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"why in the world should organically grown blackberries or corn contain more polyphenols" (pg:156) the word polyphenols is important because it helps plants defend themselves against pest and dieses

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SJEM (pronounced s-jem) = Social Justice Education Movement 

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SJEM (pronounced s-jem) = Social Justice Education Movement 

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Twin Cities Chapter

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"It's pretty clear that there's a problem," said Director Nelson Inz at last Tuesday's school board meeting, "And it's really disheartening to hear the things that people are saying about racism and practices taking place in our schools to silence teachers of color that we worked so desperately to get to work for our kids, because we know how important it is that they're there. It's crushing, really. I can't believe I'm hearing it."

At the Social Justice Education Movement (SJEM), our mission is to empower education workers to organize to fight for social and racial justice in their schools, as well as to fight for their own rights as workers. What we've found time and time again is that if we don't do the second, we can't do the first. In other words: if teachers can't defend themselves, they can't defend their students.

Unlike Director Inz, we were not surprised by the stories educators of color shared publicly at Tuesday's meeting, about the various ways they were pushed out of their schools in a systematically racist school district. They are consistent with what we have heard, seen and experienced in MPS and beyond: staff who speak up for students, or speak out against administrators in any way, are pushed out of schools. We see this pattern hit staff of color the hardest, in large part because staff of color are often the ones to notice and speak up about practices that harm students. In Minneapolis 66% of students are students of color, and yet our teachers of color only represent 15% of the teaching staff. A recent study shows that having just one black teacher in elementary school can dramatically increase students' chances of graduating. In a district that claims to know how important it is to have staff that represent students, staff of color who face racism in their schools that goes unchallenged or is directly perpetrated by administrators.

Some of these stories were shared before the school board on Tuesday. We heard from a teacher who got positive performance reviews for two straight years, but was then told she would not be asked back for "poor performance" a month after disagreeing with the principal at a staff meeting. In another instance, a black Special Education Assistant (SEA) was fired for refusing to deny hot lunch to students as a form of punishment. Another black SEA resigned in protest over the way he and his students were being treated--then his former boss made it impossible for him to get another job in the district by calling him "unprofessional" in references. A Hmong social worker at Hmong International Academy was fired for "insubordination" after refusing to comply with administrative orders to unlawfully expedite a special education designation. These are just a few of the stories shared, and they are only a glimpse of what is happening across the district.

The board would like us to think this is a crisis of communication, a problem that results from them not "knowing the full story," as Director Rebecca Gagnon put it. But do they really want to know? The board tried to block the community from entering the boardroom because of overcrowding; security guards were ordered to push us aside and close the doors. We had to push our way in, only to find ourselves in a room that comfortably fit us. Comfortable except for the heat, which the board repeatedly said was because the room was over capacity. Those of us who stayed after, however, heard the AC go on after the crowd left.

Do they really want to know? Superintendent Ed Graff began the meeting by framing all of the testimony to come as the sad consequence of necessary budget cuts.
"I want to acknowledge that we have a number of individuals coming forward tonight to speak about their personal situation, specifically as it relates to employment decisions and race," he said "We know that this is a very difficult time for employees who are impacted by the cuts and organizational restructuring that is taking place."
Not a single one of the educators speaking that night were excessed due to budget cuts, and the board knew that. They read our emails, and promised a meeting with the fired educators, which they canceled the day of. But it's certainly easier to be sad about budget cuts than racism, or staff fired for advocating for students.

Do they really want to act? The board responded to the testimony with outrage and a promise to look into it later--then prepared to move on. We were ready for this with a fully-written, legally sound motion that we requested the board vote on. A motion to rectify the wrongful firings of educators who spoke that night, as well as prohibiting food punishment in the district. Though the discussion mainly consisted of board members saying that this was not the proper process, that they needed to investigate further, and that this didn't set a good precedent; they were looking at a room of 200 people on their feet, holding signs in support, who had pushed through guards to be there. They passed the motion unanimously with two abstentions. Seven dedicated educators of color can work with our students again.

Do they really want to act? In the face of the budget deficit, the cuts the board is choosing to make are telling. The Davis Center and central administration, which primarily "oversees" (rather than assists) us, has a $43,000,000/year budget for salaries alone. Yet only a small percentage of the total cuts will come from the Davis Center. Yet massive cuts are coming from programs that our students of color rely on the most, including Check and Connect. They're also coming from massive pay decreases and work increases for the engineers who make our schools clean and safe, most of whom are people of color. And whose budget remains untouched? School resource officers, who mostly get paid to be on their phones, and often make school a criminalizing and traumatizing place for students of color.

The fact is, we're being given a tired story: that we just need to give the people in power more time to fully understand the issue and then they will fix it. But the solution is not to rely on the nine people sitting on the school board to understand what is happening in every school - that's impossible. Our schools are somehow supposed to prepare students to live in a "democracy" while being run as dictatorships, where administrators hold all the power. Our schools are somehow supposed to be able to fight racism when the administrators who run them with unilateral power benefit from avoiding controversy. In the same way it is in the board's best interest to silence us, it is in the principal's best interest to silence staff.

The solution is not to be patient with our "leaders." The solution is for the workers, students, and families in schools to have the power. To shift power from positions that benefit from quieting dissent to people whose first priority is the students and the health and happiness of the school community. The solution is to organize for social and racial justice in our schools, and to protect each other along the way. An SJEM organizer who spoke at the meeting framed the night as a "test" for the board, but the real test was for us: could we build the power to defend each other? All it took was connecting educators across the district who wanted to fight, and an organizing strategy to do so. Now that we see the power we have, it's time to expand it. It's time to continue the fight. Time to get organized Will you join us?

Come reflect and celebrate this Thursday, 5-7pm at the Waite House Community room: facebook event here. Or contact us at SJEMiww@gmail.com.

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"It's pretty clear that there's a problem," said Director Nelson Inz at last Tuesday's school board meeting, "And it's really disheartening to hear the things that people are saying about racism and practices taking place in our schools to silence teachers of color that we worked so desperately to get to work for our kids, because we know how important it is that they're there.

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SURJ MN: Showing Up for Racial Justice - Minnesota

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SURJ MN: Showing Up for Racial Justice - Minnesota. 9.8K likes. SURJ-MN organizes white Minnesotans for racial justice through community organizing, mobilizing, and education.

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Pointing out how/when people don't fit into your/ society's expectation of how they should be.

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Micro aggression can occur from not having enough information about a specific culture in the teacher classroom. some behaviors
are different but not wrong depending on the students culture and background, so that might create frustration in the student over time.

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this article and what we have been speaking about today just reminds me of how much we need to treat people with compassion and empathy. we also must not be afraid to deal with harsh realities and conversations, but we must deal with them head on and with true compassion. 1

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I'm still stuck on Microaggressions and what they are? its just not connecting

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I'm still stuck on Microaggressions and what they are? its just not connecting

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Reflect on your behavior before you "judge" a student's behavior.

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When a student is pushed in the lunchroom or otherwise physically bullied, it's a clear case for intervention. But it can be trickier to know how to handle more subtle hostile behavior-or microaggressions. While not always targeting an individual, these verbal barbs or actions often disparage a particular group and can contribute to an unhealthy school climate.

Here's what teachers should know about microaggressions so they can effectively address this toxic behavior at different ages before it turns into bullying:

Behavior that might not look like bullying, but communicates hostile or derogatory attitudes toward a particular group-by race, sexual orientation or disability-can be microaggressions. They may be spoken words that obviously victimize, such using the word "retard" or referring to something as "gay." But linguistic microaggressions take subtler turns, too. Continually mispronouncing a student's name can be considered a microaggression, for example. So can making assumptions about a student's background. You're Hispanic! What do you mean you don't speak Spanish? Here's a list of other common microagressions that happen in schools.

You can make a difference by being aware of the words you use, what your students are saying, and by providing corrective feedback about what is and isn't appropriate, says Jessica Toste, assistant professor in the Department of Special Education at the University of Texas in Austin. It's about being conscious of how our language has an impact on everyone in the classroom.

Microaggressions can also be actions that exclude or tear down certain people-sometimes without the intent to harm, although that's the result. For instance, for someone in a wheelchair it can be a microaggression for the class to arrange a field trip to a location that is not accessible. Having gendered bathrooms or activities can have a negative impact on transgendered students. "It's not targeting [those students] in any way or trying to make them feel bad, but it's something that can have a huge impact on them as they have to maneuver that situation," says Toste.

It's important for teachers to set up a classroom community where diversity and differences are not only accepted, but celebrated, say Toste. Stigmas and negative perceptions can be diminished when teachers talk with students. "Be open that people need different things to learn and to be successful. We all come from different experiences and have different strengths," says Toste. "Sometimes we try to just make everything feel exactly equal without recognizing the fact that we all need different things."

Include literature and have conversations around various kinds of family structures, identities, and backgrounds, suggests Toste. "Never representing a family structure that is similar to one lived in by a kid in the class can be difficult for them," she says. Check out educator resources for the classroom from the Oleweus Bullying Program.

Microaggressions are often linked to gender or sexuality. Rather than assuming all students want to date someone of the opposite sex-or date at all-a supportive school environment is sensitive to hosting activities such as a "Sadie Hawkins" dance, for example, and responsive to the needs of all students, says Toste.

Bullying is like a ladder that kids climb, testing out their skills along the way. And the first rung is microaggressions, says Jan Urbanski, director of Safe and Humane Schools at Clemson University. "Whether intentional or not, microaggressions can cause and perpetuate a power imbalance based on gender, race, ethnicity, religion, or other identity status," she says. "When these aggressive behaviors are not systematically addressed, patterns of bullying may emerge. If unchecked, they can also create a climate that allows bullying to happen."

Relational microaggressions happen when someone intentionally embarrasses another person-often with some form of gossip-designed to isolate or humiliate them, say Paul Coughlin, founder and president of The Protectors, a nonprofit anti-bullying organization based in Medford, Oregon. A bully can appear friendly to the victim, but the friendship is actually highly conditional and if the victim is dropped the hurt can be profound. Teachers should be aware of this, particularly in middle school, and be available to support students who are victimized.

"Bullying is a cultural problem, not a school problem," says Coughlin. "Schools are unfairly saddled with solving it. They do not have all the tools necessary for this topic. Parents are the frontline defense." Host special evening programs to talk about bullying and microaggressions with parents and encourage them to continue the dialogue at home to convey positive parental expectations to do the right thing.

Teachers are limited in what they can do when kids say cruel things, admits Coughlin, but they can help promote the idea that it's "cool to be courageous" and empower others to speak up when they hear hostile behavior. The ones with power and who bully are often the popular kids. "Cruelty, meanness and unkindness are currency. You get ahead socially by being awful," says Coughlin. "We have to make civil courage a currency in school settings."

Bystanders need scripts to follow-non-violent words-that can denounce the behavior. Teachers and parents can encourage kids to intervene, report what they heard, and comfort the victim afterwards. Helping someone in need can actually help children develop a strong character and capacity for leadership. "There is no neutrality when it comes to bullying. We are affected when we witness it," says Coughlin. "If we can get our kids to stand up against bullying, we are going to that make our schools better and grow greater civility in the American population."

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10 Things Every Teacher Should Know About Classroom Microagressions

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When a student is pushed in the lunchroom or otherwise physically bullied, it's a clear case for intervention. But it can be trickier to know how to handle more subtle hostile behavior-or microaggressions. While not always targeting an individual, these verbal barbs or actions often disparage a particular group and can contribute to an unhealthy school climate.

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Sweetie
Honey
Precious
Princess
mansplaining
touching shoulder/lower back/hair
you're too sensitive
you're not sensitive enough
catcalling
wardrobe police

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How do I start to build relationships with so many students

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How do I start to build relationships with so many students

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Do microaggressions cause people to question their identity?

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Article mentioned that the two groups overrepresented in the prison pipeline were racial minorities and those with disabilities. Here's another article about the second group.

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The school-to-prison pipeline describes a national trend that stems from policies, laws, and practices in which children are funneled out of school and into the criminal justice system. A common thread linking the experiences of most children who end up in this pipeline is routinely ignored: disability. Criminalization of students with disabilities - writing them off as "bad kids" rather than creating support systems to meet their needs - begins as early as preschool. Students in special education classrooms are twice as likely as their peers to be suspended, which greatly increases their risk of incarceration.

Just as we cannot address the school-to-prison pipeline without considering racial discrimination, effective efforts to combat the criminalization of marginalized children must include a disability lens.

The school-to-prison pipeline for children with disabilities is a multi-layered problem. About 85% of incarcerated youth have a disability, but just 37% of them received special education services in school. At the same time, special education programs often function as a new form of school segregation that place disabled children on a track toward unequal outcomes, according to the National Council on Disability.

The situation is further complicated by disability's intersections with other identities, which make certain kids more vulnerable than others. Black children are more likely to go through school with untreated disabilities and to be diagnosed with behavioral disabilities that funnel them into what could be called a special-education-to-prison pipeline. Children in poverty are impacted harshly by having a disability, because it's more difficult for them to access resources outside of those offered by their public school. Native kids with disabilities are twice as likely as their white counterparts to receive out-of-school suspension, and three times as likely to be physically restrained in school.

A report released in August by the Ruderman Family Foundation shows that children with "non-apparent disabilities" - meaning those not immediately visible, such as learning disabilities, autism, Crohn's disease, or mental illness - are routinely criminalized rather than given the educational accommodations to which they are legally entitled. The report also found that non-apparent disabilities are overrepresented in children already at-risk, including Black, Latinx, and Native kids, those in the foster care system, and trauma survivors.

"In combination with zero tolerance policies at schools, these students are suspended at disproportionately high rates and ultimately criminalized," the report states. "The result of this systemic discrimination is that over half of our incarcerated population has a mental illness and another 19 to 31% have a non-apparent disability, like cognitive or learning disabilities."

Conscious and unconscious racial biases affect which students are considered learning disabled, a decision made by teachers - who, in the United States, are mostly white. Black students are more likely than any of their peers to receive special education services for "emotional disturbance."

The criminalization of children is expensive for taxpayers, too. It costs about $140,000 per year to incarcerate a child and just $10,000 to educate them. A fraction of the resources used to incarcerate young people could be put toward holistic solutions that give all children a chance to thrive - such as developing early warning screenings to identify and treat disabilities, increasing the number of school counselors, and implementing effective trainings to combat racial and disability bias among educators.

The Individuals with Disabilities Education Act (IDEA), along with the Americans with Disabilities Act, are supposed to guarantee that public schools meet the needs of students with disabilities, which can mean anything from extra time on a test to individual tutoring to mental health counseling. The IDEA also requires that children with disabilities are educated in the "least restrictive environment" possible - but the reality of modern classrooms does not reflect these policies. Under new Education Secretary Betsy DeVos, protections granted by the IDEA are further out of reach, as she has stated the IDEA rights are "best left to states" rather than protected by the federal government, and that she may be "confused" as to what the IDEA actually is.

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Disabled Youth Are More at Risk of Being Incarcerated

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The school-to-prison pipeline describes a national trend that stems from policies, laws, and practices in which children are funneled out of school and into the criminal justice system. A common thread linking the experiences of most children who end up in this pipeline is routinely ignored: disability.

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James Baldwin, “Not everything that is faced can be changed, but nothing can be changed until it is faced.”

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From Unis, Katherine, Kiera, Aaron

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When a children's game encourages, "Would they commit a crime?" or "Is this person smart?"

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I believe that having "hard" conversations is incredibly important in addressing microaggressions. Some fear they will be called out for being too sensitive or taking things too seriously, but speaking up and starting a conversations is the first step. There is a taboo among white people when it comes to talking about race and it stifles change and growth.

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Are there other words we can use to describe microaggressions? I ask because often times the word "microaggressions" can be associated negatively with neo-liberal control culture.

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He's not ghetto like those other boys. She's so loud. They don't care. They can't read. They're just lazy.
Microaggression: a comment or action that subtly and often unconsciously or unintentionally expresses a prejudiced attitude toward a member of a marginalized group (such as a racial minority).

Quite simply, these micro-messages dress up as "great intentions" or "truths" but are dangerous at the core. This danger lurks in the ignorance that trails from these seemingly innocuous statements. For students, especially students of color, microaggressions can be like darts repeatedly thrown their direction with lasting effects unbeknownst to their peers.....and even teachers. I know all too well what it's like to be a student of color in a predominately White school. I endured microaggressions long before I knew what they were. Myself, like many other African-American students, wondered why my correct grammar was a surprise.....why my manners were an anomaly.....and why "being intelligent" was praiseworthy rather than a given. As adults, experiencing microaggressions is nothing short of annoying and frustrating; however, as adults, we have some tools to cope. On the contrary, students often lack these coping mechanisms to navigate these messages.

Imagine being an African-American student and experiencing the awe and shock from others when you excel at something.

Imagine being a Latino student facing the assumptions that you speak Spanish.

Imagine being an Asian or Indian student and the facing the disappointment when you don't do well because you're Asian or Indian and you are "supposed" to excel academically. Right?

Imagine other student populations from SpEd, to 504, to ELL, to Economically Disadvantaged. Imagine the automatic low expectations others have of you.

Imagine microaggressions placed on top of what our system has already labeled you. How would you feel? How would react from the daily comments, looks, low rigor/expectations, and frustrations from the adults around you?

Typically, these elements end up affecting BEHAVIOR.

Typically, these elements end up affecting BEHAVIOR. Click To Tweet

Research has proven that experiencing microaggressions, especially in regards to race and culture, can actually cause trauma and effects to behavior over time. Currently, studies have begun on the effects certain messaging and discrimination have on students. Susan Perry details some of these findings in a MinnPost article on the resilience of marginalized students,

As background information in the study points out, the negative effects of discrimination on human development have been documented many, many times in prior studies. Much of that research has been with adults, but studies involving adolescents have found that young people who report more experiences with racial or ethnic discrimination are at greater risk of depression, substance abuse and risky sexual behaviors. They are also less likely to be engaged with and successful in school.

Only a few such studies have examined the issue in children as young as 10, but those findings have been similar. One study, which involved African-American boys aged 10 to 15, found that children's reports of ethnic-racial discrimination were linked with behavioral problems, feelings of hopelessness and poor self-concepts.

The current study is one of the first, however, to look at how children younger than 10 perceive experiences of discrimination and how those perceptions affect their development over time.

It's clear that what we think about children and how we communicate our thoughts and expectations have grave effects on who they are.....and who they may become. Expectations can be communicated verbally and non-verbally. We know that students are extremely perceptive and intuitive. Children are able to understand certain vibes and emotions even when they cannot fully articulate what is happening. Point blank. Kids know when something is up. Having observed a wide array of classrooms over the years, I have learned that students are indeed picking up on microaggressions, yet they lack the terms to communicate such.

When students say:
My teacher doesn't like me. My teacher picks on me. My teacher is racist. My teacher doesn't think I can do the work. My teacher thinks I'm lazy. My teacher thinks I'm bad.
...they may be feeling the weight of microaggressions. Yes, are there some students who may use these phrases to deflect their own irresponsibility? Sure. However, I have noticed that there is an overwhelming amount of truth to these statements. Often, the stories behind these statements are crushing and you realize that very few are using microaggressions as an excuse to underperform. It wasn't until I left the four walls of my middle school English classroom, that I was able to fully see the effects of microaggressions on student behavior and academic achievement. I would witness White students exhibit disrespect and disregard for their teacher's classroom and instruction and simultaneously watch a Black student be reprimanded for asking for a pencil (because no one should be talking, right?). It was common to see students of color kicked out of class and sitting in the hallway. What were their "crimes"?

He took too long to turn around when I told him to sit down.

not having supplies

not sitting in their assigned seat

having candy

not getting started on the warm up fast enough

not completing an assignment in the time given

....the list goes on.

Teaching is not even close to easy and I understand being in the throes of a large load of students, with varying levels, different personalities, and even the joy of middle school defiance. Witnessing these situations daily, I began to wonder....what's the reason? Why are the same students being kicked out of class or reprimanded more than others? I initially chalked it up to a tolerance level. I had seen worse in my previous teaching experiences, so talking or having candy wasn't a grave enough "crime" for me to remove a student from instruction. Of course one cannot allow one student to derail a class, but when there is a trend or the same groups of students being disciplined, we must look further. We must be more reflective in our practices.

We function in an educational system that was built on Eurocentric values and culture. The beginnings of our entire school system included the assimilation and/or exclusion of other groups. Many people of color lost their language, culture, and traditions in efforts to assimilate to the core and values of Eurocentrism. Over time, our system has evolved and in some ways progressed. However, our mindsets have remained stagnated even through structural and legalistic changes. What strides have we continued to make in education to eradicate the low expectations of students of color? What continued strides have been made to remove stereotypes, biases, and prejudice from our educational practices? From our own mindsets?

I feel this all factors into what many students face daily. Years, decades, centuries of ideals deeply rooted in our schema that affects how students are instructed and treated. Some justifications, made by educators and even administrators, are reminiscent of what students may face in encounters with their community and some law enforcement. This is how the pipeline begins. The slow and steady darts of microaggressions. Darts that create a cycle of anger, mistrust, frustration, and low performance from students. Not able to communicate their emotions, many students filter these frustrations into anger. This anger causes harsh discipline and statistically, we know that students of color face harsher consequences than those of their White peers, for the same offenses:

Students from two groups-racial minorities and children with disabilities-are disproportionately represented in the school-to-prison pipeline. African-American students, for instance, are 3.5 times more likely than their white classmates to be suspended or expelled, according to a nationwide study by the U.S. Department of Education Office for Civil Rights.

We can blame a number of factors for the start of the prison pipeline, but it begins in the classroom:

The school-to-prison pipeline starts (or is best avoided) in the classroom. When combined with zero-tolerance policies, a teacher's decision to refer students for punishment can mean they are pushed out of the classroom-and much more likely to be introduced into the criminal justice system.

Parents send their best (our students) to school each day whether we believe it or not. Children should not be defined by their zip code, circumstances, race, or their economic statuses. However, schools use all of these factors to label students for data purposes. I believe this is one of the avenues that begins to perpetuate the cycle. If teachers already have biases they are unaware (or aware) of, utilizing these labels to discuss student progress can further certain stereotypes and microaggressions. If campuses are not actively exploring, identifying, reflecting, and working on these biases and misinformation about student groups, children will continue to be in classroom environments that weigh them down versus building them up.

As educators, there are a plethora of things we can do to dismantle microaggressions and their effects. Campuses should reflect and take action on the following:

Are we focused on using positive behavior supports? Are teachers adequately trained in these supports?

Are we mindful of our discipline referrals and the fairness, or lack thereof, for reprimanded students and student groups?

Are bias and diversity training for all staff a priority on a continuous basis?

Are discipline systems tiered so that students are not missing instructional time for minor infractions?

How often are teachers trained in classroom management and relationship building practices?

Are students authentically engaged in learning? If not, how can we increase engagement across the campus?

How can we build a stronger community and parental partnerships as a campus?

Are we teaching students how to appropriately advocate for themselves and their needs?

In the words of the prolific writer, James Baldwin, "Not everything that is faced can be changed, but nothing can be changed until it is faced." The School-to-Prison Pipeline is not a myth, and if we don't face the fact that the pipeline begins with schools, we will not ever fully change the trajectory of these cycles.

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Microaggressions to Misbehavior: How School to Prison Pipeline Begins

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Wow, I'm surprised he did so well on the test. He's not ghetto like those other boys. She's so loud. They don't care. They can't read. They're just lazy. Microaggression: a comment or action that subtly and often unconsciously or unintentionally expresses a prejudiced attitude toward a member of a marginalized group (such as a racial minority).

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"We judge ourselves by our intent, but others by their impact." - Stephen Covey