# data[].attributes.attachment_link.title
Talking to Young Children About Race and Racism

# data[].attributes.attachment_link.description
Here are tips, books, and resources to help you have meaningful conversations with young children about race, racism, and anti-racist behavior.

# data[].attributes.attachment_link.description
Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

# data[].attributes.attachment_link.readable_text
Just what is going on with white people? Police shootings of unarmed African Americans. Acts of domestic terrorism by white supremacists. The renewed embrace of raw, undisguised white-identity politics. Unending racial inequity in schools, housing, criminal justice, and hiring. Some of this feels new, but in truth it's an old story.

Why? Where did the notion of "whiteness" come from? What does it mean? What is whiteness for?

Scene on Radio host and producer John Biewen took a deep dive into these questions, along with an array of leading scholars and regular guest Dr. Chenjerai Kumanyika, in this fourteen-part documentary series, released between February and August 2017. The series editor is Loretta Williams.

# data[].attributes.attachment_link.description
Just what is going on with white people? Police shootings of unarmed African Americans. Acts of domestic terrorism by white supremacists. The renewed embrace of raw, undisguised white-identity politics. Unending racial inequity in schools, housing, criminal justice, and hiring. Some of this feels ne

# data[].attributes.attachment_link.title
Abolitionist Teaching and the Future of Our Schools

# data[].attributes.attachment_link.readable_text
By Erin N. Winkler, Ph.D., University of Wisconsin-Milwaukee. Research clearly shows that children not only recognize race from a very young age, but also develop racial biases by ages three to five.

# data[].attributes.attachment_link.title
Talking About Race Search | National Museum of African American History and Culture

# data[].attributes.attachment_link.description
This activity asks students to create a visual map of their socialization in some aspect of identity (such as race, gender, sexual orientation, etc.) through the course of their life. Students will create a timeline of their lives, noting at what ages they learned particular lessons about their iden…

# data[].attributes.attachment_link.readable_text
1. Engage in Vigilant Self-Awareness

People who are white or perceived as white have more privilege and fewer barriers to resources than Black people and other people of color. If we do not know our power, we can abuse it unintentionally or fail to leverage it toward antiracism. Constant self-reflection enhances our ability to disrupt white privilege when we see or enact it. Some questions to ask yourself include

How does your identity provide or prevent access to necessary resources?

How does your power and privilege show up in your work with students, take up space, or silence others?

What single narratives are you telling yourself about students, and how does that affect grading, behavior management, and other interactions?

Do you and the academic materials you use uphold whiteness or lift up the voices and experiences of people of color?

2. Acknowledge Racism and the Ideology of White Supremacy

Acknowledging the social construct of race and racism and the ideology of white supremacy recognizes the problem so that we are not harmful in our ignorance and so that, together, we can strive for solutions. For educators of color, the work means continuing to call out racism and recruiting white coconspirators to join in antiracist work.

3. Study and Teach Representative History

No matter what subject you teach, history (including African American history, which is U.S. history) is important. Knowing our country's whole history helps us make sense of how our current education system perpetuates inequity.

For too long, we have taught U.S. history devoid of a true depiction of Black excellence and have focused on erasing the truth of racial oppression and uplifting whiteness. Our curriculum superficially talks about slavery and civil rights (notably, textbook provider McGraw-Hill called enslaved Africans "immigrants" and "workers" ), and teaching practices risk traumatizing Black students by enacting mock slave auctions, slave games, and underground railroad games. Alternately, resources such as Henry Louis Gates Jr.'s PBS documentary series on Reconstruction or The New York Times Magazine's 1619 Project provide a comprehensive opportunity to learn and discuss history and race with colleagues and students. The Zinn Education Project and Rethinking Schools also have teaching materials that explore topics like the Tulsa race riots and colonization.

4. Talk About Race with Students

To open up conversations with young people, use stories from history and literature as a starting point, and ask students to take on the perspective of a character about whom they are reading. Reading literature and role-playing enhance empathy and other social cognitive skills. Teaching Tolerance's resource, " Let's Talk: Discussing Race, Racism, and Other Difficult Topics," includes suggestions for working through discomfort. The Educational Leadership article " Helping Students Discuss Race Openly " also has a great list of steps to begin the conversation. (And the September 2019 issue of this newsletter includes guidance from educator Liz Kleinrock on how to lead students through challenging topics like race .)

5. When You See Racism, Do Something

Most important, when we see racism-whether at the individual or policy level-we must have the courage to act. White Fragility author Robin DiAngelo provides guidance for engaging in gentle but firm conversations with offenders that prevents the defensiveness that race conversations inspire. Share data on specific practices and use stories to humanize the data. Build partnerships with racial-justice organizations in your communities to integrate their work in teaching and learning. Form a taskforce to assess data, policies, and practices with an antiracist lens to disrupt systemic decisions that historically have disenfranchised people of color. Be mindful that these efforts should not be carried solely by the people of color in your school, who are living and struggling with racism on a daily basis.

Shape an Antiracist Future

In his book How to Be an Antiracist, Ibram X. Kendi writes, "The opposite of racist isn't 'not racist.' It is 'anti-racist.' ... One either allows racial inequities to persevere, as a racist, or confronts racial inequities, as an anti-racist. There is no in-between safe space of 'not racist'" (p. 9). Teaching for an antiracist future starts with us, the educators. An antiracist educator actively works to dismantle the structures, policies, institutions, and systems that create barriers and perpetuate race-based inequities for people of color. Educating students to see and respect the humanity and dignity of all people should be a national imperative, especially if we want to heal-and have a future-as a nation.

# data[].attributes.attachment_link.description
Educators have an obligation to confront the harm of racism, says one social-emotional learning expert.

# data[].attributes.attachment_link.readable_text
About this campaign

Looks like your text is -161 character over the limit. Please shorten it to 200 characters or less.

If you are not interested in buying a t-shirt please still consider donating to the NAACP Legal Defense and Educational Fund or another charitable organization in support of the Black Lives Matter movement.

Looks like your text is -9794 character over the limit. Please shorten it to 10000 characters or less.

# data[].attributes.attachment_link.title
Oregon Educators Black Lives Matter | Bonfire

# data[].attributes.attachment_link.description
Looks like your text is -161 character over the limit. Please shorten it to 200 characters or less. If you are not interested in buying a t-shirt please still consider donating to the NAACP Legal Defense and Educational Fund or another charitable organization in support of the Black Lives Matter movement.

# data[].attributes.attachment_link.readable_text
What We Do

Grants

APS Teacher Campaign

APS Teacher Campaign

ATN awards grants to educators and community members who strive to disrupt inequalities and injustice within their schools, communities, or both. We will be launching our 3rd annual grant cycle in late October 2023.

APS Teacher Campaign

APS Teacher Campaign

APS Teacher Campaign

Explore resources to learn about the Atlanta Public Schools "Cheating Scandal" and support the educators facing prison

Programming

Programming

Programming

Year round, we host political education, healing justice, and affinity group events for educators, organizers, students, and parents/caregivers. Follow us on socials to stay up to date.

Resources

Programming

Programming

From our founding guide for racial justice and abolitionist social and emotional learning to a database for queer, trans, and non-binary educators + students, we pride ourselves on being a resource hub for education communities.

# data[].attributes.attachment_link.description
Abolitionist Teaching Network's mission is simple: develop and support educators to fight injustice within their schools and communities. Utilizing the intellectual work and direct action of community organizers, Abolitionist Teachers will organize and take action for educational freedom.

# data[].attributes.attachment_link.readable_text
Understanding how school discipline policies can contribute to the school-to-prison pipeline is essential for educators and families. Harsh punishments, automatic out-of-class time and police involvement for discipline can push young people out of classrooms and into the criminal legal system. But educators, parents and caregivers can help to change this harmful system by advocating for and implementing practices that prioritize mental health and well-being.

We offer this new resource page that highlights LFJ articles and content to open dialogue, shift practices and foster change to benefit all young people.

# data[].attributes.attachment_link.title
Learning for Justice | Education Resources

# data[].attributes.attachment_link.description
Learning for Justice provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

# data[].attributes.headline
Uncomfortable Conversations with a Black Man

# data[].attributes.subject
Uncomfortable Conversations with a Black Man

# data[].attributes.attachment_link.description
Uncomfortable Conversations with a Black Boy is an accessible book for children to learn about systemic racism and racist behavior. For the awkward questions white and non-black parents don't know how to answer, this book is an essential guide to help support communication on how to dismantle racism amongst our youngest generation.

# data[].attributes.attachment_link.keywords[]
but fire: how to lead meaningful race conversations in the classroom

# data[].attributes.attachment_link.keywords[]
united states;race relations;study and teaching.

# data[].attributes.attachment_link.keywords[]
race relations; multicultural education; #notlight; race conversations; talking about race; race in schools; race in the classroom; racial story; students of color; poc; protest; riot; protests; riots; race war; ally; racial labels; safe spaces; safe space; equality; equity; black lives matter

# data[].attributes.attachment_link.keywords[]
united states - race relations - study and teaching

# data[].attributes.attachment_link.keywords[]
united states;race relations;study and teaching.

# data[].attributes.attachment_link.title
Not Light, but Fire: How to Lead Meaningful Race Conversations in the Classroom

# data[].attributes.attachment_link.description
Not Light, but Fire: How to Lead Meaningful Race Conversations in the Classroom [Kay, Matthew R.] on Amazon.com. *FREE* shipping on qualifying offers. Not Light, but Fire: How to Lead Meaningful Race Conversations in the Classroom

# data[].attributes.attachment_link.readable_text
Welcome to the Leading Equity Podcast

The Leading Equity Podcast focuses on supporting educators with the tools and resources necessary to ensure equity at their school. On this podcast, listeners can expect to hear interviews and stories from voices of equity in education today. Be sure to subscribe to the podcast on iTunes, Google Play, Stitcher, and Spotify!

# data[].attributes.attachment_link.description
The Leading Equity Podcast focuses on supporting educators with the tools and resources necessary to ensure equity at their school. On this podcast, listeners can expect to hear interviews and stories from voices of equity in education today. Be sure to subscribe to the podcast on iTunes, Google Play, Stitcher, and Spotify!

# data[].attributes.body
Dr. Alisha Moreland-Capuia

# data[].attributes.attachment_link.description
Log into Facebook to start sharing and connecting with your friends, family, and people you know.

# data[].attributes.body
History of the black community in Oregon

# data[].attributes.attachment_link.readable_text
I eyed the thirty chairs set up in small circles around the top-floor room of North Portland Library and frowned. That Sunday in February 2012, I would be leading my Conversation Project program "Why Aren't There More Black People in Oregon? A Hidden History" for only the second time. The first was at Hollywood Library, where we reached the forty-person room capacity and had to turn folks away. So I figured we'd need a few more chairs at North Portland.

But as people poured into the large, open room, librarian Patricia Welch and I realized there wouldn't be enough seats for all these folks even if we grabbed every chair in the library. Finally, with the room at maximum capacity, Welch regretfully started turning people away.

That was a year and a half ago, and since then I've facilitated the program with more than a thousand Oregonians across the state. I developed my program and a timeline, excerpted on the pages that follow, to explore the history and living legacy of race, identity, and power in this state and this nation.

Race is not a topic we often discuss in public settings, at least not explicitly. We are told we are in a "postracial" landscape, yet race is the number one determinant of access to health care, home ownership, graduation rates, and income, as the data from the Urban League of Portland below show.

We can't understand these disparities without understanding history. I didn't grow up in Oregon; I moved here to attend high school. It wasn't until I had the privilege of attending a presentation by Darrell Millner, founder of Portland State University's Black Studies Department, that I learned Oregon was created as a white utopian homeland. That Oregon was the only state that entered the Union with a clause in its constitution forbidding Black people to live here. That the punishment originally meted out for violating this exclusionary law was the "Lash Law": public whipping every six months until the Black person left the state. That this ideology shaped Oregon's entire history and was reflected in the larger history of this nation.

My goal with this program and timeline is not just to recount all the horrific wrongs done to Black people and other people of color; it is to showcase communities of color as active agents in their destinies. The only reason a Black community exists in Oregon is because of determination, creativity, and community-building.

There are so many stories: from the Black community in Salem raising money for a school in 1867 when their children were barred from attending white schools, to North Williams Avenue as a 1930s underground jazz gem, to the 2001 repeal of the state constitution's exclusionary language that was led by community leaders and organizers and supported by allies. This is a history not of victimization, but of strength and hope. One of my greatest joys has been creating a public space for people who have lived in this community all their lives to tell their stories, to be seen as the experts and change makers they are.

I always end the program with a list of organizations working across this state for racial justice, a list that grows with every program I do. Each of us has the power to learn these hidden histories, and each of us has the right and the responsibility to create the kind of state, nation, and world we all want to live in.
View full screen
Walidah Imarisha is an educator, writer, organizer, and spoken word artist. She is the editor of two anthologies, including Octavia's Brood: Science Fiction Stories From Social Justice Movements and Another World is Possible, and the author of the poetry collection Scars/Stars. Oregon Humanities is grateful that over the past six years, she has led close to four thousand Oregonians in conversations about Oregon Black history, alternatives to incarceration, and the history of hip hop through the Conversation Project. We look forward to working with her in new ways in the future.

# data[].attributes.attachment_link.description
I eyed the thirty chairs set up in small circles around the top-floor room of North Portland Library and frowned. That Sunday in February 2012, I would be leading my Conversation Project program "Why Aren't There More Black People in Oregon? A Hidden History" for only the second time.