors, bandannas, scarves, bonnets, and hoods. (Exceptions may be granted based on religious and medical reasons with proper verification)." This sparked conversation about how those policies have been ingrained in our practices in the classroom. The topic also inspired questions about how we find balance between honoring students' expression and abiding by safety regulations that are set forth by school districts and school boards.

After situating and emphasizing the importance of grappling with the historical and sociopolitical context of hair, we discussed current examples that show the power of representation in children's literature. One of the examples we highlighted was Matthew Cherry's Hair Love, illustrated by Vashti Harrison. This sweet tale shares the story of Zuri, who is trying to figure out what to do with her hair for a special occasion. With her dad's help, they figure out the perfect solution after a few challenges along the way. We showed the short animated film clip, adapted from the book, alongside the below reaction from a child that sees an image of themselves reflected in the pages of the book. This illustrates the power, beauty, and magic of representation.

Using the book and clip as tools to spark an introductory conversation with early childhood and elementary students, we also encouraged educators to pose questions with students such as,

Do you have someone who does your hair?
Was there a time you did your hair really special?
What is your favorite thing about your hair?

Representatives from Curlanista were also in attendance and they graciously detailed the origin story of the company and talked about the company's founder, Lexi P., who launched the CURLANISTAS BO$$ Network, a youth entrepreneurial program. Dannika Stith-Bowers, an educator herself, brought her three daughters, Layla, Logan, and Leah, to talk about representation and the importance of being able to see themselves reflected in hair care products and books. Stith-Bowers encourages her daughters to select hairstyles they like and they will often point out pictures in books to show how they would like their hair. Each of the girls hugged a book as they sat in front of the room - one a Curlanista coloring book that featured a number of natural styles and textures, another one a notebook to showcase her exquisite drawings, and the other a detailed journal. As Stith-Bowers described each of the girls' different styles for how they like to wear their hair, she also offered a meaningful note,

When my daughter goes to school and isn't happy with her outfit or her hair that day, her teacher talks to her and affirms that she is beautiful just the way she is.

Children's books offer a dynamic and influential mirror for them to feel affirmed, celebrated, and appreciated. One way that the affirmation of hair can show up in a lesson is through reader's theatre, another lesson we shared with the group. Using some guiding questions created by Roving Readers, we asked some pre-reading questions, including,

Why do you love your hair?
How does it feel when someone is doing your hair or when you get a haircut?

After that, we had attendees break into small groups and asked them to select three pages of the book I Love My Hair! to act out to the larger group. This reader's theatre lesson can be adapted for different age groups in a number of ways. For example, for the youngest readers, educators or family members can read to them and have them act out each page. For older readers, they can read the book and either create a new scene to act out or write a related scene about their own experiences if this is something they would like to share. After reading the book, we followed up with some additional questions and statements, including,

Why do you think Keyana loved her hair?
What can you do with your hair?
Now everyone say I LOVE MY HAIR!

Opportunities to not only see different types and textures of hair represented in classroom content, but to also engage in discussion with students about their own hair practices helps to break down the barriers that 'others' hair that has historically been missing from mainstream media. Carefully selecting children's books can play a significant and powerful role in helping shape young children's perspectives about themselves and about others. Through read-alouds, role play, discussion, and other activities, children begin to build empathy and also a sense of confidence in their ability to understand and honor others' experiences. Interacting with children's books helps students with different learning styles comprehend and celebrate all dimensions of human difference, such as engaging with pictures as visual learners, listening as auditory learners, acting out the characters as kinesthetic learners, or talking through their thoughts as verbal learners.

We ended the workshop by giving participants an opportunity to look through some of the children's books on hair we curated and compiled. Some of the books included Crown: An Ode to the Fresh Cut, I Am Not a Number, My Hair is a Garden, and Bad Hair Does Not Exist! Pelo Male No Existe! Each participant received a guiding questions resource sheet for selecting children's books on hair. The resource sheet provided guiding questions and tips for critical selection. Some of the guidance included,

Check the illustrations. What hair textures and styles are missing or invisible? How are you able to supplement those conversations when reading books with children?

Consider how the books might affect children's self and social identity. Then selecting children's books on hair, does your collection incorporate or include different ethnicities? For example, are Afro-Latinx communities, indigenous communities, or communities that cover their hair represented in the text?

The time to explore the books also created space for educators to get together and share their expertise in discussing how they would incorporate some of these books into their classes or turn the book into a lesson, using some of the framework from the reader's theatre as a starting point.

Attendees shared their thoughts about what they learned during the workshop,

I realized how much there is to explore about hair. It is so complex, historically and currently. Literature is such a great starting point for the conversation.

Loved guiding questions and history handouts. Appreciated all of the books to peruse. I liked the intersectionality lens (gender, faith, etc.)

The resources were wonderful. I hadn't thought about all of the laws and policies around hair. The sample lessons / questions were good. Thank you.

I think the most important thing I gained from today was the opportunity to reflect on my experience with hair, the experience of others, and the historical experience in regard to hair representation.

Through discussion and interactive lessons and activities, this workshop extended the national conversation about what it means to affirm, celebrate, and honor different types and textures of hair, namely natural hair, while providing a historical context to ground our teaching and learning.

The team is based in Washington, D.C. and the presenters are available to present at conferences, for professional development, or for teacher education courses. If interested, please contact Cierra Kaler-Jones at ckalerjones@cjsfund.org.

VIEW MORE PHOTOS FROM EVENT

Cierra Kaler-Jones is the Education Anew Fellow with Communities for Just Schools Fund and Teaching for Change. She is also a Ph.D. candidate at University of Maryland, College Park studying minority and urban education.

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Hair Representation in Children's Literature - D.C. Area Educators for Social Justice

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By Cierra Kaler-Jones In 2013, then 12-year old Vanessa VanDyke was threatened that she would be expelled unless she cut her natural hair because it was regarded as a "distraction" by administrators. In 2017, sisters Mya and Deanna Cook were told if they did not get rid of their braids, they would be removed from extracurricular activities, banned from prom, and given detention.

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Sesame Street: I Love My Hair Song (Mando's Spanish Version)

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Early Childhood: Learning about Gender Identity

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Teaching for Change carefully selects the best multicultural and social justice books for children, young adults, and educators.

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How Does Race Affect a Student’s Math Education?

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A new paper examines the ways “whiteness” reproduces racial advantages and disadvantages.

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In February of 2019, a positive behavior support coach who was employed by the district in Madison, Wis., allegedly physically assaulted and ripped the hair out of the head of an 11-year-old Black girl. In the same school district, several teachers and substitutes have been fired or resigned earlier this academic year after reports they used racial slurs in the classroom. In the neighboring school district of Middleton, Wis., a school bus driver was fired after the district confirmed he had slapped a Black child. All these incidents in Wisconsin happened within months of each other.

In Binghamton, N.Y., four 12-year-old Black girls reported they were strip-searched at their school for acting too hyper and giddy in January. School officials likely assumed the girls were on drugs because their Black joy was unrecognizable. Of course, no drugs were found and the district denies strip searching the girls. However, the district does admit that asking students to remove some of their clothing is in compliance with a "sobriety check". The girls' parents dispute the district's claims, and a civil lawsuit from the parents and a third-party investigation are still ongoing.

Last Halloween, 14 staff members at Middleton Heights Elementary, 30 miles west of Boise, Idaho, were involved in dressing up as Mexicans and the border wall for Halloween. The district's superintendent issued a public apology and placed the teachers on paid administrative leave.

"An Essay for Teachers Who Understand Racism Is Real"

"Teachers, We Cannot Go Back to the Way Things Were

"White Teachers Need Anti-Racist Therapy"

"Dear White Teachers: You Can't Love Your Black Students If You Don't Know Them"

"'Grit Is in Our DNA': Why Teaching Grit Is Inherently Anti-Black"

Sadly, incidents like these fill my social-media timeline on a weekly basis. With regularity, school districts' spokespersons portray these incidents as isolated events, the work of a few overzealous, culturally insensitive but "good" teachers. These responses never acknowledge how racism is systemic, institutionalized, and structural, or how racism breeds and is maintained by violence.

Physical and psychological attacks on Black and Brown children's bodies and culture are more than just racist acts by misguided school educators; they are the spirit murdering of Black and Brown children. This type of violence toward children of color is less visceral and seemingly less tragic than physical acts of murder at the hands of White mobs and White self-appointed vigilantes, the shooting of unarmed people of color by police officers in their own homes and communities, or the senseless violence in some Black communities, which are all conditions of racism.

What I am talking about is a slow death, a death of the spirit, a death that is built on racism and intended to reduce, humiliate, and destroy people of color.

Legal scholar Patricia Williams coined the term "spirit murdering" to argue that racism is more than just physical pain; racism robs people of color of their humanity and dignity and leaves personal, psychological, and spiritual injuries. Racism is traumatic because it is a loss of protection, safety, nurturance, and acceptance-all things children need to enter school and learn.

The spirit murdering of Black and Brown children leaves a trail of unanswered questions: How do children learn after being physically assaulted or racially insulted by a person who is supposed to protect them, love them, and teach them? How does a Black or Brown child live, learn, and grow when her spirit is under attack at school, and her body is in danger inside the classroom? How does a parent grapple with this reality? How are children's imagination and humanity stunted by the notion that they are never safe in their schools because of the color of their skin or the God they pray to? Where does the soul go to heal when school is a place of trauma?

School officials continue to misdiagnose the spirit murdering happening in their schools every day, even in a time when folks are screaming in the streets that Black Lives Matter, demanding immigration rights, calling to end police brutality, standing up to Islamophobia and transphobia, and demanding racial justice. When schools mirror our society's hate, educational justice becomes out of our reach.
Related Video In 2016, Bettina L. Love, the author of this Commentary, spoke to Education Week about African-American girls and discipline. Here's what she had to say:

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How Schools Are 'Spirit Murdering' Black and Brown Students (Opinion)

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In February of 2019, a positive behavior support coach who was employed by the district in Madison, Wis., allegedly physically assaulted and ripped the hair out of the head of an 11-year-old Black girl. In the same school district, several teachers and substitutes have been fired or resigned earlier this academic year after reports they used racial slurs in the classroom.

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2020 Symposium

Black Lives Matter at School Week Early Childhood Symposium
Exploring the Intersection of Gender and Race for Children Ages 0-8

Wednesday, February 5, 2020
4:00 PM - 8:00 PM

For the graphic organizer that we will be using to debrief and process our thoughts during our breakout discussions, please refer to this document.

For our 2020 Call to Action, please refer to this document.

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2020 Livestream - Bank Street College of Education

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Skip to content 2020 Symposium Black Lives Matter at School Week Early Childhood Symposium Exploring the Intersection of Gender and Race for Children Ages 0-8 Wednesday, February 5, 2020 4:00 PM - 8:00 PM For the graphic organizer that we will be using to debrief and process our thoughts during our breakout discussions, please refer to this document.

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A is for Amazing! Activity book developed by the National Museum of African American History & Culture (Ages 3 to 5)

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A is for Amazing! Activity book developed by the National Museum of African American History & Culture (Ages 3 to 5)

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Social Justice book list

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Black Lives Matter at School - Social Justice Books

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There are 13 guiding principles of the Black Lives Matter movement. We seek to expand student understanding of these principles through the Black Lives Matter at School Week of Action (scheduled for the first week of February each year) and beyond. Below you'll find a growing list of recommended titles that center each of the [...]

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We lead with the heart and courageously work to address racial injustice in education, embodying Black joy, confronting anti-Blackness, and building authentic partnerships with all who support creating equitable school communities across the nation.

​In September 2016, DeShawn Jackson, along with Black Men Uniting to Change The Narrative, planned a day of encouragement. The previous school year, another local elementary school had more than 200 Black men show up to greet students as they arrived at school. The men wore their uniforms, regalia, and Sunday best in hopes of disrupting the inaccurate imagery students have of Black men. Black men make up only 3% of teachers in k-12 education.​

DeShawn had taught at the school for six years and even attended the elementary school as a child. He wanted students to see Black men in a positive light, not like they often are portrayed in media. A bomb threat was called into the school on the day of the event, so school leadership officially canceled it. Yet, after the threat was investigated, nothing was found, and the school remained open. So, DeShawn personally greeted students and about fifty others joined him.

When students arrived at John Muir Elementary School, they were greeted with cheers and high-fives while drums played in the background. Black men showed up because they wanted to counter the perception students have about education and race. Inside the school, staff wore shirts that said "Black Lives Matter We Stand Together."Julie Trout, the art teacher, designed the shirts. Teachers' lessons for the day were focused on racial justice.

​Social Equality Educators (SEE), a group within the Seattle teachers union, decided October 19th would be "Black Lives Matter At School Day." They'd wear Black Lives Matter shirts to school, created a second design with "#Say Her Name," and educators picked from several options. Parent Teacher Associations made buttons and stickers for teachers and students to wear. This attracted national news, which spread to Philadelphia, where the Racial Justice & Organizing Committee of the Caucus of Working Educators was inspired to plan a similar action.

We envision a nation in which we live in authentic and conscious relationship with ourselves, each other, and the lands we occupy with the least amount of harm and violence, in which we are unapologetically Black and collectively love and care for one another as extended intergenerational families. To achieve safety, equity, and liberation for all Black lives, we attend to systems and networks of care to make the domination, erasure, and dehumanization of Black life obsolete. ​

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National coalition organizing for racial justice in education.

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Laleña Garcia and Caryn Davidson, author and illustrator of What We Believe: A Black Lives Matter Principles Activity Book

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Webinar: Black Lives Matter in the Classroom

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Eleven-year-old Jolia Bossette on being a Black kid in America.

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What Black Lives Matter means to an 11-year-old

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Addressing common questions kids might have about the Black Lives Matter protests in response to the death of George Floyd and other Black Americans.

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We are pleased to have guest editor Katie Schaffer's help in addressing this sensitive and timely issue. Katie brings extensive knowledge and insight regarding gender issues to this column.

Four-year-old Michael usually comes to school in jeans and a T-shirt but always goes to the dress-up area as soon as he arrives and puts on a dress or skirt.

On the day his mother was volunteering in the classroom, he walked in and immediately put on a ballerina skirt and sparkly shoes. She firmly told him to take them off and instead put on the firefighter's hat and boots, try on the cowboy hat, or do "something that boys do." Michael complied with his mother's demand but soon left the dramatic play area.

When the children went outside to play, Michael's mother told Ana, Michael's teacher, that he consistently plays female roles at home and shows little interest in toys and activities typically associated with boys. She and her husband were very concerned about his behavior, and she asked Ana not to allow Michael to play with any "girl stuff" at school.

Ana also has observed that Michael strongly prefers playing with girls and chooses activities that are stereotypically feminine, like having tea parties and wearing dress-up clothes that have lots of ribbons and sequins. He also frequently tells the other children that he is really a girl and that he wants to be called "Michelle."

Ana knows that some children begin to persistently identify with a gender different from their assigned sex at a very young age (Ehrensaft 2011; Fox 2015). (See "Glossary of Terms" for definitions of words and phrases used in this column.) She is also aware that the NAEYC Code of Ethical Conduct strongly supports maintaining close, collaborative relationships with families and respecting their child-rearing and cultural preferences. What is her most ethical response?

Responding to the issue

This scenario is similar to the one described in the Focus on Ethics column "Don't Let My Son Dress Up as a Girl!" in the September 2017 issue of Young Children. In both cases, there is a conflict between a family's request that its son not be allowed to engage in stereotypically feminine activities in school and a teacher's belief that it is best for children to be encouraged to choose the activities that are most meaningful to them.

Our role as educators is to create a safe and reflective space for children to develop their identities and to counterbalance gender stereotypes.

Despite the similarities, there are some important differences between these two scenarios. Like Victor (the child described in the September 2017 column), many boys are fascinated by glittery clothing and enjoy playing a variety of roles-including feminine ones-in the dramatic play area. Michael's interest in "girl stuff," however, is not limited to playing with clothes and roles. Michael consistently gravitates to female-assigned pursuits, identifies as a girl, and asks to be called by a girl's name. These are examples of how Michael's gender expression (how a person shows their gender to the world through external choices) is currently gender nonconforming (it does not follow prevailing cultural and social expectations about what is appropriate for their gender). Michael may be-or ultimately identify as- trans or transgender (a person whose gender identity is different from the sex assigned at birth).

While there is nothing new about gender nonconforming behavior in early childhood settings, advice for how educators can best handle conflicting perspectives has been scarce or absent, and resources to help teachers work with children and their families on this issue have not been readily available (Kilman 2013).

As in previous columns, we will use the process described in Ethics and the Early Childhood Educator (Feeney & Freeman 2018) to systematically apply the NAEYC Code of Ethical Conduct (2011) to this situation. We will then consider the unique challenges presented by this case and explore some resources that might be helpful to teachers and administrators who are working with children like Michael and their families.

Our analysis is informed by contributions from students in the ECE 200, The Professional in Early Childhood Education, class at Portland Community College in Portland, Oregon; participants at the June 2018 NAEYC Professional Learning Institute in Austin, Texas; Briel Schmitz, head of Spruce Street School in Seattle, Washington; and Rabbi Meir Muller, assistant professor of early childhood education at the University of South Carolina and head of Cutler Jewish Day School in Columbia, South Carolina. We thank them for contributing to this analysis.

We begin with the first two steps of the process we use to address a workplace issue.

Identify the problem and determine if it involves ethics

This situation involves ethics because Ana must decide the right course of action to support a gender nonconforming or trans child and the child's concerned family.

Determine if it is an ethical responsibility or an ethical dilemma

While we noticed similarities between Michael and Victor (from our 2017 column), we came to appreciate that Ana faced a more challenging situation than Victor's teacher. She needed to respect Michael's preferences while working effectively and sensitively with his parents.

After presenting the scenario to two groups of early childhood educators and doing some research and reflection, we came to the conclusion that Ana is facing an ethical responsibility (a situation with just one morally justified course of action), not an ethical dilemma (a situation for which there is more than one possible resolution, which can be justified in moral terms). Because we consider it an ethical responsibility to respect children's gender self-determination, we will refer to Michael using her chosen name, Michelle, and chosen gender pronouns, she/her, for the remainder of the article.

Assigned sex: The label given at birth-usually male or female-based on a variety of factors (usually genitalia, but sometimes also hormones and chromosomes). The term assigned at birth acknowledges that someone (often a doctor) is making a decision but there is far more biological, anatomical, and chromosomal variation than captured by the binary labels of male and female.

Gender: A social construct that categorizes and labels societal and cultural expectations (i.e., gender norms) for how people of different assigned sexes (and thus assigned genders) are supposed to act. Gender varies over time and from place to place.

Gender identity: How a person self-identifies their gender, which may include man, woman, genderqueer, or other gender identities. A person's understanding of their gender identity can begin as early as age 2.

Gender expression: The way in which a person expresses their gender identity, typically through their appearance, affect, behavior, and activities.

Gender nonconforming: A term to describe a person whose behavior or appearance does not follow prevailing cultural and social expectations about what is appropriate to their assigned gender (and thus assigned sex). Some people who position their gender outside of a man/woman binary describe their gender as gender nonconforming or genderqueer.

Trans or transgender: A self-identification of a person whose gender identity differs from their assigned sex. For example, someone who was assigned female at birth but identifies as male might use the term transman.

Cis or cisgender: A person whose gender identity is the same as their assigned sex. For example, if the doctor said "It's a boy," and the child continues to identify as a boy/man, then he is cis or a cisman. People who are not trans are, therefore, cis.

Queer: A term that allows individuals to avoid the rigid categorization of straight and gay, and can indicate an attraction to people of many genders. For some, queer is also a political statement, expressing rejection of binary thinking and asserting that sexual orientation and gender identity are complex and potentially fluid. Although historically a derogatory term, queer has been reclaimed by many communities to have a positive connotation.

Sexuality: Sexuality is not just about sex. It is about individuals' bodies, genders, feelings, relationships, and ways of experiencing intimacy. In this context, children's healthy sexual development involves learning about their bodies, feelings, and relationships. Sexuality can also refer to sexual feelings, thoughts, attractions, and preferences. Sexual orientation often refers to whom we are sexually attracted. Some common terms for sexuality include bi (or bisexual), gay, straight, and queer.

Guidance from the NAEYC Code

Let's look at the guidance the NAEYC Code provides for this decision.

The groups who discussed this situation both concluded that they could not justify forbidding a child to behave in ways that express her strongly held sense of self and that, therefore, they could not comply with this family's request to keep her from activities associated with girls or femininity. They agreed that Ana's primary responsibility was to Michelle, and that she needed to honor Michelle's ways of expressing her identity. The groups also emphasized the importance of Ana listening carefully to the family's concerns and treating them with understanding and respect.

Some noted that Ana might feel she lacks the expertise to respond confidently to this situation. They recommended that she work closely with her director and seek out other knowledgeable professionals. Together, they could help her prepare to share information about young children's developing gender identity with Michelle's family, helping them understand their child's request to be identified as a girl and to engage in play that she finds meaningful. For suggestions on how to engage families and respond to some of their concerns, see "Practical Guidance for Teachers: Supporting the Families of Gender Nonconforming Children". It would also be important that Ana and the director work with the program's other teachers and families to help them accept Michelle's gender identity with kindness and understanding.

The Code's Core Values, Ideals, and Principles

Respondents to this case found that the Code's Core Values, Ideals, and Principles offered guidance that would help Ana address this family's concerns. They noted, in particular, educators' responsibilities to children and the importance of nurturing positive relationships with families. The following excerpts from the Code are those most applicable to this situation.

Core Values

Base our work on knowledge of how children develop and learn

Appreciate and support the bond between the child and family

Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague)

Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect

I-1.2 -To base program practices upon current knowledge and research in the field of early childhood education, child development, and related disciplines, as well as on particular knowledge of each child.

I-1.3 -To recognize and respect the unique qualities, abilities, and potential of each child.

I-1.5 -To create and maintain safe and healthy settings that foster children's social, emotional, cognitive, and physical development and that respect their dignity and their contributions.

I-2.2 -To develop relationships of mutual trust and create partnerships with the families we serve.

I-2.5 -To respect the dignity and preferences of each family and to make an effort to learn about its structure, culture, language, customs, and beliefs.

I-2.6 -To acknowledge families' childrearing values and their right to make decisions for their children.

I-2.8 -To help family members enhance their understanding of their children . . . and support family members in the continuing development of their skills as parents.

Principles

P-1.1-Above all, we shall not harm children. We shall not participate in practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to children. This principle has precedence over all others in this Code.

P-1.4 -We shall use two-way communications to involve all those with relevant knowledge (including families and staff) in decisions concerning a

child, as appropriate, ensuring confidentiality of sensitive information.

P-2.4 -We shall ensure that the family is involved in significant decisions affecting their child.

P-2.6 -As families share information with us about their children and families, we shall ensure that families' input is an important contribution to the planning and implementation of the program.

The Code offers strong justification for a teacher to base her actions on the needs of the child and for honoring the family's childrearing values and agreeing to their request. However, the Code also points educators toward putting the wellbeing of the child above all other concerns. P-1.1 takes precedence over all other items in the Code and supports Ana's decision to place the highest priority on the best interests of the child.

Guidance for the director

These items from the Code's Supplement for Program Administrators (2011) provide additional guidance for the director who is helping Ana address this issue:

P-1.1-We shall place the welfare and safety of children above other obligations (for example, to families, program personnel, employing agency, community). This item takes precedence over all others in this Supplement.

I-2.2 -To serve as a resource for families by providing information and referrals to services in the larger community.

P-2.10 -We shall respond to families' requests to the extent that the requests are congruent with program philosophy, standards of good practice, and the resources of the program. We shall not honor any request that puts a child in a situation that would create physical or emotional harm. In such instances, we shall communicate with the family the reason(s) why the request was not honored and work toward an alternative solution.

Reflecting on the case

Gender curiosity in children is not a recent phenomenon. Young children have always engaged in various forms of gender play, exploration, and identification. However, in recent years there has been greater recognition of the range of ways that individuals can express their gender identity and significantly more representation of trans people and communities in mainstream media. While this has opened up space for conversations about gender nonconforming and trans-identified children, some adults (including some educators, parents, grandparents) still attempt to stop the behavior (as in the case of Michelle's parents) or attempt to rigidly categorize the behavior (assuming they can predict the child's ultimate identity).

It is important to note that in US society today, children who are assigned male at birth receive more intense gender scrutiny than children who are assigned female at birth. For instance, girls are often encouraged by their parents to explore and participate in games traditionally associated with boys. These children are often celebrated as "strong" and "independent." However, when boys express interests in activities associated with girls, they are typically reprimanded, ostracized, or identified as problematic. This double standard stems from a culture that often demeans behavior associated with women and femininity.

This case warrants particularly careful consideration because of the potential lifelong consequences of respecting or refusing to respect Michelle's view of herself. It is important that the adults in Michelle's life be willing to honor who she says she is. Denying children the opportunity to express themselves by forcing them to accept adults' views of gender-appropriate behavior is likely to damage relationships and the children's sense of self, in addition to making their lives more difficult.

Teachers working with families who are concerned about how their children are expressing their gender identity need to be flexible and well prepared. It may be helpful to refresh their knowledge of child development, specifically identity development as it relates to concepts of gender. Gender is varied and dynamic. All of us express our gender differently over the course of our lives; children should be encouraged and supported to play, explore, and define the gender that feels right to them at the time (without an expectation of day-to-day or month-to-month consistency). Our role as educators is to create a safe and reflective space for children to develop their interests and identities and to counterbalance pervasive gender stereotypes.

Flexibility and preparation are also essential for supporting families. The most important thing that a teacher or director can do with families is listen carefully and try to understand their concerns. Some families may be worried about their children's future school experiences during their middle childhood and teen years. They may be seeking assurance that their children will be safe, happy, and well adjusted. Other families may be interested in knowing if there is research that indicates that a transgender child can grow into a confident and well-adjusted adult. Families with strong religious or cultural beliefs that do not support gender nonconformity need to feel that their perspectives are being heard.

Teachers also need to have appropriate resources in mind for families, knowing that different families will be best supported in different ways. Some will be interested in reading scientific literature; others may just need someone to listen to and reassure them. At times, it may be appropriate to refer the family to a community resource person who is skilled in addressing questions of gender and sexual expression.

It may be helpful to remind family members that the ultimate goal is preserving their positive long-term relationships with their child. By sharing current information on child development, teachers may point out that there are things about the child that the family can neither change nor control. While they can't change their child's gender identity, they do have the power to strengthen the relationship by being loving and supportive no matter how their child self-identifies. (For more specifics to help you work effectively with families, see pages 91-93.)

As we pointed out in our September 2017 column about a father's disapproval of his son dressing up in girl's clothing, many child-rearing values are strongly rooted in families' cultural beliefs. Sensitive teachers must carefully balance their responsibilities to children and to their families-this can be particularly challenging when working with groups that have strong positions about appropriate gender roles. Additional challenges arise when a child's gender preference is at odds with their family culture and values. Those situations will call for exceptional cultural navigation skills and, most likely, additional support from experts and organizations in the community. We anticipate that this topic will continue to be addressed in early childhood education.

As a teacher, you have the ability to make the world a better place for children who are gender nonconforming, are gender creative, or identify as trans. One place to start is with an inclusive classroom that supports a variety of gender expressions and avoids perpetuating harmful gender stereotypes. There are simple ways to make classrooms more inclusive, like avoiding consistently dividing children into groups by gender. For example, think about how you call children to the door. Instead of calling boys, then girls, to line up at the door, you might ask children wearing red, then blue, then green, to get ready to go outside. You can incorporate pictures, books, and dress-up materials that avoid gender stereotypes into the classroom. And you can help children move beyond traditional gender roles by encouraging girls to pretend they are firefighters and boys to role-play as nurses. If possible, make your restrooms available to all genders. Respond to children's fears, teach children to stand up for themselves if teased for their gender expressions, and validate their gender identities as they choose to express them. Strive to help all the children and adults in your program embrace a more inclusive, less restrictive view of gender.

Resources for Teachers and Families

Books and articles for adults

Gender Born, Gender Made: Raising Healthy Gender-Nonconforming Children. Diane Ehrensaft (2011). This developmental and clinical psychologist provides clear advice about supporting children who do not conform to society's narrowly defined gender categories.

The Transgender Child: A Handbook for Families and Professionals. Stephanie Brill & Rachel Pepper (2008). A comprehensive resource with information to help adults guide gender-variant and transgender children.

This Is How It Always Is: A Novel. Laurie Frankel (2017). A family's journey of learning and acceptance begins when their 3-year-old son announces that he wants to be a girl when he grows up.

"Tate and the Pink Coat: Exploring Gender and Enacting Anti-Bias Principles." Janice Kroeger, Abigail E. Recker, and Alexandra C. Gunn. 2019. This article presents current research on the importance of gender inclusivity in early childhood classrooms and offers practical tips to help teachers support children's explorations of gender. NAEYC.org/resources/pubs/yc/mar2019/exploring-gender-enacting-anti-bias

Gender Spectrum. This website has links to resources that help programs create gender-sensitive and inclusive environments for all children. Includes resources for children, families, and teachers, and training materials addressing a wide range of topics. www.genderspectrum.org

Teaching Tolerance. This website contains resources for educators committed to diversity, equity, and justice, including classroom and professional development materials focused on race and ethnicity, religion, ability, class, immigration, gender and sexual identity, bullying, and bias. www.tolerance.org/topics

Gender Justice in Early Childhood. This website focuses specifically on young children and offers resources and links to help educators consider their language, teaching practices, and programs from a gender justice perspective.
www.genderjusticeinearlychildhood.com

The Boy & the Bindi, by Vivek Shraya, illus. by Rajni Perera (2016). (Ages 4-8) A 5 year-old South Asian boy is fascinated with his mother's bindi, the colored dot commonly worn in the middle of Hindu women's foreheads. He wants to have one of his own. His mother agrees and teaches him about its cultural significance.

Elena's Serenade, by Campbell Gleeson (2014). (Ages 3-8) A young Mexican girl admires her father's glassblowing and wants to follow in his footsteps. However, pointing to her size and gender, he disapproves of her aspirations. She disguises herself as a boy to learn the craft and ultimately changes her father's views. Told in both English and Spanish, the story explores the limiting nature of gender roles and the power of children to challenge adult thinking.

Introducing Teddy, by Jessica Walton, illus. by Dougal MacPherson (2016). (Ages 3-6) Errol and his teddy bear, Thomas, are best friends who do everything together. One day, Thomas tells Errol, "In my heart, I've always known that I'm a girl teddy, not a boy teddy." Errol replies, "I don't care if you're a girl teddy or a boy teddy! What matters is that you are my friend."

Julián Is a Mermaid, by Jessica Love (2018). (Ages 4-8) Inspired by women he sees on the subway who are colorfully dressed as mermaids, Julián dresses up like a mermaid when he gets home. He worries about how his grandmother will respond, but she celebrates his transformation.

My Princess Boy, by Cheryl Kilodavis, illus. by Suzanne DeSimone (2009). (Ages 4-8) This story is told from the perspective of the mother of a 4-year-old boy who likes to wear dresses and enjoys things that typically appeal to girls.

Sparkle Boy, by Lesléa Newman, illus. by Maria Mola (2017). (Ages 4-8) Casey loves blocks, puzzles, and his dump truck, but he also wants to try out the shimmer skirt, glittery nails, and bracelets his sister and his grandmother wear. The adults in his life support his choices, but he worries when older boys tease him.

Photographs: © Getty Images

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Focus On Ethics: Gender Expression and Identity

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Our role as educators is to create a safe and reflective space for children to develop their identities and to counterbalance gender stereotypes.

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I Know My People Are Strong: Black Lives Matter At School

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BLM at School is committed to teaching truthful histories and amassing the powerful practices, creative tools, and key strategies by which past, present, and future generations can advance the struggle of Black liberation. This summer, we renewed our curriculum work to create a more process-oriented, dialogic, secure, and empowering space for curriculum and community-building. This all-volunteer effort to map, index, and ensure continued wide access to identity-affirming, justice-oriented educational materials across the lifespan is more necessary than ever.

DONATE TO SUPPORT OUR MOVEMENT TO RECLAIM OUR CLASSROOMS AS INCUBATORS FOR INCLUSIVITY, EQUITY, & JUSTICE.

We are grateful for all of the contributions from educators and organizers from around the country who worked collaboratively to curate a variety of classroom resources for every age group. These resources are all free of charge and meant to be shared and used. The goal of these lessons and activities is to challenge racism and oppression and providing students with the vocabulary and tools needed to take action. If you are interested in joining the team please click here and email Chris Rogers.

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National coalition organizing for racial justice in education.

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Virtual Curriculum Fair: Black Lives Matter at School 2022
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Black Women Organize: From the International Council of the Women of the Darker Races of the World, to STAR, and the Combahee River Collective
By Lizzie McCord
Dr. Alana Murray and Tiferet Ani shared resources for teaching about Black women's activism during the 2021 Black Lives Matter at School Week of Action Curriculum Fair. They began the session by sharing some historical context for Black women's organizing, giving special consideration to the work of the Combahee River Collective and Marsha P. Johnson of STAR.

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Black Lives Matter at School - News - D.C. Area Educators for Social Justice

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Virtual Curriculum Fair: Black Lives Matter at School 2022 On Saturday, January 22, 2022 Teaching for Change will host a virtual curriculum fair featuring workshops, a keynote speaker, and time for educators to learn more about the Black Lives Matter at School Week of Action, taking place January 31-February 4, 2022.

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Teaching for Change Offers Workshop at National African American Museum of History and Culture
By Cierra Kaler-Jones

In 2013, then 12-year old Vanessa VanDyke was threatened that she would be expelled unless she cut her natural hair because it was regarded as a "distraction" by administrators. In 2017, sisters Mya and Deanna Cook were told if they did not get rid of their braids, they would be removed from extracurricular activities, banned from prom, and given detention. In 2018, Drew Johnson was publicly forced to cut his locs in order to participate in a wrestling tournament or forfeit his match. In classrooms and schools across the country, we have also seen posted signs that designated which hairstyles were deemed appropriate and which were not, many of those hairstyles traditionally worn by people of color.

In light of these and other incidents, Teaching for Change's D.C. Area Educators for Social Justice, Communities for Just Schools Fund, and the Early Childhood Initiative at the National Museum of African American History and Culture offered a workshop on hair representation in children's books on November 2, 2019. The workshop was designed and facilitated by myself and Teaching for Change Coordinator of Teacher Engagement and Professional Development Rosalie Reyes.

More than 25 educators, administrators, and education advocates from across the D.C. metro area participated in a two-hour workshop around the historical and sociopolitical context of hair, selecting children's books on hair, and how to highlight these lessons and conversations in the classroom. To build community and to encourage networking between attendees, we opened the workshop with a story fortune icebreaker activity. Each attendee received a slip of paper with a prompt that they would then have to share with a partner. A few story fortune prompts included: my favorite hairstyle, why I am interested in children's literature, and a teacher or book that helped me rethink issues of race, gender, or class.

After participants spent some time learning more about one another, we introduced the first lesson. We adapted Bill Bigelow's The Color Line into The Hair Line, to predict and discuss policies, practices, and symbolism around hair. Through the lesson, participants analyzed the ways that hair has been used throughout history to make a statement, tell a story, and to control and create racial hierarchy through messages of inferiority/superiority. Groups then had an opportunity to predict and share examples in smaller conversations, later reviewing another worksheet, which detailed multiple examples throughout history. We moved from grounding ourselves in the historical context to thinking about how the pervasiveness of hair policies, and in some cases, the lack thereof, contribute to current practices in schools.

One example that inspired deep group discussion was about the findings from the National Women's Law Center's report on D.C. codes. The study found that 68 percent of D.C. public high schools that publish their dress codes online ban headwraps or hair scarves. A few school dress codes local to the D.C. metro area have policies, such as "No hats, hair rollers or curlers are allowed during the school day or at school-sponsored activities," and "Headwear is not permitted. This includes but is not limited to hats, visors, bandannas, scarves, bonnets, and hoods. (Exceptions may be granted based on religious and medical reasons with proper verification)." This sparked conversation about how those policies have been ingrained in our practices in the classroom. The topic also inspired questions about how we find balance between honoring students' expression and abiding by safety regulations that are set forth by school districts and school boards.

After situating and emphasizing the importance of grappling with the historical and sociopolitical context of hair, we discussed current examples that show the power of representation in children's literature. One of the examples we highlighted was Matthew Cherry's Hair Love, illustrated by Vashti Harrison. This sweet tale shares the story of Zuri, who is trying to figure out what to do with her hair for a special occasion. With her dad's help, they figure out the perfect solution after a few challenges along the way. We showed the short animated film clip, adapted from the book, alongside the below reaction from a child that sees an image of themselves reflected in the pages of the book. This illustrates the power, beauty, and magic of representation.

Using the book and clip as tools to spark an introductory conversation with early childhood and elementary students, we also encouraged educators to pose questions with students such as,

Do you have someone who does your hair?
Was there a time you did your hair really special?
What is your favorite thing about your hair?

Representatives from Curlanista were also in attendance and they graciously detailed the origin story of the company and talked about the company's founder, Lexi P., who launched the CURLANISTAS BO$$ Network, a youth entrepreneurial program. Dannika Stith-Bowers, an educator herself, brought her three daughters, Layla, Logan, and Leah, to talk about representation and the importance of being able to see themselves reflected in hair care products and books. Stith-Bowers encourages her daughters to select hairstyles they like and they will often point out pictures in books to show how they would like their hair. Each of the girls hugged a book as they sat in front of the room - one a Curlanista coloring book that featured a number of natural styles and textures, another one a notebook to showcase her exquisite drawings, and the other a detailed journal. As Stith-Bowers described each of the girls' different styles for how they like to wear their hair, she also offered a meaningful note,

When my daughter goes to school and isn't happy with her outfit or her hair that day, her teacher talks to her and affirms that she is beautiful just the way she is.

Children's books offer a dynamic and influential mirror for them to feel affirmed, celebrated, and appreciated. One way that the affirmation of hair can show up in a lesson is through reader's theatre, another lesson we shared with the group. Using some guiding questions created by Roving Readers, we asked some pre-reading questions, including,

Why do you love your hair?
How does it feel when someone is doing your hair or when you get a haircut?

After that, we had attendees break into small groups and asked them to select three pages of the book I Love My Hair! to act out to the larger group. This reader's theatre lesson can be adapted for different age groups in a number of ways. For example, for the youngest readers, educators or family members can read to them and have them act out each page. For older readers, they can read the book and either create a new scene to act out or write a related scene about their own experiences if this is something they would like to share. After reading the book, we followed up with some additional questions and statements, including,

Why do you think Keyana loved her hair?
What can you do with your hair?
Now everyone say I LOVE MY HAIR!

Opportunities to not only see different types and textures of hair represented in classroom content, but to also engage in discussion with students about their own hair practices helps to break down the barriers that 'others' hair that has historically been missing from mainstream media. Carefully selecting children's books can play a significant and powerful role in helping shape young children's perspectives about themselves and about others. Through read-alouds, role play, discussion, and other activities, children begin to build empathy and also a sense of confidence in their ability to understand and honor others' experiences. Interacting with children's books helps students with different learning styles comprehend and celebrate all dimensions of human difference, such as engaging with pictures as visual learners, listening as auditory learners, acting out the characters as kinesthetic learners, or talking through their thoughts as verbal learners.

We ended the workshop by giving participants an opportunity to look through some of the children's books on hair we curated and compiled. Some of the books included Crown: An Ode to the Fresh Cut, I Am Not a Number, My Hair is a Garden, and Bad Hair Does Not Exist! Pelo Male No Existe! Each participant received a guiding questions resource sheet for selecting children's books on hair. The resource sheet provided guiding questions and tips for critical selection. Some of the guidance included,

Check the illustrations. What hair textures and styles are missing or invisible? How are you able to supplement those conversations when reading books with children?

Consider how the books might affect children's self and social identity. Then selecting children's books on hair, does your collection incorporate or include different ethnicities? For example, are Afro-Latinx communities, indigenous communities, or communities that cover their hair represented in the text?

The time to explore the books also created space for educators to get together and share their expertise in discussing how they would incorporate some of these books into their classes or turn the book into a lesson, using some of the framework from the reader's theatre as a starting point.

Attendees shared their thoughts about what they learned during the workshop,

I realized how much there is to explore about hair. It is so complex, historically and currently. Literature is such a great starting point for the conversation.

Loved guiding questions and history handouts. Appreciated all of the books to peruse. I liked the intersectionality lens (gender, faith, etc.)

The resources were wonderful. I hadn't thought about all of the laws and policies around hair. The sample lessons / questions were good. Thank you.

I think the most important thing I gained from today was the opportunity to reflect on my experience with hair, the experience of others, and the historical experience in regard to hair representation.

Through discussion and interactive lessons and activities, this workshop extended the national conversation about what it means to affirm, celebrate, and honor different types and textures of hair, namely natural hair, while providing a historical context to ground our teaching and learning.

The team is based in Washington, D.C. and the presenters are available to present at conferences, for professional development, or for teacher education courses. If interested, please contact Cierra Kaler-Jones at ckalerjones@cjsfund.org.

VIEW MORE PHOTOS FROM EVENT

Cierra Kaler-Jones is the Education Anew Fellow with Communities for Just Schools Fund and Teaching for Change. She is also a Ph.D. candidate at University of Maryland, College Park studying minority and urban education.

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Hair Representation in Children's Literature - D.C. Area Educators for Social Justice

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By Cierra Kaler-Jones In 2013, then 12-year old Vanessa VanDyke was threatened that she would be expelled unless she cut her natural hair because it was regarded as a "distraction" by administrators. In 2017, sisters Mya and Deanna Cook were told if they did not get rid of their braids, they would be removed from extracurricular activities, banned from prom, and given detention.

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The One World posters featured in Learning for Justice magazine are a reader favorite, which is why we’re making them available for download.

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Emmy is a 6-year-old Black girl who knows she's beautiful and smart. Yet, she doesn't know how others see her and, more broadly, what it means to be a Black girl in the United States. As we reflect on the injustice involved in anti-Black police violence, we acknowledge how such events can add traumatic stress for Black girls. Perhaps like other Black girls who hear their families lamenting over national race issues and worrying for their children, Emmy, too, was saddened, anxious and concerned when she heard that police officers shot and killed Breonna Taylor and, more recently, 16-year-old Ma'Khia Bryant. To better support Black girls who may experience heightened levels of psychosocial stress inside and outside of schools, we urge educators to authentically engage with Black girls and their families and caregivers.

In our work together at Rowan University, we-Latino professor Adam Alvarez and Black woman doctoral student Eshe Price-often share our collective observations, experiences and ideas for improving conditions for youth of color. Being parents of color and former K-12 teachers, we approach the intersection of race, trauma and education with a sense of intimacy. We have witnessed firsthand the racialized wounds that occur in school settings, particularly for Black girls like Emmy, Eshe's daughter.

For Black girls, who are often viewed as less innocent than their white peers, common trauma-based responses like withdrawal, isolation, depression, irritability, aggression or risky behaviors tend to be criminalized. Consequently, their responses to social and economic issues over which they have no control are more harshly punished. In the process, many of their bodies are violated by agents of the state. Many Black girls are pushed out of school, funneled into the justice system and struggle with high levels of cascading stress. This is why the combined support of educators, families and caregivers is crucial.

Doing More for Black Girls

There are certainly major systemic changes that need to occur, yet individual educators, staff members and administrators can intentionally support Black girls in school settings. They can learn to become authentically engaged and nurture Black girls, rather than rely on trauma resources that may not offer critical insight. We share seven recommendations collated from Black parents we have spoken with in our work and everyday lives.

Center empathy and love.

Engaging with Black girls' families and caregivers inside and outside of school will require more empathy. Empathy is essential for sharing hurts and joys with Black people. We also need more love. Love must be foundational for bridging the us/them mentality we see in many schools and throughout society. Demonstrating love and empathy will mean centering Black girls' feelings of belongingness and success in school. Engaging in collective struggles with school faculty around issues of justice from a place of love and empathy may be the most essential way to support Black girls.

Do some introspective work.

Building the kind of school culture that will prioritize Black girls' perspectives and sense of well-being requires educators and administrators to do some introspective work. What could you do to better honor the lived experiences and wealth of knowledge that your Black girl students bring with them into the classroom? Exploring aspects of identity, culture and privilege are vital for understanding the nature of conflicts inside and outside of school settings. These reflective steps may be important to develop more progressive movements and quality support for Black girls. After doing introspective work, educators can better understand what drives some Black girls' high levels of stress and even traumatic experiences within school.

Listen to Black girls.

Emmy's parents suggest that educators and administrators simply listen to Black girls. They encourage cultivating brave spaces where Black girls can share, process, develop a critique of the world and explore ways to resist structural oppression in their lives, schools and communities. This is vital because, sadly, there are too many stories of Black girls being the targets of race-based school bullying. As students return to school, Black girls may continue to be harassed virtually. Listening to Black girls is an important start and can lay a foundation for powerful anti-racist work.

Invite Black parents and caregivers to share.

Schools can invite Black parents and caregivers to share their ideas and experiences within the school and community to better understand how to improve school connectedness. When youth feel connected to caregivers and their schools, they experience significantly fewer reports of trauma and depressive symptoms. If schools can learn from families and caregivers how best to connect, they can enhance their effectiveness in supporting Black girls. Schools should vary their approaches to connecting with Black families. Think about what you do to involve your students' families. A survey may be fine in some cases; whereas, in other cases, panel discussions or town hall meetings could be more insightful.

Engage with Black families and caregivers beyond school walls.

Engaging with Black families and caregivers outside of school goes a long way. In Emmy's school district, the superintendent attended a peaceful protest led by several Black girls. This act of engagement with Black youth and families fostered a dialogue that generated a change in the curriculum to include African American history and social justice content. For school faculty and staff, the work of supporting Black girls extends beyond school days and school walls.

Diversify school faculty and staff.

Diversifying school faculty and staff can serve as another way to support Black girls. So much literature shows the benefit of a diverse staff and especially how Black educators can improve achievement for Black students. Black girls and their families want to see themselves represented among school staff who may share similar cultural experiences and ways of knowing. Supporting Black girls means surrounding them, in school, with caring Black people who can identify with and work through their racialized and gendered school experiences. Think of ways you can support more diverse hiring practices. What work needs to be done to ensure that your school and your school district are places that would welcome and support Black teachers and other teachers of color?

Reimagine school policies on discipline.

Reimagining school policies on discipline, zero-tolerance and student codes of conduct will be a critical support for Black girls. Emmy's parents want school policies to protect instead of punish. If Black girls break school rules, it's important that educators investigate the fullness of the context and situation. Policies should not further marginalize Black girls; rather, policies should support them. Find out about model policies that other schools are using that support all students. When you look at your current discipline policy, what policy changes will ensure that all students, especially Black girls, are supported instead of pushed out? Then you can advocate for updating your school's discipline policy.

More is needed from educators and school leaders. With these recommendations, we imagine that Black girls will know that they matter-academically, culturally, socially and emotionally. Girls like Emmy, then, will have the necessary support to resist, heal and learn because of the conditions in their schools, not in spite of them.

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Partnering With Families to Support Black Girls

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Emmy is a 6-year-old Black girl who knows she's beautiful and smart. Yet, she doesn't know how others see her and, more broadly, what it means to be a Black girl in the United States. As we reflect on the injustice involved in anti-Black police violence, we acknowledge how such events can add traumatic stress for Black girls.

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A Guide for Parents and Teachers

Recent eventshave led many parents and teachers to seek out resources to address issues of race and inequality with young children. We share with you here an excerpt from the book Anti-Bias Education for Young Children and Ourselves. The book offers practical guidance to early childhood educators (including parents) for confronting barriers of prejudice, misinformation, and bias about specific aspects of personal and social identity; most importantly, it includes tips for adults and children to respect each other, themselves, and all people. Read more about anti-bias education. Also, see the Movement for Black Lives platform and Teaching Black Lives Matter.
By Louise Derman-Sparks and Julie Olsen Edwards
Adults sometimes ask: Aren't prejudice, discrimination, and anti-bias adult issues? Why bring children into it? In one sense, these are adult issues. Adults have the power to create, to teach, to maintain bias-and to eliminate it. In another sense, because the realities of prejudice and discrimination begin to affect children's development early, it is developmentally appropriate to address them in our work with young children.

Young children need caring adults to help them construct a positive sense of self and a respectful understanding of others. They need adults to help them begin to navigate and resist the harmful impact of prejudice and discrimination. A person's early childhood years lay the foundation for a developmental and experiential journey that continues into adulthood. With appropriate adult guidance, this foundation will be a strong one, providing the base for the next stages of healthy development and the skills a person needs to thrive and succeed in a complex, diverse world.

Anti-bias education is an integral part of the "bricks and mortar" of emotional well-being and social competence, as well as an emotional foundation upon which children fully develop their cognitive capacities. A healthy sense of self requires that children know and like who they are without feeling superior to others. Understanding and liking one's own personal and social identities open up the possibilities of building caring connections with others. Thinking critically about stereotypes, prejudice, and discrimination takes away barriers to comfortable and respectful interactions with a wide range of people and gives children a tool to resist negative messages about their identities. Strong cognitive development is also enhanced when children develop curiosity, openness to multiple perspectives, and critical-thinking skills.

[Below are some topics to explore with your children. Anti-Bias Education for Young Children and Ourselves has strategies, activities and ideas to spark discussion on each of these topics.]

Strategies for learning about physical differences and similarities

Creating a rich anti-bias learning environment sets the stage for discussion and activities about racial and other physical differences and similarities. The richer the environment, the more likely children will ask questions, even in classrooms where the staff and children come from similar racial backgrounds.

In all activities, highlight that physical diversity among people is desirable, and that all colors, shades, and shapes of people are beautiful. Talk about differences in a tone of delight and interest. Create a vocabulary that encourages children to look at themselves and others and admire their sameness and their uniqueness. Just as we do not wait until a child asks questions about how to read before planning how to provide a range of literacy learning opportunities, anti-bias education is the teacher's responsibility, not the child's, to initiate.

Caution-Never single out one specific child when you do activities about the physical characteristics linked to racial identity. Every activity should be about all of the children, as everyone has a racial identity. Moreover, doing activities about all children reinforces that differences and similarities can be found within each racial identity group as well as across groups.

Exploring skin color, hair, and eyes
Children are active observers of physical characteristics. As they become familiar with some of their own features and those of their classmates, help them to have vocabulary and ideas to understand sameness and difference. There are many ways to involve children in discovering similarities and differences among themselves, their teachers, and their families.

Focus on children's confusion about their own skin color
If, when you invite the children to make self-portraits, a child chooses colors that do not correspond to his actual skin, eye, or hair coloring, consider gently encouraging the child to choose the color closest to his skin color.

Expanding awareness of racial similarities and differences
After helping children become aware that the people within their family are alike and different, it is important to expand their knowledge and awareness to groups of people beyond those in the classroom and neighborhood. As children grow, they move into ever wider and more diverse settings, and we want them to be open to and respectful of all kinds of people they may encounter.

Fostering critical thinking and respectful relationships

Positive and accurate learning experiences about human differences and similarities help to give children a foundation for resisting incorrect and harmful messages about themselves and others. Preschoolers are ready to begin thinking critically about the accuracy and fairness of the information and images they encounter. They also have the capacity to use their developing empathy to understand that unfair behavior hurts people and can learn respectful ways of interacting with others. Teachers can use the following strategies to promote young children's development of these understandings and competencies.

Cultivate children's empathy and ways to deal with the hurt of stereotyping. Read books that depict children experiencing unfair treatment based on their racial identity.

Tell persona doll stories about a discriminatory incident between dolls, engaging children's empathy and problem-solving skills.

Intentionally plan activities to counter potential overgeneralizations or existing stereotypes in the children's general environment.

Support children as they demonstrate awareness of stereotyping.

Engage children in group action. It is empowering when we help children take something that is "unfair" into something "fair." Sometimes this involves addressing personal conflict, helping a child speak up for another child. But it is particularly powerful when children act together.

If we want children to thrive in a diverse world and choose to stand up for themselves and others, then we must choose to help young children make sense out of the confusing and often emotionally charged messages they receive about themselves and others. The commitment to support each child to develop pride and self-confidence and deep connections with others calls on us to foster all children's healthy racial identity. When we give children language to discuss their identities in an atmosphere of interest and delight, and the tools for addressing the unfairness they will inevitably encounter, then we know we have helped children construct a strong foundation for the next phases of their lives.

Early Childhood Books for Teaching about Racial Identity
More titles for young children about racial identity.

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Teaching Young Children about Race - Teaching for Change

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A Guide for Parents and Teachers Recent events have led many parents and teachers to seek out resources to address issues of race and inequality with young children. We share with you here an excerpt from the book Anti-Bias Education for Young Children and Ourselves.

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Between Families and Schools: Creating Meaningful Relationships - Teaching for Change

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New Guide Helps Public Schools Better Partner with Families Teaching for Change is pleased to announce a new edition of Between Families and Schools: Building Meaningful Relationships, available for digital download. The publication addresses two key questions facing schools today: “How do we get mo…

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The best selection of multicultural and social justice books for children, young adults, and educators.

Teaching for Change launched socialjusticebooks.org in May of 2017 to identify and promote the best multicultural and social justice children's books.

We offer more than 70 booklists on a variety of themes, a database of critical reviews from See What We See, and recommended articles on multicultural children's literature and critical literacy.

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Social Justice Books - Teaching for Change

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The best selection of multicultural and social justice books for children, young adults, and educators. Teaching for Change launched socialjusticebooks.org in May of 2017 to identify and promote the best multicultural and social justice children's books. We offer more than 70 booklists on a variety of themes, a database of critical reviews from See What We See, and recommended articles on multicultural children's ...

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“Together We Can End Racism: Black Lives Matter” Read Aloud

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Children in Our World: Racism and Intolerance (Literally Cultured Read Aloud)

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Martin Luther King Jr. Portrait | ART FOR KIDS

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Something Happened In Our Town: A Child’s Story About Racial Injustice

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Lee & Low Books is proud to publish a wide selection of children's books focused on the Black and African American experience. Find award-winning books about Black history and culture for young readers of all ages, including picture books, middle grade, and young adult novels. Our collections feature a wide range of genres, including nonfiction biographies of important figures in Black history and culture like Frederick Douglass, Rosa Parks, Wangari Maathai, Paul Robeson, Bob Marley, Zora Neale Hurston, Richard Wright, and many more; page-turning fiction featuring African American main characters; and poetry. Jump in and find the perfect book for every reader!

Want help building your own customized classroom collection? Get in touch with us to build a custom school order.

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Black and African American Children's Books | Lee & Low Books

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Lee & Low Books is proud to publish a wide selection of children's books focused on the Black and African American experience. Find award-winning books about Black history and culture for young readers of all ages, including picture books, middle grade, and young adult novels.

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Let's Make a Black Lives Matter Artwork Inspired by Artist Tijay Mohammed

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Hoda Kotb Talks To Kids About Black Lives Matter And Racism | TODAY

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Hair Love | Oscar®-Winning Short Film (Full) | Sony Pictures Animation

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Kids story- Black Lives Matter A picture book for kids by Shondra M Quarles in Ruthy's Reading room.

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Lupita Nyong'o Reads "Sulwe" | Bookmarks | Netflix Jr

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Karamo Brown Reads "I Am Perfectly Designed" | Bookmarks | Netflix Jr

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'As Fast As Words Could Fly' read by Dulé Hill

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'Trombone Shorty' read by Angela Bassett

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Woke Baby by Mahogany L. Browne read aloud

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Read Aloud: The Colors Of Us By: Karen Katz

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Literature is just one part of fostering positive sense of self and others, say educators at the National Museum of African American History and Culture

smithsonianmag.com

We are nearly two weeks into national and international #BlackLivesMatter protests in response to long-term violence against black bodies in our society. For the Black community and anyone already doing the work of being anti-racist, the travesty of that reality is not surprising when understood as the most recent example of the long history of racism in the United States. Our current understanding of race has evolved with the founding and development of this nation. The construction of race, racism, white supremacist culture and anti-blackness has been embedded in every system and institution from the inception of the United States, making it, as clinical psychologist and race relations expert Beverly Daniel Tatum says, the " smog " we all breathe-including for the children in our lives.

At the Smithsonian's National Museum of African American History and Culture, the education department has been considering how to clear the smog and dismantle racism for the last decade, even before the museum's doors opened in 2016. Most recently we launched a web portal dedicated to " Talking About Race." We decided to share it with the public at this critical moment to encourage people to commit to the lifelong work of being antiracist. The department considers the arc of a person's life from birth until adulthood to understand how racialized identity forms and its impact on the individual's life.

The work of supporting positive racialized identity development and talking about race with children is critical to dismantling racism; it is complex, nuanced and one of the most important things we can do. Much of how children figure out the world, even before they have words, comes from observing and listening. A concrete and powerful way to talk to children about race is activating children's literature, which can be a great tool for sparking discussion with a child. Additionally, children's books can often support adults in explaining concepts by providing visual examples and developmentally appropriate language. For children and teens, books addressing race are most effective when paired with conversation. On their own, books cannot provide children with full lessons on understanding racial identity or racism and will not answer the many questions young children have about skin color or difference.

Starting in a child's infancy, adults can use books to introduce human diversity and establish an environment where it is safe to discuss differences and race. Read together, acknowledge a child's observations about human differences and answer questions. Children and teens are not colorblind. When we talk about race, we honor who children and teens are as learners. A conversation with a caring adult allows children to feel safe and ask questions instead of drawing conclusions about race and racism based on implicit and explicit messaging from the world around them and their own limited knowledge. Reading is a powerful way to nurture a child's sense of curiosity and build a foundation for having bigger conversations about race over time.

Children's literature is just one part of fostering a child's positive sense of self and others and raising an anti-racist and anti-bias child. For additional ideas to support a child's and parent's journey, read " Smithsonian Scholars and Researchers Share Works that Shed Light on the History of U.S. Racism."

The following titles are options to get you started. Links provided take you to Amazon.com, where any purchases made will render a small revenue stream that supports Smithsonian magazine and the Smithsonian Institution.

(Books with * are by authors of color.)

Skin Color

These books introduce children to how and why people look different. Using books with real photographs are best when first introducing your child to racial identities. These selections communicate that skin colors and physical differences do not determine a person's worth or tell us about who the person is on the inside-critical elements of being anti-racist and anti-bias.

Young children are fascinated by faces. Between 3 and 6 months old, children recognize race and look longer at faces that share the same race of their caregivers. This age is a time to celebrate the diversity of humanity and create a healthy, positive emotional framework when discussing identity. When looking at this book with the child in your life, describe what you see, including skin color and facial features that demonstrate the diversity of humanity.

Shades of People, by Shelly Rotner and Sheila M. Kelly

Starting at two, children begin to order, sort and classify to make sense of their world, and their language is rapidly expanding. This book provides clear, concise language to describe the range of skin colors with accompanying photos. Shades of People includes a range of people and settings (beach, park, city) and is a great starter book for conversations about skin color and race.

One introductory way to talk about race is to describe the ways we are different while uplifting the message we are all the same. This bilingual (English/Spanish) book uses the concept of same and different while providing scientifically accurate explanations of how we get our skin color from our ancestors, melanin and the sun.

This book pairs beautiful photographic portraits with clear poetic language describing an array of skin colors, hair textures and eye colors that affirm and celebrate the rich diversity of Black children.

Racism and Being Anti-racist

The following books explore how to be anti-racist. Racism takes several forms and is rooted in anti-blackness and bias against dark skin. Children may hear or see messaging, implicitly and explicitly, in their daily lives that communicate that black or dark things and people are bad, scary or not as good. Thoughts like these impact children of all racial identities and play a role in discrimination and violence towards Black people. Children's literature can help to counter anti-black messages for children.

In our culture, even the words white and black often have positive or negative connotations attached to them. White is often associated with "good," "pure" and "clean," while black is "bad," "dirty" and "evil." Studies show us that children generalize these linguistic connotations to people. This picture book is an example of the kinds of necessary conversations adults must have with children to counter messages of anti-blackness and support understanding of race for children of all racial identities, pride in one's culture and positive self-image development.

Sulwe, by Lupita Nyong'o*

This picture book by actress Lupita Nyong'o follows the story of a child who wishes her dark skin was lighter. Sulwe emphasizes the importance of creating an at-home environment that invites conversations and questions about race. It demonstrates the impact a discussion between a child and a caring adult can have to support positive identity development, self-love and acceptance.

Understanding where racism comes from historically and how racism is a part of the fabric of society's institutions is vital to learning more about it. This knowledge is crucial when taking action to become more anti-racist in your own choices. This book, written in a fast-moving and creative rhythm, is ideal to help teens understand the foundations of racism, especially anti-blackness, and gain an understanding of why we are where we are today.

Learning history and understanding concepts of bias, inclusion and oppression, and the various ways that these realities impact the existence of racism, is a starting point. In order to effect sustained change, we must all do the work. This book speaks to teen and young adults about concrete action steps to move towards living a more anti-racist life.

Protesting

Being anti-racist is a daily practice that is about making choices. As you talk about race and racism, empower your children to see that one choice they can make is how they use their voice. When you join your voice in concert with others to demand change that is called protest. When protests happen we ask ourselves: what are you protesting against, what are you fighting for, how does this align with your values as a family? The following books can supplement your conversations.

"No" is an empowering word for children to learn to express preferences and set boundaries. When we say no, we say what is happening is not okay. This board book introduces famous protests and encourages children to say no to injustice.

This richly illustrated picture book showcases various moments in history where individuals and communities joined their voices to demand change in the United States. From historic examples to contemporary ones, children are exposed to the movements, marches and issues that changed American life. This book provides a great introduction into the long history of how people have used their voice to work for change.

This book inspires conversations around social justice and activism. A collection of poems, the works in this volume offer emotional touchpoints to engage in deep conversation with the children in your life about what it means to work towards justice.

Candra Flanagan is the director of teaching and learning at Smithsonian's National Museum of African American History and Culture. Anna Forgerson Hindley is the museum's director of early childhood education.
In this teen and young adult novel, the protagonist faces a dilemma when she and her best friend are stopped in a seemingly routine traffic stop. The evening takes a surprising turn, and the protagonist finds herself caught between continuing to live her life as she always had or raising her voice to make changes in her community. This book is a great way to open conversation with the teens in your life.

For additional resources, we recommend Social Justice Books led by Teaching for Change, the Conscious Kid and Hereweeeread.

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National Museum of African American History and Culture

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Twelve Books to Help Children Understand Race, Anti-Racism and Protest

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smithsonianmag.com We are nearly two weeks into national and international #BlackLivesMatter protests in response to long-term violence against black bodies in our society. For the Black community and anyone already doing the work of being anti-racist, the travesty of that reality is not surprising when understood as the most recent example of the long history of racism in the United States.

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Grace Byers Reads "I Am Enough" | Bookmarks | Netflix Jr

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Jacqueline Woodson Reads "The Day You Begin" | Bookmarks | Netflix Jr

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Jill Scott Reads "Pretty Brown Face" & "Brown Boy Joy" | Bookmarks | Netflix Jr

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Kendrick Sampson Reads "Antiracist Baby" | Bookmarks | Netflix Jr

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Common Reads "Let's Talk About Race" | Bookmarks | Netflix Jr

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Tiffany Haddish Reads "I Love My Hair" | Bookmarks | Netflix Jr

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Caleb McLaughlin Reads "Crown: An Ode to the Fresh Cut" | Bookmarks | Netflix Jr

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Marley Dias Reads "We March" | Bookmarks | Netflix Jr

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The National Civil Rights Museum will offer its annual Small but Mighty Storytim e series, which thematically focus on peacemaking, kindness, diversity, and creating positive social change. Parents and children engage together for stories and connecting activities or resources.

For more information, contact Dory Lerner, K-12 Museum Educator, at dlerner@civilrightsmuseum.org.

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Small but Mighty Storytime | National Civil Rights Museum

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The National Civil Rights Museum will offer its annual Small but Mighty Storytim e series, which thematically focus on peacemaking, kindness, diversity, and creating positive social change. Parents and children engage together for stories and connecting activities or resources. For more information, contact Dory Lerner, K-12 Museum Educator, at dlerner@civilrightsmuseum.org.

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Kids Meet Former Black Panthers | Kids Meet | HiHo Kids

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Can Kids Change the World? | The Civil Rights Movement

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PBS LEARNING MEDIA | Black History Month | PBS KIDS

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🇺🇸 Inaugural Poet Amanda Gorman reads "Talking Gets Us There" | PBS KIDS Talk About | PBS KIDS

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Sesame Street: Celebrate Black History Month Compilation

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Sesame Street: Happy Black History Month! | Power of We Club

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Learning for Justice is a community education program of the Southern Poverty Law Center (SPLC) that centers civic and political action education for everyone.

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Virtual Curriculum Fair: Black Lives Matter at School 2022
On Saturday, January 22, 2022 Teaching for Change will host a virtual curriculum fair featuring workshops, a keynote speaker, and time for educators to learn more about the Black Lives Matter at School Week of Action, taking place January 31-February 4, 2022.
Teaching the 13 Black Lives Matter Guiding Principles in Early Childhood Classrooms
On February 15, 2021, 36 preservice teachers from Gallaudet University, Kendall Demonstration Elementary School, and the Maryland School for the Deaf, gathered for a virtual workshop presentation titled Teaching about the Black Lives Matter 13 Guiding Principles in Early Childhood Classrooms.
Reflections on the Black Lives Matter at School Week of Action and the Vital Role ECE Anti Bias Group
By Lila Chafe
On the warm Wednesday evening of March 3, 2021, early childhood educators joined the DCAESJ Anti Bias ECE Working Group 's monthly meeting. As they logged on, participants shared memories from years of collective joy and action, preparing for the departure of the working group's coordinator, Rosalie Reyes.
2021 Black Lives Matter at School Virtual Curriculum Fair
On January 30, 2021 Teaching for Change and the Howard University School of Education co-hosted an annual curriculum fair to help educators to learn more about the Black Lives Matter at School Week of Action and Year of Purpose. More than 500 educators from 42 states and the District of Columbia deepened their practice as they learned from the keynote speakers and participated in workshops.
Glen Haven Elementary School: Racial Justice Town Hall
On the evening of Tuesday, February 2nd, nearly 70 participants attended a virtual town hall on racial justice held by Glen Haven Elementary School. This was the third Town Hall for Racial Justice held by the school since June 2021.
Why Black Lives Should Matter to EVERYONE Video
Middle school students from the class of Lia Bengtson and Tarja Lewis at Kendall Demonstration School in D.C. created a video to kick off Black Lives Matter Week of Action at Schools. They challenged viewers to think about why Black lives matter to EVERYONE.
Early Childhood Art Inspired by Cyrus Kabiru's Afrofuturist C-Stunners
Early childhood students at School Within School @ Goding explore Black joy through the Afrofuturist art of Cyrus Kabiru, who creates glasses (he calls c-stunners) out of discarded materials.
Black Women Organize: From the International Council of the Women of the Darker Races of the World, to STAR, and the Combahee River Collective
By Lizzie McCord
Dr. Alana Murray and Tiferet Ani shared resources for teaching about Black women's activism during the 2021 Black Lives Matter at School Week of Action Curriculum Fair. They began the session by sharing some historical context for Black women's organizing, giving special consideration to the work of the Combahee River Collective and Marsha P. Johnson of STAR.

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Black Lives Matter at School - News - D.C. Area Educators for Social Justice

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Virtual Curriculum Fair: Black Lives Matter at School 2022 On Saturday, January 22, 2022 Teaching for Change will host a virtual curriculum fair featuring workshops, a keynote speaker, and time for educators to learn more about the Black Lives Matter at School Week of Action, taking place January 31-February 4, 2022.

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LOS ANGELES UNITED METHODIST MUSEUM OF SOCIAL JUSTICE

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The Black Lives Matter movement is the largest global movement in history and has become part of our everyday lives. It's for this reason Museum intern and Cal State LA student, Evelyn Velez has compiled a list of resources to help families discuss the Black Lives Matter movement and racial justice with their children.

​Here's more about Evelyn.

Hello everyone. My name is Evelyn Velez. I am 21 years old, and I attend California State University, Los Angeles. I am in my fourth year, and planning to graduate in the spring of 2021. I am Mexican American, born and raised here in Los Angeles, California. I am a homebody, meaning I like staying home and watching Netflix or Hulu, so this past quarantine did not bother me at all. I am working with the Museum of Social Justice to spread awareness about the importance of children learning about the Black Lives Matter movement. I will be sharing articles and tips to help families communicate with their children about this matter. If you find any of the information helpful, please don't hesitate to share it with other people. ​

Our hope is that the Black Lives Matter Protest s movie opens the door to challenging and essential conversations at home and in the classroom, as well as inspires action. We understand that these discussions may not be easy, but silence is not an option. Silence allows racism to thrive. Following are some suggestions from Dr. Jean Schlegel Ph.D., a New York-based clinical and school ...

In the United States and many other countries around the world, people are protesting against the mistreatment of Black people, especially by (mostly white) police officers, whose job is to serve and protect them. Hundreds of thousands of people in the US and around the world are going into the streets holding signs and marching to raise awareness of the problems faced by people in the Black community.​​For many decades, Black people have been treated unfairly compared with people of European descent and others. Often they have not been given the same advantages-for instance, not hired for jobs or unfairly harassed.Time and again, Black people have protested this unfair treatment. While there have been some improved changes and accountability in policing, there continue to be many challenges.

​
Then on May 25, a Black man named George Floyd was killed by police officers in Minneapolis, Minnesota. They were arresting him for a relatively minor alleged offense. He did not deserve the treatment he got and he did not deserve to die.

People are talking about some athletes going down on one knee during the American national anthem.
Some people think it's a good idea, and some people think it's a bad idea.

The idea of going down on one knee (known as "taking a knee") started in 2016. That's when American football player Colin Kaepernick took a knee before games during the American national anthem.

​He did it to protest people of colour being treated unfairly by police (in this case, in the United States). For instance, many African Americans may be questioned by police (when they have done nothing wrong) or pulled over when they are driving (again, when they have done nothing wrong).

The Black Lives Matter movement has changed the country and shifted conversations about police, social justice and structural racism.

​Nowhere is the impact as great as it is for Black families, especially those with children. NPR spoke with five couples about how their family conversations have changed and how they try to support and inform their children in the face of police violence and racism.

The cries for racial equality have been heard across the world as thousands of protesters rallied after the death of George Floyd. But at one protest in Missouri, the calls for change were coming from a much younger demographic.

"We are the children, the mighty mighty children. Here to tell you, Black lives matter!" hundreds of children chanted as they marched down neighborhood sidewalks in Kirkwood with their parents on Saturday.

In June 2020, 11-year-old Californian Jolia Bossette decided to use her fifth-grade graduation speech as an occasion to give voice to her thoughts and feelings. In her speech, she reminisced about how she was "the cutest thing," as a toddler, and asked, "But when did I stop being cute and start being scary?"

"Does my dad scare you? Does my mom scare you? Does my auntie scare you? Because let me tell you something: We are not scary."

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Hello everyone. My name is Evelyn Velez. I am 21 years old, and I attend California State University, Los Angeles. I am in my fourth year, and planning to graduate in the spring of 2021. I am Mexican American, born and raised here in Los Angeles, California.

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These vocabulary strategies help students build their comprehension and language skills by using key words from Perspectives texts in their own reading, writing, speaking and listening.

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ABC News takes a look back at the Black Lives Matter movement. The phrase "Black Lives Matter" was born in a Facebook post by Alicia Garza in response to the July 2013 acquittal of George Zimmerman, who fatally shot Martin. The movement emerged as a reaction to the perceived violence and systemic racism by police toward African-American communities.

Families of police brutality, black leaders, and community members gathered at the Barclays Center in Brooklyn, N.Y., Oct. 14, 2020, for a vigil in honor of George Floyd to commemorate his 47th birthday.

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Black Lives Matter: A movement in photos

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ABC News takes a look back at the Black Lives Matter movement. The phrase "Black Lives Matter" was born in a Facebook post by Alicia Garza in response to the July 2013 acquittal of George Zimmerman, who fatally shot Martin. The movement emerged as a reaction to the perceived violence and systemic racism by police toward African-American communities.

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Thursday, February 3 | 6:30 PM | Online The discussion features a group of scholars exploring activism and scholarship of 20th-century Black New York, including Christopher Hayes, The Harlem Uprising: Segregation and Inequality in Postwar New York City; Paula Marie Seniors, Mae Mallory, the Monroe Defense Committee, and World Revolutions: African American Women Radical Activists; Tammy L.

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Black History Month 2023: True Changemakers

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Being listened to helps human beings in profound ways. If listening exchanges are happening regularly, and with fidelity, there will be enough space for students to begin to really share their emotions.

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By Kara Hinderlie

Illustrator: Kesha Bruce

For years, I have struggled to find authentic ways of helping young children - kindergarteners and 1st graders - learn, remember, and appreciate Black history. Come January, the halls of my school are plastered with a variety of Martin Luther King Jr. tributes and artwork that conveniently find their way to being relabeled for February's Black History Month displays - and disappear in time for March's green living tips to save the planet.

But here is what my students need to know: Black is beautiful.

And here is why they need to know it...

Currently, in my predominantly white kindergarten class of 27, I see the few Black boys in my class targeted as the ones who did something wrong, as the kids who are called mean, as the kids who are not named as a friend. I see my one Black girl sad on the playground, or looking for a spot at the table with her white peers, unsure how to make space for herself. They are on the periphery of play, usually the "it" in tag, and it reminds me of my own story: In high school a teacher told us that, in our society, the color black symbolizes bad and evil, and white symbolizes good and pure.

I also remember when I was in a human development college class watching a video clip of children choosing a white baby doll instead of a brown one. I remember a little Black girl in the study saying the brown dolls were not as pretty, and the little white girls saying the brown dolls looked dirty. The video and the study itself made me sad for the little Brown girl I once was, trying to fit in and make friends in school.

One day I came across a stack of books the former librarian volunteer at my elementary school was going to throw out marked "Free books." In it were two copies of Black Is Beautiful. It was published in the '70s by Ann McGovern and made up of black-and-white photos of simple black subjects: a black bird, black jelly beans, black puppies, a black butterfly, a young Black girl in dress-up. The words in the book were written like a free verse poem. I loved the simplicity and took both copies to use in my classroom.

The students listened to me read aloud using a voice of wonderment and adoration - some pages I whispered in reverence. I stopped at the page of the Black girl playing dress-up in her mom's clothes, the only page mentioning black skin being beautiful:

Black lace, black face.
Black is beautiful.

"Do you see her wearing her mama's fancy clothes? So beautiful and fun," I said. When I finished, I asked what they noticed in the book.

"I notice the pictures only had black."

"I notice a black bird."

"I noticed beautiful."

"The horse was black!"

"I noticed the candy!"

"Yeah!" the class responds in a chorus of agreement.

I wrote down what they noticed on chart paper. Then I asked, "What can we add to this Black Is Beautiful book that the author didn't mention?"

"The tire swing!" Timothy said.

"Some people may not see a tire swing as beautiful. How can we convince them it is? I think about how some of you love to push it, and some of you love to ride on the tire swing. Hmm . . . what would some beautiful movement words be that you could say with tire swing?"

"It twirls!"

"It spins around and around!" said Chris, who was now on his knees, having popped up during his share out.

"Oooh! I can't wait to see how you write that!" I popped up too, and smiled.

I moved on, asking for more ideas. I framed their answers in the style and context of the book we read, modeling how to expand their list to sound like a poem. I wrote down their new ideas, and pointed to the ones already mentioned or from the original text: a kitten, a dog, sneakers, a witch.

"I notice the author wrote this like poetry to help us remember how beautiful the things in the book were. What words and descriptions can we add to our ideas to make people see the beauty and goodness of the color black?"

"My dress is soft and cozy," Lori gently patted her black fuzzy skirt, smiling into her own shoulder.

Nadira, who had been gazing away, raised her hand. "Black bird floating in the night sky."

I wrote what they said on the board and asked them to tell a friend three black things they are going to write about in a beautiful way. I know some will only get a picture or a word down while some will fill the page, but I want them all to start by telling someone three things. It gives them a goal and sets the expectation with a starting point.

I sent them off to write their ideas and have "Black is beautiful" written on sentence strips at each writing table for reference. I collected their work, went home, and typed them up.

The next day we reviewed: "Who remembers something that is black and beautiful?"

"Horses!"

"Birds!"

"Sneakers!"

"Rain clouds!"

"Yes!" I said. "Today we are going to look at a different kind of black is beautiful. We know that there are things that are black and beautiful, and people who are Black and beautiful. But it can be a little confusing because is people's skin the color of black paper or a black shirt? No! Black people are all different shades of brown. We just call it black sometimes. Today we are going to write about beautiful Black people and I have a few books to share with you to help give you ideas."

I started off by reading by Langston Hughes.

"Sunshines, I love this book," I told my students. "The words in this book are so simple and so powerful. This book is actually a short poem that was stretched across the pages so the photographs could illustrate each line of the poem. When I read this poem to you, I want you to study the pictures as you hear the words I say. Look at the faces and features of these Black people and notice their beauty. Notice what Langston compares the beauty to. In one place he compares me to the sun! I always feel so great when I read this poem."

The night is beautiful,
So the faces of my people.

The stars are beautiful,
So the eyes of my people.

Beautiful, also, is the sun.
Beautiful, also, are the souls
of my people.

I tell them to listen to ways Langston knows Black- and Brown-skinned people are beautiful. It's a slow book, with only a few words per page, which allows my students to study the sepia-toned photos. Using the same format from the last lesson, we try to translate the idea of black is beautiful to features of Black and Brown people. After I finished the book, I ask the students to tell me about beautiful Black people. "What did Langston say?"

"Beautiful like the sun."

"The stars are beautiful!"

I am explicit when I talk to the students about the metaphor in this poem. It is hard to understand when you are 5 years old and the world is a literal, concrete place. Some do not make the connections I want them to make, they are not thinking about the Black people of the poem but of their metaphors as the thing of beauty. So I make the connection for them and carry them with me through an example.

"Now you understand why I love this poem. Langston compares beautiful people with the sun and stars. Look at this page." I show them the page of an elderly man, face raised and smiling at something unseen to the reader. "When I look at this page, I see joy and happiness. I see lines around his mouth that say he smiles a lot. His skin looks soft to touch. That is why he looks beautiful to me, and I think that's why they chose this picture to go with the word 'also' in the poem. Sometimes we think of beauty one way and then discover, like in this book, there are other ways that we can see beauty!"

I re-read the poem and asked for "Black is beautiful" examples again. This time there are more accurate answers:

"Eyes are beautiful!"

"Brown skin is beautiful."

"Hands are beautiful."

Brandon, a Black boy who often sits quietly as if in meditation, raised his hand. "Souls are beautiful." He looks at me and we smile.

We also read Hair Dance! by Dinah Johnson, another book with photos of Black and Brown kids playing outside. There is so much visual movement in this book; kids are jumping and hair is swinging. This book is special because the children in the book are from our neighborhood, the author is a parent, the kids were previous students in our school. This interests the children and they study the pictures and recognize some of their playground in the artwork. This time around when kids answer what is beautiful, they move their heads as if flipping their own imaginary beaded braids. They are holding their own hair in the air to mimic the pictures they saw while I read the rhythmic words in the book. The resounding agreement is that Black hair is beautiful - and so is jumping! We spend two minutes trying to jump high and fast to get our own hair to dance.

But this time when I sent them to write, they were less confident. Maybe I moved too quickly, or maybe the metaphor was too big of a jump. They stuck pretty close to the examples given in the books: hands, hair, skin. They focused on the metaphor and less on the physical attributes of people as beautiful.

And this was what my students deserve to know: Black is beautiful.

I tell the kids why I think it's important to celebrate Black history. I tell them my story, of learning about history where no one looked like me or my family. "We have Black History Month as a reminder to teachers that there is not much written about all of the things that Black and Brown people have contributed to our lives. When I was a kid, I only learned about the ways white people changed our lives. There were no books or activities in our school that let us know who those Black people were, or how they affected the way we live. I will share inventors and leaders who paved the way, or made an important discovery through diligence and hard work." They seemed intrigued. Some looked surprised, some totally bored. Buy-in to the unknown is hard, so I gave them an example.

Fresh off the heels of a presidential election with an unexpected outcome, where girls were coming in wearing pussycat hats and pant suits, I told the class about Shirley Chisholm.

I then told them mostly about inventors or "real firsts," as opposed to firsts for Black people, because they are the most tangible for young learners to understand. It is a clear, concrete contribution to bettering our daily lives: refrigeration, open-heart surgery, stoplights, peanut butter. I want my students to have a basis for appreciating Black people. Later, when they learn about the more complex concepts of slavery, Jim Crow, and civil rights, somewhere in the back of their mind I hope they will remember the beauty of Black and the ways Black people made life better for them. And then maybe, in the front of their eyes, they will see the injustice for what it was and what it still is.

For the next writing exercise, to retain the feeling of reverence we stayed with the free verse poetry writing style of the first book I introduced by Langston Hughes. The tone of that piece set the mood for the beauty on the page, and allowed them to transition into that poetic mode of writing, thinking, and seeing their ideas in a different light. I had them talk in pairs and instructed them to tell each other who they remember learning about and liked. When I asked them to write, they quickly jotted down their choices: Stoplights speak to cars in colors, tasty peanut butter on sandwiches for lunch every day, open-heart surgery saving lives.

When writing with young children, I have to make publishing decisions. In this unit, I wanted the kids to see their ideas from these lessons typed up and put together as a collective piece. If I made them do the extra combining work it could make the unit drag on too long, its message losing potency. So, in this instance, I did it for them.

Once all the parts were typed into one poem, I brought in craft and scrapbook supplies all in black: pipe cleaners, pom-poms, feathers, beads, stickers, textured felt, and dozens of patterned papers; all glittery, soft, and shiny - the jewels of the crafting world. I cropped their poems and let them collage them into beautiful black works of art. I read the poems aloud as I handed them out one at a time, so they could hear each other's work as inspiration.

Resistance
Some years when I do this lesson, I get backlash in the form of parent emails to the principal, disengagement from students, or the fairness argument from both students and parents: "Why just black, why not all colors?" This year it was Andrew, a tall blue-eyed white boy, and a proficient reader and writer.

When he learned about Black inventor Lyda Newman's improved hairbrush, Andrew whispered to a friend, "That's not special."

When he saw the sentence strips with "Black is beautiful" written on them for a second day, he turned them face down on the tables and exclaimed, "We already did these!"

When Jasmin told her friends something Black was beautiful, he responded, "Black is not beautiful."

Andrew, whose humor sometimes runs in the center of insulting, who often finds delight in others' misfortune, exclusion, or embarrassment, was creating another opportunity for me to change his mind.

When he turned the sentence strips face down exclaiming their completion, I explained this project was going to last the entire month. "Sometimes we remember things better and learn more when we stick with it. It feels like we finished because we did finish one part, but there's more I want to show you and more I want you to try." Andrew said, "OK."

When he said Ms. Newman's invention wasn't special, I noted there is a difference between flashy and noteworthy. "Raise your hand if you have a brush like this one in your house. Raise your hand if you've seen one before. Isn't that cool you're learning about the person who made something we've all seen or used every day? That's why I wanted you to learn about Ms. Newman. She gave us things we use so much they seem boring, but every time someone uses or buys it, she is getting affirmation that what she created was needed, even still today!" I make eye contact with Andrew when I say this, and he nods in agreement.

When Jasmin came to me upset that Andrew told her Black wasn't beautiful, I took him aside and told him about the power of an ally.

"Why did you say Black isn't beautiful to Jasmin?"

"I was kidding. It is." He tries to get the early exit card by placating me.

"I'm spending a lot of time on Black is beautiful because I want you on my team, Andrew. I want you to be the person who stands up and defends Black when someone else tries to do what you just did, tries to make a joke about it, and tries to hurt someone's feelings about Black. Black isn't just a color of clothes, right?"

"No, it's people and brown skin."

"So when someone jokes about Black, it makes us, people with that skin, feel less important. But you have a chance to be a leader. Friends look to you to include them and they follow your lead. If you decide not to treat Black as a joke, if you tell a friend why it's not funny to joke like that, you'll be helping the unfairness that is all around us. You will be making this place a better place for more of us. Can you try to do that? Help us feel welcomed and proud of Black?"

Andrew nods, "OK, yeah! I'm sorry I hurt Jasmin's feelings, Ms. Kara."

"I know, Andrew. Thank you for apologizing. I'm glad you're on my team." Andrew smiles shyly and takes a big breath.

Then I take a big breath as he goes back to his seat.

Yeah, the work is weighty, little one. Deep breaths help.

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By Kara Hinderlie Illustrator: Kesha Bruce For years, I have struggled to find authentic ways of helping young children - kindergarteners and 1st graders - learn, remember, and appreciate Black history. Come January, the halls of my school are plastered with a variety of Martin Luther King Jr.

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In September 2016, the opening fanfare of a high school soccer game in Rochester, New York, was interrupted when 18 varsity boys' soccer players took a knee during the national anthem. These players, who attend World of Inquiry School, were protesting racial injustice and police brutality. Their action was inspired by San Francisco 49ers quarterback Colin Kaepernick's ongoing national anthem protest, which he had begun a month earlier at an NFL preseason game.

The protest kick-started the grassroots organizing efforts of a small group of Rochester City School District (RCSD) teachers, parents, administrators and community members. Inspired by the students' passion, the group decided to take action that would send a message to all students in the district: Rochester schools believe that black lives matter. Their work eventually evolved into a full-day event: "Black Lives Matter at School: A Day of Understanding and Affirmation," observed districtwide on February 17, 2017.*

The story of how the Day of Understanding came about is a valuable example of collective action within a school district for racial justice and racial equity.

Teacher Leadership

Chris Widmaier, a science teacher at World of Inquiry and a 2016 recipient of the Teaching Tolerance Award for Excellence in Teaching, was one of the leaders of the organizing efforts. "[The district] needed to do something to really educate everybody about why they took a knee, what the significance is, what the controversies were," he says. "We tried to do that in our own way here at our school, but I saw a need for a larger response."

Widmaier reached out to teachers and parents across the district. Together they researched the "Black Lives Matter at School" rallies in Seattle Public Schools, which were endorsed by the teachers union and involved more than 2,000 educators calling for racial equity in education. Widmaier and his colleagues asked themselves, What would something similar look like in Rochester?

After connecting with educators in Seattle to help determine their next steps, the group formed an organizing committee, which started to meet every other Sunday in the café area of a local grocery store.

Widmaier, who is white, saw the committee meetings as a space to engage in dialogue about race and racism, and to be critically conscious about what advocating for Black Lives Matter looks like in a district where, as of the 2015-16 school year, close to 60 percent of students are black and 75 percent of the teaching corps is white.

"We agreed, from the very beginning, Black Lives Matter is about self-determination. It's about black voices being out front," Widmaier says. "We knew that it was a tricky line ... because we're trying to educate and help students who are black find a voice and find leadership. In a way that's empowering rather than co-opting." He notes that key partners for the committee were local Black Lives Matter activists in Rochester, two of whom joined the committee.

Kirstin Pryor, an administrator in the Office of School Innovation and the parent of two RCSD students, joined the committee because she witnessed a profound disconnect.

"I knew that my 13-year-old daughter and her friends were talking about Black Lives Matter at home, at swim practice, in the backseat of the car, and yet their classes weren't always engaging in a conversation," she says.

For Lowan Brown, the assistant principal at Joseph C. Wilson Foundation Academy, the committee offered a much-needed outlet. In July 2016, when two black men-Alton Sterling in Baton Rouge, Louisiana, and Philandro Castile in Falcon Heights, Minnesota-were killed in police-involved shootings within a day of each other, Brown felt compelled to take direct action. "I knew I could no longer just sit on my hands and do nothing," she says. "Students really didn't have a venue or an opportunity to discuss the loss of black lives that was occurring, not only nationally, but in their community."

A Plan of Action

The committee-a core group of about 12 people-sought to establish a district-wide day that affirmed the value of black lives and the concerns driving the organizing agenda of the Black Lives Matter movement.

"We talked about how we could use it as a galvanizing tool to bring really thoughtful, powerful discussions about race, racial justice into our classrooms for a day, and then use that as a platform for bringing about change on a broader level," says organizer Mahreen Mustafa-George, an RCSD parent.

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A District Profile | Black Lives Matter at School

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In September 2016, the opening fanfare of a high school soccer game in Rochester, New York, was interrupted when 18 varsity boys' soccer players took a knee during the national anthem. These players, who attend World of Inquiry School, were protesting racial injustice and police brutality.

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Teaching Tolerance-Lets Talk About Race-2017 Final

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National Black Lives Matter in School Week of Action Starter Kit