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I thought be raising my kids in NYC they would naturally go to integrated public schools -- but this is one of the most segregated school districts in the country.  My schools (in Florida) were integrated schools than my kids'.

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The section in "space" on integrationism, and to what end, pushed my thinking, and made me reflect on my own experiences in integrated education spaces that were centered around white dominant culture

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Space racism leads to educational inequity

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Space racism leads to educational inequity

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It has always been clear to me that basing education funding on property values, in a country that used redlining tactics for decades, is a problem, but this line validated this for me: "Policies of space racism overresource white spaces and underresource non-white spaces"

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"Of course, ordinary White people benefit from racist policies, though not nearly as much as racist power and not nearly as much as they could from an equitable society, one where the average White voter could have as much power as super-rich White men to decide elections and shape policy."

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"Of course, ordinary White people benefit from racist policies, though not nearly as much as racist power and not nearly as much as they could from an equitable society, one where the average White voter could have as much power as super-rich White men to decide elections and shape policy."

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The idea of the dangerous black neighborhood is the most dangerous racist idea. And it is powerfully misleading. For instance, people steer away from and stigmatize black neighborhoods as crime-ridden streets where you might have your wallet stolen. But they aspire to move into upscale white neighborhoods, home to white collar criminal and banksters who might steal your life savings

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How can we frame the movement for educational equity as both antiracist and anticapitalist? Capitalism benefits from educational inequity. Is this an idea that our donors, who by the nature of their ability to give, benefit from capitalism, would be wiling to get behind?

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The concept of shared humanity has been particularly impactful for me in this work. I do believe that there is an opportunity to foster this concept between donors and beneficiaries. I've seen this done well by folks like KIPP who put parent and student voices at the center of their videos, collateral, etc. I've kept this video for years and it brings me to tears every time b/c anyone can relate to these parents and students: https://vimeo.com/102245560

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"Racist ideas often lead to this silly psychological inversion, where we blame the victimized race for their own victimization." 

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"Racist ideas often lead to this silly psychological inversion, where we blame the victimized race for their own victimization." 

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I think the thing that's most important for us as TFA staff members to intentionally STOP perpetuating is "This stereotype of the hopeless, defeated, unmotivated poor Black." How can we ensure that the language we use when talking about our work and the students we serve does not perpetuate that stereotype in the minds of our donors?

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I found this powerful: "It is best to challenge ourselves by dragging ourselves before people who intimidate us with their brilliance and constructive criticism."

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On page 185, Kendi shares the example that people clung onto the statistic that more children were being born to unwed Black mothers than ever before. But one of the main reasons why the stat looked the way it did was because married Black women were having less children. As a data person, I am often thinking about how data can be used, distorted, twisted to fit whatever narrative someone is looking for.

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The Space chapter had me making direct connections to our corps member space, both my own experience and observations, as well as what is being shared in the BIPOCinTFA instagram account.  Dr. King's quote from 1959 - "White people view black people as inferior ... People with such a low view of the black race cannot be given free rein and put in charge of the intellectual care and development of our boys and girls."  Then Kendi: "Non-White students fill most of the seats in today's public school classrooms but are taught by an 80% White teaching force, which often has, however unconsciously, lower expectations for non-White students."  Perhaps I don't have a direct line to Development work (as the title of this section suggests) besides the fact that we are raising money to send teachers into classrooms -- do we believe in the organization's ability to select and prepare those teachers?

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"To love capitalism it to end up loving racism. To love racism is to end up loving capitalism. The conjoined twins are two sides of the same destructive body."

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One of the first books I read about race was Dr. Tatum's Why Are All the Black Kids Sitting Together in the Cafeteria.  I have read it two more times since but not for a few years.  I believe that's where I first learned of the notion that people of color cannot be racist.  Kendi's explanation of the problematic nature of that thinking was revelatory for me.  I'm not sure what my question is, necessarily, but would be interested in hearing others' thoughts.

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"White supremacist is code for anti-human, a nuclear ideology that poses an existential threat to human existence." It's so clear -- this way of being is hurting everyone.