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I think when issues such as race come up in a comp setting, there can be an urge to fast forward past the moment to get to a more comfortable space. Comp teachers need to lean into these issue in order to force students to unpack their possible misconceptions.

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In addition to directly challenging racist speech and actions, we need to actively encourage students to seek out and write about positive interactions they’ve had that helped them understand and overcome their own preconceptions and prejudices. It would also help to address intra-racial tensions so students do not see racism as binary, trinary, etc., but as a continuum that goes in multiple directions.

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Expose students to different voices often silenced by academia. Include readings, media, etc from people of color as well as material that addresses racial difference

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On an in-class level, things seem to be moving forward. Systemic issues are a bit too persistent and require us to help students with ignorances confront those issues.

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Is eradicating racism, bias and prejudice...

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Is eradicating racism, bias and prejudice...

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in teaching/learning spaces even possible if racism/bias/prejudice exist on an institutional level? Ultimately making students aware of the ways in which the institution functions in this regard might start the process of calling attention to the existing racism/bias/prejudice, but ultimately the institutions themselves must change on a fundamental level in order to achieve lasting change.

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We need to stop giving students the opportunity to write essays that only reinforce their existing, prejudiced opinions. This seems especially dangerous unit 4 of Comp 1.  (This unit will require extra work to avoid this issue.)

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Discuss different cultural dialects in writing, such as AAE, and help students to develop their own unique voice.

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I'm new here, but something I've done in previous classes I've taught at a different institution is to include a very specific and explicit non-discrimination policy, both based on official university language and uncomfortable and disrespectful language that I've heard in the classroom as a person in a disadvantaged community, myself.

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I continue to reflect on ways my pedagogical practices imply marginalized students are not capable of rigorous thought -- that they need "further clarification" -- they need a simplified assignment -- they need my "extra" help so they succeed -- I'm compelled to daily interrogate my classroom practices so that I do not perpetuate damaging practices....

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We do and should continue to recognize different language styles and vernacular as different but not incorrect. This should also apply to cultural knowledges.

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In the classroom, I’ve had students answer the “white privilege checklist.” This has led to to really interesting discussions. However- OSU will be the “whitest” school I’ve taught at... I’d be concerned doing this here and having the entire class look to the one non-white student to explain ALL of their experience. The WPChecklist could be adapted for use, here, too.

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We should make sure the examples that we use in our lessons (videos, podcasts, essays, short stories) are from a diverse array of authors and represent
various viewpoints.

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I think we do a pretty good job of putting out statements of solidarity, such as making departmental statements against white supremacy or the travel ban. We also do a pretty good job of addressing these issues in presentations and publications. I think we don't do such a good job of addressing these issues through a daily practices, particular considering how traditional practices of things like grading or responding to student writing might themselves perpetuate racism and bigotry. We need to understand the role our own practices play and experiment with other models and approaches.

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I think in addition to decolonizing our syllabi and reading lists, we can think about how to properly contextualize these readings. It’s not enough to simply plug in a writer of a marginalized identity here and there and teach their work in a vacuum. We need to introduce the radical traditions they’re coming from, the rhetorical and historical situations they were writing in and how they connect to our present moment.

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We could discuss racist incidents that have happened on campus.  Students could see the reality 

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We could discuss racist incidents that have happened on campus.  Students could see the reality 

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The institution and academy are colonial spaces. We must acknowledge local Indigenous ongoing presence.

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It is heartening that we are even talking about this. 

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It is heartening that we are even talking about this. 

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Constructing classroom activities that directly engage with racism would be uncomfortable but important in getting them (and us) to consider their cultural position in relation to others.

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We need to expand the kinds of knowledge and of communication styles that we accept. Starting with diversifying our examples/models.

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We need to expand the kinds of knowledge and of communication styles that we accept

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I think activities that allow students to think about the ways in which language works to generate, authorize, and perpetuate hierarchies of identity will help tgem to recognize and (hopefully) resist those hierarchies 

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I think activities that allow students to think about the ways in which language works to generate, authorize, and perpetuate hierarchies of identity will help tgem to recognize and (hopefully) resist those hierarchies 

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Allow students the option to write about these issues in their final papers for comp 1 and 2. We can guide them to useful sources concerning racial controversies

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In particular, we could be doing much more to help students learn what hate speech is and how to react to it when we see it. That is, students need to learn that they are always already implicated and hampared by hate speech precisely because we tend to think that forms of hate need to be overt and violence against political minorities only happens physically.

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By focusing on a variety of learning styles as teachers, the classroom may become more inclusive, especially if the topic of racism and how it can appear in both personal and systemic forms finds its way into a number of readings/lectures/activities. Anti-racist pedagogy is about coupling form and content. Simply preaching tolerance and diversity are not enough. Also, we must find ways to relate our lessons to the community, or at least actual events.

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Syllabus policies that state disrespect will not be tolerated.

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Syllabus policies that state disrespect will not be tolerated.

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These trainings are definitely a great start in acknowledging the plethora of issues regardIng race that exist in the academic community. The next step is genuinely implementing them in our classrooms.

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While not a perfect system of assessment, using outcomes with measurable, concrete criteria for evaluating student work can mitigate some of the systemic bias in instructors.

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I think that one struggle in this regard come from a lack of diverse representation within classrooms. Student coming from rural Oklahoma may not have prior experience with makes conversations harder because they may not see this as an issue-simply because they have never thought about it/noticed it before

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We can rethink the ways in which classroom habits privilege or discriminate against students of different racial or cultural backgrounds.

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One thing that we do well is that we provide assignments where students can discuss issues that are important to them.

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FYC offers students a variety of options to complete assignments, particularly where the archive assignments are concerned that

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GUV offers students a variety of options to complete assignments

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We’re doing so already implicitly but could be doing more explicitly.

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I think this is a really important thing to be doing, but I’m not sure how to confidently address these issues in my classes.

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As far as I can tell, the inclusion of the new fourth essay, as well as the trainings to prepare instructors for possible situations that might happen based on controversial readings/conversations is vital and extremely helpful.

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I do think that we are doing a lot to combat racism in the classroom. There are workshops ( like this one) throughout the semester and awareness is high on campus (such as fall 2018s discussion of racist proganda on campus). However we can always do more as needed student and instructors come to osu we need to renew our efforts. Particularly as students and instructors encounter new backgrounds. We also need to continually remind ourselves in the what inclusion means.

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Pretty well..this is a good step. More intentionality.

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The curriculum of the FYC appears to have an organic structure to uphold & fulfill the NCTE statement. If by "expose" we mean a sort of violent uncovering, the outcome of this statement will fail, but if by "expose" we mean a revelatory uncovering, a preening examination of our beliefs and assumptions, genuine change and learning takes place. The FYC is equipped to do this through an analysis of rhetoric and its myriad forms, the ultimate purpose of which must be self-analysis and reflection.

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It seems the new Evaluating Controversies essay might help us to do this in FYC.

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Originally developed by the National Council of Teachers of English Committee on Racism and Bias in the Teaching of English, February 2007, revised July 2018 OVERVIEW
In 2007, NCTE published the original version of this statement with the help of the Committee on Racism and Bias in the Teaching of English. The statement was published in response to historical, and at that time, current examples of racism and discrimination occurring within pre-Kindergarten-grade 12 schools and institutions of higher education. Now, over a decade later, this statement has been revised to serve as a reminder of NCTE's commitment to being an organization of anti-racist educators working toward achieving educational equity. This statement has been revised to reflect recent national examples of racism and discrimination that have taken place in schools and on college and university campuses. Included in this statement are recommendations and resources to help English and language arts educators work actively to eradicate acts of racism and discrimination in our classrooms, curriculum, schools, and institutions.
STATEMENT
Racism consists of two principal components: difference and power. It is a mindset that sees a "them" that is different from an "us." Racism in America is the systematic mistreatment and disenfranchisement of people of color who currently and historically possess less power and privilege than white Americans. In modern times, there has arisen a "cultural racism" that allows for ethnic groups that cannot always be distinguished from the majority, in terms of physical features, but are nevertheless subject to the same kinds of biases as those who have been traditionally marked as a different race. Racism, then, and other forms of discrimination continue to be a part of American society, continuing to affect all students and their education. The Committee Against Racism and Bias in the Teaching of English of the National Council of Teachers of English (NCTE) is committed to working toward the eradication of racism, discrimination, and bigotry in the profession, in the preparation of teachers, and in the administrative decisions made in schools, especially in the teaching and learning of English and the language arts at all levels. Our work promotes research-based recommendations to help in counteracting racism and other forms of bigotry in teaching materials, methods, and programs for the teaching and learning of English and the language arts. Most important, the NCTE Committee Against Racism and Bias in the Teaching of English works toward positive communication and the promotion of social justice as fair and equal access to the benefits of the society, especially in terms of access to and delivery of public education.

Recently, there have been increasing incidents and forms of blatant practices, threats of physical violence, production and dissemination of racist and biased materials, and expressions of racism and other expressions of bigotry toward students of culturally diverse human backgrounds attending US schools and institutions of higher education. Specific charges and indictments have been based on intersectional identities involving hate crimes and bias-motivated incidents in public schools and higher education institutions (e.g., race; ethnicity; class; gender; age; mental and physical abilities; nationality; migrant, immigrant, and refugee status; religious affiliation; and sexual orientation). More evident, English language learners, especially from migrant and immigrant families, children, and students, have faced discriminatory practices in their attempts to access public education programs. Sadly, incidents such as these largely reflect similar incidents that took place over a decade ago when the first version of this statement was published. Recent national examples include the following institutions:

California Polytechnic State University (San Luis Obispo, California), "Cal Poly Suspends All Greek Life After Second Racist Incident," Inside Higher Ed, April 20, 2018

Detroit (Michigan) Public Schools Community District, "'Access to Literacy' Is Not a Constitutional Right, Judge in Detroit Rules," The New York Times, July 4, 2018

Houston (Texas) Independent School District, "For Immigrant Students, a New Worry: A Call to ICE," The New York Times, May 30, 2018

Irving (Texas) Independent School District, "Muslim Boy Who Was Arrested for Building a Clock Says His Family Was Forced to Leave the U.S. for Safety," The Los Angeles Times, August 8, 2016

University of Missouri (Columbia) and Yale University (New Haven, Connecticut), "Racial Tensions Escalate," Inside Higher Ed, November 9, 2015

North Bend (Oregon) School District 13, "L.G.B.T. Students in Oregon Were Bullied and Forced to Read Bible, Report Says," The New York Times, May 16, 2018

Suffolk University (Boston, Massachusetts), "When Latina Student Wrote 'Hence,' Her Professor Assumed Plagiarism," Inside Higher Ed, October 13, 2016

National Examples, 2006-2007

Baltimore (Maryland) Public School System, "Race, Politics, and the Schools: Q&A: Marion Orr," The Baltimore Sun, May 28, 2006

Boston (Massachusetts) Public Schools, "Teens Probe Sexual Harassment in Schools," The Boston-Bay State Banner, April 6, 2006

Clark County (Nevada) School District, "Breaking Up Is Hard to Do - Mason Says Racism a Factor in Districting," Las Vegas Sun, January 5, 2006

Truth or Consequences (New Mexico) Schools, "Educators Get Support after Complaint over Racism Project," Santa Fe New Mexican, December 20, 2006

Winner (South Dakota) School District, "Graduating to Prison: Native Americans Sue School District," The Progressive, February 2007

In order to ensure that all individuals have access to an education that is free of racism, bias, and other forms of bigotry, and to support the intellectual development and growth of students from early childhood education to university studies, the NCTE Committee Against Racism and Bias in the Teaching of English recommends that English language arts educators

actively identify and challenge individual or systemic acts of racism and other forms of discrimination and bigotry in educational institutions and within our profession, exposing such acts through external communications and publications.

express strong declarations of solidarity with people of diverse human and cultural backgrounds to eradicate forms of racism, bias, and prejudice in spaces of teaching and learning.

promote not only cultural diversity and expanding linguistic knowledge, but explicitly push for anti-racism by participating in ongoing professional development for educators to succeed in countering racism and other forms of bigotry.

support the enforcement of laws and policies that provide sanctions against racial and ethnic discrimination in education. Also, advocate for legislative reform that will lead to policies that provide sanctions against discrimination in education based on race, ethnicity, gender, religious affiliation, sexual orientation, class, mental and physical abilities, nationality, migrant, immigrant, and refugee status.

Furthermore, the NCTE Committee Against Racism and Bias in the Teaching of English recommends that

all administrators secure funds and resources to provide opportunities for professional development for teachers and instructional programs that affirm cultural diversity among all students.

all educational stakeholders-policymakers, parents, and the general public-understand that they can best support educators or teacher professionals and students by actively participating in public conversations about racism and bigotry in our multilingual and multicultural American society, defined in the key opening words of the United States Constitution's Preamble, "We the People . . . ."

RESOURCES AND RESEARCH SUPPORTING THIS STATEMENT
Recent resources that have been distributed digitally and research results that have been discussed in national periodicals and reports are as follows:

Bringing Black Lives Matter into the Classroom - Part II, Teaching Tolerance 56, Summer 2017

Creating an LGBT-Inclusive School Climate: A Teaching Tolerance Guide for School Leaders, Teaching Tolerance website, October 2017

Immigrant and Refugee Children: A Guide for Educators and School Support Staff, Teaching Tolerance 55, Spring 2017

National School Climate Survey, The Gay, Lesbian, and Straight Education Network, 2015

The School-to-Prison Pipeline, Teaching Tolerance 43, Spring 2013

White-Supremacist Propaganda on Campuses Rose 77% Last Year The Chronicle of Higher Education, June 28, 2017

STATEMENT AUTHORS
This document was revised by a working committee comprising the following:

Jazmen Moore, Chair - Oak Park and River Forest High School, Oak Park, IL

Logan Manning - Alternatives in Action High School, Oakland, CA

Victor Villanueva - Washington State University, Pullman
This position statement may be printed, copied, and disseminated without permission from NCTE. 07/11/18

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Statement on Anti-Racism to Support Teaching and Learning - NCTE

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Originally developed by the National Council of Teachers of English Committee on Racism and Bias in the Teaching of English, February 2007, revised July 2018 OVERVIEW In 2007, NCTE published the original version of this statement with the help of the Committee on Racism and Bias in the Teaching of English.

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TJP/FYC Orientation 2018: Beyond Inclusion