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A whitewashed history of the ancient world lays the foundation for white supremacy across the curriculum.

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What It Means to Be an Anti-racist Teacher

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What It Means to Be an Anti-racist Teacher

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From Learning for Justice (formerly Teaching Tolerance)

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Lorena Germán has worked in education for nearly 20 years. As director of pedagogy at EduColor, chair of the National Council of Teachers of English Committee Against Racism and Bias in the Teaching of English and co-founder of Multicultural Classroom, she has advocated for culturally sustaining pedagogy and practices. Nearly three years ago, Germán joined together with educators Tricia Ebarvia, Dr. Kim Parker and Julia E. Torres to form #DisruptTexts, a grassroots movement encouraging K-12 English teachers to rethink their approach to teaching the "classics," including deciding whether they need to teach them at all. In 2019, she published The Anti Racist Teacher: Reading Instruction Workbook, a resource to help educators develop anti-racist practices in their ELA classes. And late last year, Germán sat down with then-TT Professional Development Manager Val Brown to discuss the damage white supremacy causes in education-and the uplift inherent in reimagining the process. Their conversation, included here, has been edited for length and clarity.

"Interrupting white supremacy," "decolonizing education," "developing abolitionist education"-people use these phrases but aren't always sure what they mean. How would you define these terms as they relate to your practice?

White supremacy literally means that whiteness is supreme over others. We see that present in our values as a nation, in our culture, in our ways of being and, therefore, embedded in all of our systems.

When a lot of people think of white supremacy, they connote white men in hoods on corners screaming racial slurs and doing extreme things, but white supremacy could be used interchangeably for racism.

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What it Means to Be an Anti-racist Teacher

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Skip to main content Lorena Germán has worked in education for nearly 20 years. As director of pedagogy at EduColor, chair of the National Council of Teachers of English Committee Against Racism and Bias in the Teaching of English and co-founder of Multicultural Classroom, she has advocated for culturally sustaining pedagogy and practices.

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Ten Commitments for Equity Literate Educators

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Ten Commitments for Equity Literate Educators

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A short and powerful list for educators focusing on equity practices.

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Credit... Hélène Baum

We've all been there.

At a dinner party. In line at the post office. On a Zoom meeting. You can feel it coming: that awful joke your friend likes to tell about immigrants. Questions like "Don't all lives matter?" or "Did he resist arrest?" The discomfort becomes palpable. Your gut twists. God, I hope someone says something, you think with increasing desperation. And so does everyone else.

This phenomenon, in which no one in a group of witnesses chooses to disrupt a problematic event, is called the bystander effect, said Thomas Vance, a national certified counselor and a postdoctoral psychology fellow at the New School for Social Research in New York.

"We like to think that we live in a world where people will jump in," Dr. Vance said in an email, but "the greater the number of people present, the less likely people are to help a person in need or distress."

"This happens because being part of a large crowd makes it so no single person has to take responsibility for an action," he added.

This diffusion of responsibility can make well-intentioned people complicit in whatever acts of violence or discrimination they silently witness.

To avoid that silent complicity, people can learn to become active bystanders: individuals who work to create cultures that actively reject harmful or discriminatory behavior through targeted interventions.

First, let's talk about the difference between an ally and an active bystander.

An ally is someone who "does not suffer the same oppressions" as you do but who "supports your struggle for rights and freedom," Micki McElya, a history professor at the University of Connecticut, wrote in the Boston Review.

Absent from that definition is action. Active bystanders see something bad happen and make discreet choices to respond to the concerning behavior, said Monica Reyna, a violence prevention educator at the Advocates, a nonprofit in rural Idaho. That can take many forms, such as recording suspected police brutality or challenging everyday microaggressions like dinner-table racism. It can be leaning into humor to unpack "compliments" - for example, your boss describes a Black colleague as "articulate," the subtext being that this is somehow exceptional - or educating friends about the problematic origins of commonplace expressions.

To beat the bystander effect, we have to retrain our brains and establish new patterns of behavior. Fortunately, there's no shortage of ways to do this.

"We began to categorize all of the anti-bias actions that could be taken," said Derald Wing Sue, a professor at Columbia who studies the psychology of racism and antiracism and has written extensively about microaggression theory. "There were literally thousands of them."

One of the most effective tactics, Dr. Sue said, is what he calls the art of the comeback.

"A person will say to me, 'You speak excellent English,' and I will say, 'You do, too, John!'" said Dr. Sue, who is Chinese-American. "The 'compliment' has a hidden communication to me that I'm a perpetual alien in my own country, I'm not a true American." He said that "by simply reversing it, it may have a humorous or sarcastic impact" that reveals the comment's underlying meaning.

Dorothy J. Edwards, president and founder of Alteristic, a nonprofit consultancy that provides bystander training, focuses on "the three D's": direct, distract and delegate.

"We emphasize that 'direct' doesn't have to be combative or confrontational; it just means you address the situation directly," Dr. Edwards said. This can be as simple as "checking in on the person at risk" by asking if the person is OK or telling the perpetrator to "knock it off."

Even your physical presence can be enough to keep someone from being the target of racial violence, said LaVonne Pepe, a social worker and a senior trainer at Alteristic.

If you witness a concerning event that may escalate into harm, Dr. Edwards recommends creating a diversion. For example, suggest going to get food. Or tell a white lie: Say someone's car is being towed. Interrupt a heated discussion by asking for a phone charger. Doing so can help to de-escalate a situation and give the person on the receiving end of the behavior a chance to exit the scene.

Delegation is even easier: Enlist the help of that one friend who actually likes direct confrontation or has the clout to absorb any pushback. The idea is to just do something, whatever that may be.

Before Alteristic trainers get into the three D's, they focus on why people don't speak out in the first place. Training starts by examining what human social behavior and thought patterns also conspire against us.

"A lot of us are taught how to mind our business, or that if it does not involve us then we shouldn't interject," Dr. Vance said. "We have to unlearn that particular method and relearn strategies to challenge our biases that we have developed over time."

For people with privilege, losing that privilege can be a strong demotivator, Dr. Sue said. Many white Americans learn from an early age not to talk about race, which makes it harder for them to speak out.

"When a young child makes an obvious, naïve observation of skin tone, eyes and physical differences, what do parents do? They hush them up," he said, adding that this can feed into adults' claims of "color blindness," which he explores in his book "Race Talk and the Conspiracy of Silence."

"If you are colorblind, you are color mute," he said.

The socialization of women, too, can also prevent them from being active bystanders, Dr. Edwards said.

Women learn "certain messages of what it means to be feminine and a woman," she said, adding that the privilege of being white makes it "even easier for me to not make waves," especially if not doing so helps retain that privilege.

And for people who hold marginalized identities, making waves can mean facing consequences, according to a recent article in Harvard Business Review. If you're the only Black person at your company, for instance, calling out your boss's inappropriate jokes may reduce opportunities for you.

Active bystanders should strive to intervene early and often.

What we need, Dr. Sue said, is for allies "to find the moral courage to intervene when they see a moral transgression occurring."

"When no action is taken and people remain silent in the face of racism, it causes pain and suffering to the targets, it creates guilt in the mind of onlookers and it creates a false consensus that racism is OK," he said in an email.

That suffering compounds the mental and emotional burden that marginalized people already carry, Ms. Pepe said. Continued exposure to systemic and casual discrimination increases stress and elevates cortisol, compromises mental health and can even lead to physical pain.

Almost by definition, an active bystander is a person who chooses to "act in the moment" when he or she witnesses problematic behavior, Dr. McElya said.

That said, there is no statute of limitations on stepping up. If you miss your window, follow up with the perpetrator later in a private conversation. Or share resources through email or social media.

"The way that you choose to say it is up to you," Ms. Pepe said. "But at the end of the day, if your value is that people shouldn't be hurt, for whatever the reason is, you can find a way to say that if you care about it enough."

It is hard! The fatigue that we all feel is real and it is normal. Standing up as an active bystander, going to protests, engaging in online discussions, educating yourself and your children ... all of that means exposing yourself to harsh realities like the killing of George Floyd, systemic discrimination and violence. And the deeper you get into these realities, the more you begin to see how entrenched they are.

"Those things are all very draining and all of us become traumatized," said Beryl Domingo, an active bystander coordinator at Quabbin Mediation, a community-based organization in Orange, Ma., that offers dispute mediation services and active bystander training. "No one is unaffected by this. You'd have to be a robot not to be affected by these vicious incidents."

The author Robin DiAngelo coined the term "white fragility" to describe what she calls the "silence, defensiveness, argumentation, certitude and other forms of pushback" that white people manifest when confronted with their own racial biases.

But, according to Ms. Domingo, building the "moral courage" to confront these feelings and become a more active bystander can help to make the world a more equitable place.

"It takes work and it takes time, but you do get better, actually," she said. "Because you begin to feel confident, you begin to feel, Hey, I can do this."

You will. Try again. Build resilience.

If you're uncomfortable and exhausted, it means you're headed in the right direction. Like anything worth doing, becoming an active bystander takes practice.

By building up "your moral courage muscle, you actually gain strength," Ms. Domingo said. "And other people see what you're doing, and they begin to do the same thing."

Keep in mind that, despite your best intentions and efforts, you won't always have the impact you desire. Pre-empt potential harm by leaning into the "bystander" part of being an active bystander, Dr. McElya said, and by taking your cues from marginalized people on how to show up for them.

You won't get it right every time. You might be unsure of how to intervene or miss your window for a snappy comeback. That's just reality, Ms. Edwards said, because in real life "we have barriers." Don't beat yourself up about it. Instead, plan to do better next time. Continue your education about the issues that matter, and remember that it's OK to start small.

Ms. Domingo said, "When you don't do something, the person doing the harm assumes that you're in agreement with their actions."

"If we don't challenge them, they will continue to do what they do and they will influence other people to do the same," she added.
More resources about being an active bystander:
The Kirwan Institute for the Study of Race and Ethnicity website has a virtual training and downloadable materials.

Hollaback offers various trainings in New York City and a free guide to bystander interventions.

This Guide to Responding to Microaggressions explains identity-based microaggressions and ways to counteract them.

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How to Be an Active Bystander When You See Casual Racism

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We've all been there. At a dinner party. In line at the post office. On a Zoom meeting. You can feel it coming: that awful joke your friend likes to tell about immigrants. Questions like "Don't all lives matter?" or "Did he resist arrest?" The discomfort becomes palpable. Your gut twists.

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First Book and Pizza Hut have teamed up to offer a series of graphics, videos, and a downloadable handbook that help teachers understand and have meaningful conversations about race.

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This graphic was created as part of a contest in Oregon to best explain equity and replace the graphic with the kids on boxes watching baseball.

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Infographic about ways that white people can use their privilege to fight racism.

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Confronting White Nationalism in Schools

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Confronting White Nationalism in Schools

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Request your free e-copy of this toolkit from Western States Center

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Americans across the country report a rise in white nationalism and other bigoted extremism. Because schools are hubs of our communities, they have become battlegrounds for extremist organizing and recruitment sites for white nationalist groups targeting young people.

In this toolkit, we'll share strategies to counter white nationalist organizing through sample scenarios that schools frequently encounter. Whether a student has been found passing out white nationalist flyers or buttons on school property, or more actively advocating for a "white pride" student group, the toolkit offers advice for parents, students, teachers, school administrators, and the wider community.

Everyone who engages in the life of a school is in a unique position to isolate and push back against the growing white nationalist movement and its hateful narratives. We can build schools where everyone feels valued, and where students grow to be engaged citizens of an inclusive democracy.

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Americans across the country report a rise in white nationalism and other bigoted extremism. Because schools are hubs of our communities, they have become battlegrounds for extremist organizing and recruitment sites for white nationalist groups targeting young people. In this toolkit, we'll share strategies to counter white nationalist organizing through sample scenarios that schools frequently encounter.

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31 Children's books to support conversations on race, racism and resistance

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31 Children's books to support conversations on race, racism and resistance

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Research from Harvard University suggests that children as young as three years old, when exposed to racism and prejudice, tend to embrace and accept it, even though they might not understand the feelings. By age 5, white children are strongly biased towards whiteness. To counter this bias, experts recommend acknowledging and naming race and racism with children as early and as often as possible. Children’s books are one of the most effective and practical tools for initiating these critical conversations; and they can also be used to model what it means to resist and dismantle oppression.​

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Parents and other caregivers are seeking resources to help them hold children through the current, terrible wave of racialized violence, which is exacerbated by the tensions and vulnerabilities exposed by the COVID-19 pandemic. As scholars, writers, and parents who use books to connect with our children and spark conversations with them, we've developed this book list to help engage the broad range of emotions and needs of diverse children in our multiracial society. In some cases, we've highlighted worthy, albeit lesser-known titles. Some are older books, some are newer, and a few will publish later this year but are available for pre-order now. This list skews heavily towards #ownvoices books and is arranged alphabetically by title.

Please use these books to help you do the work of making the world a safer, more equitable place for all children.

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20 Picture Books for 2020: Readings to Embrace Race, Provide Solace &...

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As scholars, writers, and parents who use books to connect with our children and spark conversations with them, we've developed this book list to help...

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Saying I Don't See Race Denies the Racial Identity of Students

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Saying I Don't See Race Denies the Racial Identity of Students

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For years we were encouraged to be colorblind. As it turns out if we don’t see race we miss a whole constellation of things that are vital to teaching students.

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Education Week - Classroom Q&A With Larry Ferlazzo

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The new question-of-the-week is:
What are the best ways to respond to educators who say they "don't see race" when they teach?
It's, unfortunately, fairly common to hear teachers say they don't see race or they don't see color in their classrooms.

There are a lot of problems with that perspective, and this series will try to examine them.

These next five posts are actually the second "installment" in a three-part series. Last fall, Shannon R. Waite, Ed.D., from Fordham guest-hosted a six-part series on the same topic. A third-and final-installment of several posts with additional responses will appear in early summer.

Today, Makeda Brome, Ashley McCall, Cindy Garcia, Jamila Lyiscott, Julie Jee, Kendra M. Castelow, Ed.S., Janice Wyatt-Ross, and Maurice McDavid "weigh in" on the question. You can listen to a 10-minute conversation I had with Makeda, Ashley, and Cindy on my BAM! Radio Show. You can also find a list of, and links to, previous shows here.

You might also be interested in many other previous posts on Race & Gender Challenges.
Do not be a "Racial Identity Denier" Makeda Brome is an instructional math coach at Fort Pierce Westwood Academy in Fort Pierce, Fla. She is entering her 10th year of teaching and was recently named the St. Lucie public schools Teacher of the Year for the 2019-20 school year. She has two master's degrees: one in curriculum and instruction and a second in educational leadership:
Wow. This is a heavy question, but I will do my best to present the start of an answer. First, I would like to say that most educators who say they "don't see race" might also say they are colorblind. To those that would claim either statement, I would say there is no such thing as being colorblind. I would say that those who "do not see race" or claim to be colorblind are denying the racial identity of their students. My good friend Val Brown recently coined this as someone who is a "Racial Identity Denier" or RID©. When you do not see a student's race, you are denying the very fabric of their being. You are denying something that they cannot and should not "rid" or deny themselves of. How can we deny in others what they cannot and should not deny in themselves? A student cannot not see their race. It looks them in the face every day as they look in the mirror. Their race contributes to the experiences that they have as they navigate through society.

Even if one were to claim that they legitimately "do not see race," one of our jobs as educators is to prepare students to enter society. that is in fact not colorblind and sees race as something to be feared rather than embraced. So even with that claim, one not seeing race would still have to know the perspective of seeing the race of their students to prepare students for a society that will.

Secondly, I would argue that educators who "don't see race" are denying themselves of beautiful experiences in the classroom. The most important thing they deny is relationships with their students. How can you (an educator) have a relationship with me (a student) if you do not acknowledge all that makes me who I am? Diverse relationships should be sought out with the intention to honor one's whole self. Educators should be intentional about building relationships with all their students.

Educators also deny rich classroom opportunities or learning experiences when they "don't see race." How does one talk about the space race without talking about Mary Jackson and Katherine Johnson? How do we use GPS to navigate to new places or find our lost phones without Dr. Gladys West? How do we claim to be advocates of social justice and change without the likes of people like Cesar Chavez, Dr. Martin Luther King, Gandhi, and Dolores Huerta? This barely scratches the surface of people of different races who have made impacts on democratic societies like the United States. They are celebrated now, but at the time of their inventions or call to actions were denied respect, justice, or credit because of their race. Our students and their whole selves should be celebrated and seen in our classrooms now. Not as an aftereffect. I challenge those who claimto "not see race" to ask the following questions:

1. When I claim to not see race, what else am I not seeing in my students?

2. What rich learning experiences am I and my students missing out on when I color (myself) blind?

3. When I claim to not see color, do I realize that I am denying someone an essential part of their experiences and existence while simultaneously holding on to mine?

These are not easy questions, nor are they meant to be. They are meant to provoke, prod, and propel you to a better understanding of yourself and the students you teach every day.
An allegory about peanut allergies
Ashley McCall is a 3rd grade English/language arts educator at Chavez Multicultural Academic Center in Back of the Yards (Chicago) where she serves as a teacher representative on the local school council. She is a Teach Plus Teaching Policy Fellowship alumna and a member of the Teach Plus Board:

Imagine you are seated at a restaurant table with friends preparing to enjoy an evening meal. A waitress arrives eager to take drink orders and assess the table's familiarity with the food menu. After reading through the day's specials and taking notes on beverage preferences, she turns toward the kitchen.
"Wait," you interrupt. "You did not ask whether or not any of us have allergies. I am allergic to nuts. Could you please make note of this for the chef?" "Oh," the waitress responds. "I don't see allergies. For years, humans existed on this earth without attention to these whimsical reactions to substances, and it has become a mental crutch for us. We feed everyone the same here, and allergies really are not a thing you need to worry about in this space." Then she walks away.
Now, if this was a real interaction, everyone would find the scene and the waitress' response completely absurd. Why? Because the majority of the population believes in attention to and consideration for human allergies? Because we have scientific evidence of the sometimes dangerous physical and psychological experience of an allergic reaction? Because it would have cost the waitress nothing to simply acknowledge and make note of the allergy and continue with service? Because it is her (and the restaurant's) job to provide the best (and safest) possible service to its customers? All of the above.

Teachers who say they "don't see race" fall into the same absurd trap as a waitress who does not acknowledge the allergy of a patron. This phrase almost exclusively slips out the of the mouths of our white colleagues who believe that by "not seeing race," they take on a colorblind lens which allows them to treat students fairly and provide the same experience for all. Fairness, however, is not the job of the educator. We ought to pursue equity in our experiences with students.

As educators we must, to the best of our abilities, see our students, families, and neighbors in the fullness of their identities. Race may be a social construct, but it informs our students' day-to-day experiences: rides on the bus, walks to and through stores, drives down the Dan Ryan, and kicking back in the park with friends. This construct fuels the school-to-prison pipeline, inflates numbers of students of color referred for special education services, and exascerbates mental-health battles for black and brown youths and adults alike. To say, "I don't see race" is to say, "I don't see you. I don't know you. And I'm not ready and willing to hear and believe you." I do not know an educator that would ever say this to a student. But until all teachers are ready to see and explicitly engage with issues of race in the classroom, we are sending this harmful message subconsciously.
Funds of knowledge Cindy Garcia has been a bilingual educator for 14 years and is currently the district instructional specialist for PK-6 bilingual/ESL mathematics in the Pasadena Independent school district (Texas). She is active onTwitter @CindyGarciaTX and on her blog:
It is important for educators to see race, because ignoring race means ignoring the funds of knowledge that a student brings to school. By not seeing a student's race, teachers are not seeing the full student. Teachers need to support students in using the skills and experiences they have had in their culture to support their learning in school. There is no reason to start at zero each school year, when students have learned valuable lessons at home and in their communities.

When a student's race is acknowledged, it sends the message that their race is not an issue. Ignoring their race might make students feel that there is something off or not OK because it is never taken into account. If a student feels that an obvious physical characteristic, that many times is seen as a negative, is seen as an asset, they will form a positive connection to their classroom environment. It is not necessary to fixate on race or bring it up constantly, but if an opportunity presents itself, then it should be addressed.

If the class is reading a book and the main character shares the same race as one of the students, why not have that student share some of their ideas or thoughts based on their point of view as a person of that race? If you are studying something related to Cesar Chavez or Rosa Parks, why not have students that have race in common with those historical figures share their perspectives as members of the same racial community? If a teacher chooses to "not see race," it does not mean that racial stereotypes or bullying based on skin color will not take place. Choosing to "see race" could help reduce stereotyping or bullying because now they have a better understanding or connection to different races rather than just seeing them as something different.

"The impetus to pretend that one is colorblind is essentially racist" Jamila Lyiscott is a social-justice education scholar, nationally acclaimed speaker, spoken-word artist, and educational consultant. She serves as an assistant professor of social-justice education at the University of Massachusetts Amherst, where she is the co-founder and director of the Center of Racial Justice and Youth Engaged Research. She also holds an appointment as senior research fellow within Teachers College, Columbia University's Institute for Urban and Minority Education. She is the author of Black Appetite. White Food: Issues of Race, Voice, and Justice Within and Beyond the Classroom:
All educators see race, whether they claim to or not. The impetus to pretend that one is colorblind when it comes to race is a misguided attempt to treat all students the same, when all students, even within any racial group, are different. The impetus to pretend that one is colorblind is essentially racist. It is wielding the power to erase the identity of students. To refuse to see. To impose a blind view on children of color because of racial illiteracy-or the inability to navigate the nuances and realities of race and racism with fluency.

Because we exist in a very hyper-racial society, with unique manifestations of what race means across the world, racial identities play a major role in how we are each socialized. The idea of being socialized means that we do not exist in a vacuum. Instead, since birth, each of us has been shaped by individuals and institutions that color our experiences and perceptions of the world. Exactly how we are shaped by this socialization process depends on many factors, but one major factor is race. Because of the abiding systemic racism in America, for example, one's racial identity will profoundly shape what communities they live in (i.e., American communities remain highly segregated by race), what schools they attend, class status, experiences with our justice system, etc. There are also cultural cues and norms that align with racial identity and shape how each of us experience the world. So the way that an educator sees themselves and their students is deeply conditioned by how they have been socialized to see their racial identity and that of their students from messages at home, representations in media, messages from our justice system and other institutions, as well as exposure (or lack of exposure since our country is still segregated) to diverse racial groups.

The problem is not that we are different. Educators should and must center the diverse wealth of racial, linguistic, and cultural beauty that exists powerfully in the lives of our students. The problem is that we ascribe racist stigmas to difference and, thus, reinforce racial oppression. So to any educator who claims not to see race: We are not invisible. It is your duty to see us.

Not seeing race is "solving nothing" Julie Jee has been an English teacher at Arlington High School in New York since 2001. She teaches 12 Advanced Placement English Literature and Composition and sophomore English at the regents level. Julie loves to read, run, take photos, and spend time with her husband and three children:
"Not seeing race" is an easy way out because if those educators saw race, they would see how systemic racism has affected every aspect of the education system, from the government level down to the books that are taught. They would see that racism has deep roots in our country's history. They would see racist violence and other acts of hate as examples of that pervasive racism, not simply isolated incidents that have no connection to each other throughout history.

When educators tell me that race doesn't matter, I say that they've erased an opportunity to be anti-racist. They've squandered the moment and made it about them and their so-called forward way of thinking instead of actually doing what's best for their students. Students of color need to be seen in their entirety. That understanding needs to combat systemic racism in our education system. When educators say they don't see race, they are abetting this system and solving nothing.

"One size fits all" is not conducive to learning Kendra M. Castelow, Ed.S., is an English for Speakers of Other Languages (ESOL) teacher in a public school district in Georgia. She is a member of the Conferences Professional Council at Teachers of English to Speakers of Other Languages (TESOL) International Association and past president of Georgia TESOL. As a member of the 2016 Leadership Robins Region class, she seeks to nurture and maximize public and community relations among political, economic, and business sectors:
There is a 19 th-century proverb, "A hit dog will holler." It implies that a defensive response to a statement indicates guilt. When educators say they "don't see race," I view it as that defensive response that shows educators who say it are guilty of seeing race and using that race against the person. At the very least, these educators say they "don't see race" to simply avoid discussions about race. When you use race against a person, you vilify racial differences and reduce the impact and/or importance of those racial differences. If educators say they "don't see race" when they teach, then I would internally decide that those educators have already been accused of being racist by students' families or fellow educators. Furthermore, the same educators have said some things or behaved in some ways in their classroom that would cause students discomfort and/or would offend educators.

After you plod through your own internal dialogue of clichés, clear out your own dusty closet of hidden bias and wipe off that cloudy mirror you use to reflect upon your own actions, experiences, and theories. Consider taking one or all the following approaches:

1. Respond with your own story about when educators or other people didn't "see race" with you. If educators said that when they taught me, they didn't "see race," I would say that they didn't see me. It would make me feel invisible. I know that educators' hidden biases are obvious when rambunctious students of color are sitting away from the groups of classmates, up by the board, or back in the corner. Educators must see race when they teach, because there may be some students who have been bruised by past educators who ignored social and cultural cues. Educators who "don't see race" are blind to the results or impact of racism and marginalization and will miss the opportunities to repair damage and reverse wrongs.

2. Respond with ways a teacher can use their privilege to challenge and remove modes of racial discrimination from their educational environment. Research and cite historical facts that demonstrate the result of unchallenged privilege and how it allowed people to use race to discriminate against others or to remove race from an issue.The saying "majority rules" should be applied in the education of diverse learners. For example, Jim Crow laws were put in place to intimidate former slaves and tip the scales in the white residents' favor. Although slavery was abolished, the freed slaves struggled to live independently, and those in power (and place of privilege) created the Jim Crow laws to take advantage of those freedmen and further intimidate and incapacitate them. When educators don't "see race," they are selectively blind to the condition and mindset of racially diverse people and risk creating additional policies that will further intimidate and incapacitate those racially diverse students.

Educators hold a place of privilege in their classrooms and in their schools/learning organizations. Culturally proficient instruction places the educators as advocates for their learners and in the perfect position to remove obstacles and barriers that are not conducive to learning. For educators to become advocates, they troubleshoot their learning environment and identify obstacles and barriers, such as racial and other hidden biases. In order to do this effectively, educators must be aware of their own mindset, including racial and other hidden biases that positively and/or negatively affect their classroom environment and rapport with their students. It is a good idea to give students "a fair shake." Once transparent and personal reflection occurs, then focused advocacy and differentiated instruction can truly take place.

3. Respond with how seeing race can help a teacher differentiate their instruction and use culturally proficient instructional strategies with their students. "One size fits all" is not conducive to learning for all learners. Some teachers refuse to differentiate their instruction because all the other students "get it" and the racially diverse student in question should "get it," too.Various types of data concerning a variety of groups of learners should be examined through the lens of cultural proficiency. For example, just because the standardized scores of a subgroup of African American boys are lower than others' does not mean that those African American boys are not capable of learning. It might mean that those educating those students need professional development in utilizing culturally proficient instructional strategies. The building-level and district-level educational administrators should collect qualitative data on the educators to guide their professional learning and development sessions.

I have had many people tell me the same: "I don't see race." This cliché is a smoke screen. When people have communicated this to me, they have said it in the same way a leader distracts their followers and makes them look the other way so as not to see the injustices inflicted upon the past or done behind their backs. This deflection ("I don't see race.") has caused me to ponder, what are trying to hide? and So what do you REALLY think about me? Therefore, I ask you: What do you really think about your students?

"There is nothing racist about...what you see with your own eyes" Janice Wyatt-Ross is the program director for a dropout prevention/re-engagement center in Lexington, Ky. She and her husband of 23 years are the parents of two daughters:
As children, we are taught to identify and sort by color, shape, and size. Are we to suppose that we lose this skill as it relates to people? Realistically speaking, humans, and that includes children, exist in all shapes, colors, and sizes. Educators who say that they "don't see race" when they teach are disregarding the existence of entire groups of students. There is nothing wrong with acknowledging a person's skin color. People of color do not have the privilege of not addressing or acknowledging race. For many of us, there are daily reminders that we are not white. Our skin tone is the first thing we see in the mirror each and every day. If you are honest, it is the first thing you notice when you see me or my likeness.

The argument is often made that people should not be judged by the "color of their skin" but by "the content of their character." This argument has been taken to the extreme as to erase an aspect of someone's humanity. To be truly equitable and inclusive requires a real look at who is sitting around the table or whose voice is recognized and amplified. This notion of "colorblindness" leads to all white spaces. Teachers should be conscious of race in their classrooms for things such as grouping students for projects, lesson planning, curricular decisions, and even in their hiring practices. It is important that various perspectives are represented.

I acknowledge that I am black. It is a fact. There is nothing racist about acknowledging what I have known all of my life and what you see with your eyes. It becomes racist when you work to exclude me because of my skin color.

Begin with 'understanding" Maurice McDavid earned his bachelor's degree in elementary education with a minor in history and Spanish. He has taught middle school history, English, and Spanish, as well as high school geography. He was dean of students for three years and is now in his first year as an assistant principal at a bilingual elementary school.:
My response to teachers when they say, "I don't see race," begins with understanding.

I can remember when colorblindness was pushed as what was politically correct. I quickly remind staff that as a black male educator, I am made aware of race every single day. I have been employed in buildings where I was the only certified black staff member and in other buildings where I have been one of two, and that causes an awareness of race for me. Black students seem to flock to me as do teachers who are having an issue with their black students. For those who are willing to engage in conversation, I then ask them to consider how being black has impacted me and impacts our students in ways that are real and tangible. I share with teachers that my mother raised me and that she grew up during the '60s and '70s. So while I have not seen marches for voting rights, I was raised by someone who has experienced blackness in a generation of outright racism. It impacts the way I see everything and colors the way I experience life.

I share with them that race still has an impact today that goes beyond history. I remind them of the power of imagery and the need to see someone who looks like you having success. If popular imagery of black people includes athletes and entertainers, then it does become difficult to envision oneself as a teacher. As a high schooler, I had a young black girl tell me that my hopes and dreams of law school were for white people. This is the reality of race in modern America. There is so much more to say on this topic, but to summarize, teachers who do not see race are refusing to see an integral part of the identity of their students. The response to these teachers should be personal on one hand and should include data on the other. The combination of personal testimony and the data helps to open the minds of those interested in learning.

Thanks to Makeda, Ashley, Cindy, Jamila, Julie, Kendra, Janice, and Maurice for their contributions.

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it's selected or if you'd prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo.

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It's titled Classroom Management Q&As: Expert Strategies for Teaching.
Just a reminder; you can subscribe and receive updates from this blog via email or RSS Reader. And if you missed any of the highlights from the first eight years of this blog, you can see a categorized list below. The list doesn't include ones from this current year, but you can find those by clicking on the "answers" category found in the sidebar. This Year's Most Popular Q&A Posts Race & Gender Challenges Classroom-Management Advice Best Ways to Begin the School Year Best Ways to End the School Year Implementing the Common Core Student Motivation & Social-Emotional Learning Teaching Social Studies Cooperative & Collaborative Learning Using Tech in the Classroom Parent Engagement in Schools Teaching English-Language Learners Reading Instruction Writing Instruction Education Policy Issues Assessment Differentiating Instruction Math Instruction Science Instruction Advice for New Teachers Author Interviews Entering the Teaching Profession The Inclusive Classroom Learning & the Brain Administrator Leadership Teacher Leadership Relationships in Schools Professional Development Instructional Strategies Best of Classroom Q&A Professional Collaboration Classroom Organization Mistakes in Education Project-Based Learning
I am also creating a Twitter list including all contributors to this column.

Look for Part Two in a few days.

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Saying 'I Don't See Color' Denies the Racial Identity of Students

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The new question-of-the-week is: What are the best ways to respond to educators who say they "don't see race" when they teach? It's, unfortunately, fairly common to hear teachers say they don't see race or they don't see color in their classrooms. There are a lot of problems with that perspective, and this series will try to examine them.

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26 Ways to be in the Struggle Beyond the Streets

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26 Ways to be in the Struggle Beyond the Streets

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26 Ways to Be in the Struggle Beyond the Streets

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This list is designed to celebrate all the ways that our communities can engage in liberation. For a range of reasons, there are and always have been folks who cannot attend rallies and protests but who continue to contribute to ending police and state violence against black people. People seek jus…

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Beyond the Hashtag: How to Take Anti-Racist Action in Your Life

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Beyond the Hashtag: How to Take Anti-Racist Action in Your Life

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In this op-ed, Zyahna Bryant — a Charlottesville-based activist, organizer, and social impact strategist — offers insight into how people can take anti-racist action.

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Anti-racist work isn't easy, and amid the COVID-19 crisis, things look a bit different than they used to. But there are still powerful ways to show up.

Educate yourself!

Reading the work of Black scholars who break down issues of the justice system, policing, and prison abolition are great places to start. Some of my personal recommendations include works by Angela Davis, Assata Shakur, Michelle Alexander, Keeanga-Yamahtta Taylor, Ida B. Wells, and The 1619 Project, edited by Nikole Hannah-Jones.

Resources like the Abolitionist Futures conference, the Prison Culture blog, and the African American Intellectual History Society have compiled extensive reading lists on policing, incarceration, and the racism baked into both systems. Other groups, including Critical Resistance, have published documents like an " Abolition Organizing Toolkit." And in Minneapolis, MPD150 is a group of local grassroots organizers pushing for the abolition of the city's police department, and it also has a handy zine for frequently asked questions about abolition.

Invest time and resources in on-the-ground community abolitionist efforts.

In the current situation in Minneapolis, these efforts can include Freedom Funds like the Minnesota Freedom Fund, which directly supports activists and organizers who are doing work on the ground. The Minnesota Freedom Fund is "supporting a movement constellation of formations," according to its Twitter, where they also advise donating to the Black Visions Collective, Reclaim the Block, and Unicorn Riot. Respect the leaders on the ground who have been doing the work and leading the way. As documented by the National Bail Fund Network, freedom and bond funds exist all over the country, and they need support even when police brutality isn't in the headlines.

Get involved locally.

This is an important national conversation that gets renewed every time another city is seized by racist horror, but good politics start locally. Sign yourself up for a local listserv or organization that is working to create a lasting organizing infrastructure in your community. If you need help getting started, look for local news reports of anti-racist protest actions, find out who is organizing them, and if you can support their ongoing work.

Uplift and center the voices of the most marginalized people.

In all conversations, it is crucial that we uplift and center the voices and experiences of the people who are most impacted by these issues. Lift up and listen to people like Tami Sawyer, Da'Shaun Harrison, Delaney Vandergrift, Clarissa Brooks, Bree Newsome Bass, and many others. Say the names of Black women who often go unheard of and unseen on major news and media platforms, and make room for Black women to speak for themselves.

Take action in your own life.

Name and call out racism, misogynoir, transphobia, homophobia, queerphobia, fatphobia, and white supremacy in all its forms. It may be uncomfortable to confront your parents, your boss, your teacher, or your peers, but that's no excuse not to do it. Fighting oppression is uncomfortable work by its nature, and working to make change in the systems you're already a part of is as important as plugging into conversations about systems you don't interact with regularly.

Why does it matter?

It is important to be part of building the organizing infrastructure in our communities so that the next time there's another hashtag mourning another death, we already have the playbook to act. We have the leaders and gatekeepers (who do the work) positioned to continue to lead in a sustained way, but they need the support of everyone who wants to see an end to these racist systems.

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Activist and organizer Zyahna Bryant offers advice on anti-racist activism in the wake of George Floyd's death.

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From The Conscious Kid

White supremacy is a system of structural and societal racism which privileges white people over everyone else, regardless of the presence or absence of racial hatred. White racial advantages occur at both a collective and an individual level.

Image Source: Safehouse Progressive Alliance for Nonviolence (2005). Adapted: Ellen Tuzzolo (2016); Mary Julia Cooksey Cordero (@jewelspewels) (2019); The Conscious Kid (2020).

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List from Brain Lair Books. The list is for teachers and the young people they teach.

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*Ordering through this list directly supports Brain Lair Books! I am a black- female- owned independent shop and every purchase that shows Brain Lair Books at the top - helps me to keep doing this! Thank you!

*Ordering through this list directly supports Brain Lair Books!

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Ordering through this list directly supports Brain Lair Books! I am a black- female- owned independent shop and every purchase that shows Brain Lair Books at the top - helps me to keep doing this! Thank you! *Ordering through this list directly supports Brain Lair Books!

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"Three words to describe the people we'll be exploring:
Segregationists. Assimilationists. Antiracists.
There are serious definitions to these things, but ... I'm going to give you mine.
Segregationists are haters. Like, real haters. People who hate you for not being like them. Assimilationists are people who like you, but only with quotation marks. Like ... "like" you. Meaning, they "like" you because you're like them. And then there are antiracists. They love you because you're like you." ~ From the intro to Stamped: A  Remix

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Stamped: Racism, Antiracism, and You: A Remix of the National Book Award-Winning Stamped from the Beginning a book by Jason Reynolds and Ibram X. Kendi

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This crucial, empowering, #1 New York Times bestselling exploration of racism--and antiracism--in America makes critical ideas accessible for teen readers, adapted from Ibram X. Kendi’s National Book Award-winning Stamped from the Beginning. This is NOT a history book. This is a book about the here…

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Teachers Must Hold Themselves Accountable for Dismantling Racial Oppression

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Teachers Must Hold Themselves Accountable for Dismantling Racial Oppression

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Thoughts about how educators can actively work against a system of racial inequity.

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Kelisa Wing is the author of "Weeds & Seeds: How To Stay Positive in the Midst of Life's Storms" and "Promises and Possibilities: Dismantling the School to Prison Pipeline" (both available on Amazon). She also is a 2017 State Teacher of the year, speaker, teacher and activist for discipline reform.
Full profile →

This week began with a hike in the woods for my family and me in the Shenandoah Valley State Park. Pre COVID-19, our outings consisted of laser tag, movies every weekend, and going out to eat, but now, we are just happy being outside. As we parked our car, the first thing I noticed was the huge Confederate flag hanging from the window of the adjacent house. It was not lost on me that I was only 30 minutes away from Charlottesville, and it was not bears that I feared in those woods that day.

At the same time, Amy Cooper was in a park too, breaking the law and not adhering to the park rules. Rather than acknowledge her wrongdoing and moving on, she decided to call 911 and say an African American man was threatening her life.

And just when we believed the week could not have gotten any worse, George Floyd was murdered in the street by a Minneapolis police officer, begging for his life-"I can't breathe," his final words. In the last few days, we have watched riots and protests in the streets of Minneapolis. The images are reminiscent of the LA Riots and, while we are happy with the firing of the police officers responsible, we demand their arrest.

Martin Luther King, Jr. once said,

I think America must see that riots do not develop out of thin air. [...] in the final analysis, a riot is the language of the unheard. [...] (America) it has failed to hear that the promises of freedom and justice have not been met. [...] Social justice and progress are the absolute guarantors of riot prevention.

As I reflect on King's words- social justice and progress-I am more convinced about the fact that the reason why we are at this place in our society is that racism is ingrained in the very fabric of our country. This country was built on the backs of slaves, and until we are ready to reconcile, remedy and discuss that, we will always deal with the Amy Coopers of the world. We will continue to see Black people murdered as if they are indispensable and we will continue to deal with racism in America.

I am tired, but although we may be worn out, we must NEVER give out! I believe that now, more than ever, educators have a responsibility to hold themselves individually, and hold others mutually accountable to the repair of our country and race relations. I stumbled upon this tweet thread about the type of teacher that would be likened to Amy Cooper calling the police on Christian Cooper in Central Park. The thread, while entertaining, was sad because we all know "that teacher" or "those teachers" within our buildings, but we do not have to continue down this path. We must commit to teaching in a way that totally disrupts and dismantles the system of oppression we have been operating within for over 400 years.

We will change the narrative by:

Holding ourselves individually and mutually accountable: When you see something, say something. It does not matter if it is at your dinner table, the hallways of your school or on an outing with friends. We must combat racism by facing everyday bias head-on. Teaching Tolerance provides great resources to do just this. We can no longer be silent about the things that matter!

Ensuring representation is at the forefront: Look around your committee, your table, your office, your curriculum-who is there? Who is not there? Why? Challenge yourselves to ensure that the people not currently at the table are represented on your committee, in your images, and in your curriculum because representation matters!

Caring about more than ourselves: It does not matter if this is not personally impacting you. It should matter that Black people are still underpaid, mistreated, underrepresented. It should matter that Black men are so feared by police officers that a routine traffic stop can quickly turn into a death sentence. It should not matter if you have students of color or not, you still should care.

We may be worn out, but we must never give out! We need to ensure that we talk about the true reason we are here. Amy Cooper, the murder of George Floyd, and the subsequent protests are symptoms of a disease just as lethal as Coronavirus, and that disease is racism. Martin Luther King gave us the cure, social justice and progress. We must teach like our lives depend on it, because for some of us, it does!

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Teachers Must Hold Themselves Accountable for Dismantling Racial Oppression

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Kelisa Wing is the author of "Weeds & Seeds: How To Stay Positive in the Midst of Life's Storms" and "Promises and Possibilities: Dismantling the School to Prison Pipeline" (both available on Amazon). She also is a 2017 State Teacher of the year, speaker, teacher and activist for discipline reform.

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A Look at Implicit Bias and Microaggressions: A primer on the impact of implicit biases in schools and how they can be expressed by students and faculty.

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A Look at Implicit Bias and Microaggressions: A primer on the impact of implicit biases in schools and how they can be expressed by students and faculty.

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CULTURALLY RESPONSIVE TEACHING

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A Look at Implicit Bias and Microaggressions

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A primer on the impact of implicit biases in schools and how they can be expressed by students and faculty.

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Author Tiffany Jewell explains what anti-racism is and how to be an anti-racist.

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Tiffany Jewell's recently published anti-racist primer, This Book Is Anti-Racist: 20 Lessons on How To Wake Up, Take Action, and Do The Work (Quarto/Frances Lincoln; Gr 5 Up), aims to provide everyone, especially young readers, with ways to combat racism.

Jewell discussed her book, its message, and the importance of educators and teachers decolonizing their bookshelves with SLJ.
How can educators, teachers, and librarians decolonize not only their bookshelves but their minds? How can people in positions of power use their privilege to fight racism?
We can decolonize our minds by doing the work for ourselves. We've got to not just understand personal biases and prejudice, we need to go further and understand how our institutions are working to uphold white supremacy culture and colonial mentality.

One of the ways that I try to continually decolonize classroom spaces...is by really bringing my students' whole selves into the space and to give it up to them. This can be done by inviting them to bring their families, their culture, artifacts, etc. into the classroom so they can really make it their own. They help to organize the physical space by moving shelves around, taking care of plants, helping me choose the artwork, deciding what is needed in the classroom and how to make it accessible to everyone. It really is their space and not just a place I am imparting on them.

Co-creating and collaborating with students and other educators allows me to decolonize my classroom and what I've been taught to believe about the role of the educator in the classroom and in schools. (Which was to be at the center of the classroom and give direction and manage bodies. My Montessori training helped me to have concrete tools to actively undo what I learned from my own teachers and in education classes throughout college.)

Decolonizing myself as an educator and mama is recognizing that I am not the only one with all the answers and to have some humility, to honor my humanity, nod to the past and look towards the future.

People in positions of power need to use that power to disrupt racism every day. And oftentimes what that can look like in education...is to purposefully work against reinforcing the narrative of the status quo. This can begin with bringing in marginalized voices and people into our spaces every day in any way possible.

We have a lot of power and it's important to use it to empower our students and their families in this inequitable system that we are working in every single day. We can choose to do nothing and fit in along with the racist system, which will continue to do harm to all of our students and their families, but I'm going to choose the path of anti-racism and hope many folks will join me.

Illus. by Aurélia Durand
In your introduction, you write, "Some may tell you you're too young to talk about race." Why do some adults believe that there's an age requirement to talk about or even acknowledge race? How does this viewpoint contribute to the oppression of marginalized people and feed into systems of oppression?
I've been conversing with my children about race before they could even talk. It's taken a lot of practice and recognizing that I am going to get it wrong from time to time and that's okay because we're growing together.

Talking about race, racism, injustice, and oppression is uncomfortable for many adults. We have been trained to believe we don't see race (we do), to not talk about it, to blindly believe racist stereotypes, and support racist policies. Talking about race with children requires us, the adults, to know who we are. We need to know how our identities are understood by others, how we have been influenced by the media and the institutions we were brought up in, and where our privilege and immunity exists.

Many white adults are just now coming to terms that racism harms EVERYONE. They're dealing with the fact that to undo a system that strips us of our humanity, they'll have to relearn who they can be and how to redistribute resources, privilege, and wealth so our children may live in a more equitable and just world.

Because the adults are scared and uncomfortable, we immediately assume the children will be too-and that they cannot handle the truth. They can. Talking with children about race, their identities, and sharing truths with them is very developmentally appropriate. Keeping children innocent reinforces white supremacy culture. BIPoC (Black, Indigenous, People of Color) children are not afforded the same innocence white children are allowed to have.

Not speaking the truth reinforces racism. It allows us to believe it's our normal. If we don't talk with our children about injustice and systemic oppression, they'll still have their questions and form their own answers, which can be inaccurate and confusing. Listening to my children's questions, listening to other BIPoC share what they want white people to know, and letting go of the traditional adult role where I am supposed to be the one with all the answers has really helped me to talk about race openly and honestly with young folks.
In the third chapter of your book, you write, "Race and ethnicity are social constructions." If they are social constructs, how is the idea that someone can "transcend race" not only a lie but a product of racist ideology?
Racial and ethnic categorization is not found in the natural world. These were created to support racist ideas and laws that placed white folks at the top of the social hierarchy ladder. Because race and ethnicity are things created by people, people can dismantle this construction too.

Anti-racism allows us to deconstruct history and the way things have always been done. For me, it's an active way of being where I can continually interrogate the world around me and my role within it.

Dr. Ibram X. Kendi writes of this well in Stamped From the Beginning. Assimilationists believe in the superiority of one race (typically, white people) and that BIPoC are possibly, but rarely, able to reach the same status as the superior folks.

They can do this only if they abandon their own heritage, culture, [and] selves. If we assimilate, we just might be able to do the impossible: to transcend our race and then we'll become exceptional. This is a racist idea. It reinforces racial hierarchy.

No one is exceptional. As I tell my own children and my students, no one person is more important, more special, more amazing than any other person. White supremacy capitalistic culture has us believing we're either worth more than most folks or less and that's not okay.

Recently, a viral video documented an incident that happened during a Q&A session with playwright Jeremy O. Harris. Harris's play is a divisive and critically acclaimed work that uses the interpersonal issues within three interracial relationships to examine the larger topic of racism and power. During the Q&A, a white woman accused Harris of being "racist against white people." Many people on social media cited this incident as an example of "white fragility." How does this incident reflect the country's response to racial discourse, especially when liberal white people are asked to honestly confront their own prejudice and racial bias? How is "reverse racism" a fallacy? Can marginalized groups be complicit in sustaining and maintaining white supremacy?
Lately, I have been ruminating on the term white immunity (Nolan Cabrera), which I recently heard from a colleague who attended a talk with Dr. Beverly Daniel Tatum. White immunity really goes beyond white privilege and fragility. It has us looking at history that has led us into this moment in which racism is the air we breathe, rather than just looking at our personal positionality in society.

As I shared in my book, reverse racism isn't real; personal prejudice is very real. It's something many folks have experienced in life-from Black trans men to white middle-class cisgender women. Institutions (which are made up of people) continue to misuse and abuse power and uphold the racist foundation we all walk upon.

In a racist society (which is the one we live in), white folks are the ones who collectively benefit. We all uphold racism when we reside in it passively. We have to actively understand our roles (whether we like them or not) and work to undo centuries of systematic white supremacy in our institutions. Anti-racism is a constant consciousness and actively undoing the ease of complicity.
How does emotional labor factor into actively teaching anti-racism? When the responsibility of teaching and advocating anti-racism falls on the shoulders of the oppressed, how can emotional labor lead to activist burnout?
It's really important that we learn from and listen to Folx of the Global Majority [an empowering people-centered term that reminds folx that Black, Brown, and Indigenous people are, numerically, the majority of the people in the world. Folx, as used by the author throughout her book, is a gender neutral term created by activist communities]. We need to really take in what they're saying and do the work to understand what we're learning.

It is not the job of the oppressed to focus on teaching white folks about anti-racism. We may share our experiences, our dreams for liberation, stories, and resources we've cultivated as a community, but it really is not the work of Folx of the Global Majority and those who are oppressed to lead white folks and people in the dominant culture every step of the way. It's exhausting, especially when many BIPoC are trying to survive in our racist society on a daily basis.

Over the past few years, I've had amazing opportunities to share time and space with Black and Indigenous anti-racist educators. One of the things I've learned and continue to work on is center liberation.

To speak to the BIPoC in the room, to create a space where we are able to be our authentic selves, to honor our ancestors and our futures, and to not focus on the gaze and comfort of the dominant culture. This has really allowed me to bring joy, hope, and optimism into anti-racism.
In recent years, we've seen the term "cancel culture" gain popularity. Some people argue cancel culture doesn't exist, while other people argue that it's the result of "PC culture." Do you think cancel culture is real? How does it help or impede the goal of anti-racist work?
Cancel culture is real for the folks who are directly affected by it. Someone who has been canceled...they've been almost excommunicated from their community in a way. It feels very real.

I often prefer call-outs. It feels safer, and there's a level of public accountability we don't get from private call-ins. (It is possible to have a gentle public call-in and that's something to do with individuals. Call-outs, for me, are for institutions and those who deeply represent those institutions.)

I recognize call-outs also put people on the defense, and there comes a point where if folks who deeply represent the institutions are not being accountable to their people and their communities then (I believe) we have to call them out.

I'll share a moment with you. There was an organization I thought I was working with. I did create some resources for them, consulted multiple times for free, and generally uplifted them when I could. The relationship wasn't reciprocal though. They weren't working in solidarity with Folx of the Global Majority, and it came to the point where I was very exhausted. I felt totally done with working with them. Whether you call it me canceling them or being done-it helped me to move forward in the anti-racist work I'm doing.

So, I guess cancel culture can help. Me being done has given me more energy and time for my community, for other organizations who are more in alignment with my vision for liberation, for my own work, and for my family. That feeds my soul and my community. There are moments in history where folks did collectively cancel institutions that perpetuate racism, oppression, and harm and it's important to know this history as we move forth.

People have a great capacity for growth and learning. Institutions can be very slow-moving. Call-out institutions, call-in individual people. Cancel institutions, not people.

Illus. by Aurélia Durand
What is the difference between solidarity and allyship? Is one more beneficial or effective than the other?
It honestly really depends on the definition you use. In the book, I use allyship and accomplice and co-conspirator kind of synonymously because I understand those terms can mean different things to different people.

For a long time, I looked at the word allyship as being totally performative-like people changing their Facebook photos to reflect "solidarity" with the most recent justice issue. Now I understand it's dependent on who you are, where you are, who you work with, how old you are, and how you understand the words.

Solidarity is really standing alongside someone and working with them. Sometimes allyship can mean donating money or time. I'm beginning to see how they can be more similar than I once thought they were, and I wouldn't say one is more beneficial or effective than the other. For me, I prefer the term solidarity and that's what I strive for, but that doesn't mean I don't want any allyship either or that I don't want to be a practicing ally.
What does being "woke" mean to you? How has social media and influencer culture co-opted the idea of wokeness as a status symbol, rather than an educational and self-reflective journey?
The first time I heard the phrase "stay woke" was after Mike Brown's police-sanctioned murder. I felt like the world was waking up to injustice, the systemic misuse and abuse of the police, criminal justice system, the government, media, and all institutions.

Staying woke means waking up and staying awake-not just passively taking in information and putting it aside. It means to consciously grow into your awakeness, which will change as you change. The more you know and reflect and respond, the different your awakeness will be.

I love social media as it has allowed me to learn from folx all over the country and the world. I've been able to connect with people who are doing anti-racist work everywhere. It allows me to stay connected with "my people" and for us to have open conversations and for others to join in.

Social media has helped me to stay accountable to my community. The idea of wokeness doesn't belong to just one person, it belongs to all of us. It can be used as a status symbol and it is. Whoever takes it on as their emblem varies and changes depending on who has the loudest voice, the most media coverage, etc.

We can also move beyond "woke" as a status system. It's possible when we commit ourselves to anti-racism. How we choose to use "wokeness" and who uses it can be helpful...In the book, every chapter is [about] opening up even more...of who you are, history, what's become before you, activists, things you can do, possibilities to affect change.
In one activity section, you say, "You can write the history we should have all been told." How does family history shape our personal history and our sense of self? How can collective history reinforce the narratives we tell about ourselves?
I am a first-generation American who knows some history from my maternal side and very little of the history on my paternal side. I keep grasping for these histories and keep returning to them. The history I do know grounds me and helps me to feel connected to what came before me.

I think of my grandmother who lived in England during World War II and was sent to the countryside and separated from her family. As a kid, I wanted to know everything I possibly could about that time period, which led me to read a lot of books and gain a lot of information/knowledge (for a young person) about what was happening in the world during World War II. Our own personal histories allow us to place ourselves on the time line of humans, to relate to history, to see ourselves, and to know we are not the last humans to exist, that others will come after us.

The goals of anti-bias education are not just goals for me in my role as an educator. They're life goals. The first one is to love yourself and to know who you are. While those goals were created with very young children in mind, as an educator and a mama I keep going back to them and use them in daily guidance. There are also goals for adults with the first being to understand your own social identities. These are inescapable constructions of society, and there's so much more to each of us.

Illus. by Aurélia Durand

For me, history can offer personal affirmations. We get to gain an understanding of who we are and why we are. We get to ask questions about ourselves, about the histories we do not know.

There are parts of my history I don't know. I have no idea who came before my father. I have no connection to generations of my name, and it leaves me wanting to know a lot more...not just about the individuals who are a part of me but what was happening in our society at the time to bring them here. I don't know, but I can guess that some of my family came here by way of enslavement.

The unknown parts of my history have me working hard to ensure that students and young people can know the collective history because that shapes us too. History is truth. It can lead to deep research and help me to work on carving out space for myself in this history now so future generations of my family will know and feel affirmed and hopefully see themselves in me and my story.

Personal history can ground us; it can disrupt us. Family histories can have parts that are unsettling and parts that are beautiful. Collective history can reinforce the narratives that we've been told about ourselves and about our people. Knowing the truth can help to undo that. It can liberate us from the false narratives of who we are. It can really shape and reshape who we are.
When is love a radical act? When is self-love a revolutionary act? What advice would you impart to youth who are struggling with dismantling internalized racism and negative self-image?
Love is a radical act when we're not supposed to love. And we [BIPoC] never were. Our bodies were thought of as objects. They're policed by institutions. They don't fit into the small box of desirable beauty standards.

When we pause, for even a small moment to rest, to love ourselves and others, it becomes a revolutionary act. We're actually doing something for ourselves and not for the state that imposes on us constantly. Anytime we take care of ourselves, our loved ones, express joy for ourselves, it becomes a way of resistance because it's something we're not supposed to do.

When I feel completely stressed out it is moments of joy that bring me relief. These moments ground me and make me feel whole again. Moments when I can feel like a human and can breathe are so important as I've been conditioned to not take part in any of that [joy] and keep working and to strive to be as good as I can possibly be (which is never quite good enough).

Our educational system is extremely oppressive, and there are moments and pockets when anti-bias, anti-racist (ABAR) education can shine through. Those moments, those teachers, those classrooms, and those students can feel very revolutionary in our racist schools. They do exist and students need them; they need them to feel whole. Young Folx are our greatness. They will move us forward even when we're too tired to continue onward. I truly believe young folx are the hope that will get us all free. (It's why I love working with children and young adults so much!)

Photo by James Azar Salem

Tiffany Jewell is a Black biracial writer and Anti-Racist Montessori educator and consultant. She spends her time baking bread and macarons, building LEGOS, watching British detective shows, and dreaming up how she can dismantle white supremacy. Tiffany currently lives in Western Massachusetts (on the occupied land of the Wabanaki and the Nipmuck) with her two young activists, her partner, and a turtle she's had since she was nine. This is her first book for children and young adults. Find her on Instagram: @tiffanymjewell.

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On Being Comfortable with Discomfort: Tiffany Jewell Explains What It Means To Be Anti-Racist

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Tiffany Jewell's recently published anti-racist primer, This Book Is Anti-Racist: 20 Lessons on How To Wake Up, Take Action, and Do The Work (Quarto/Frances Lincoln; Gr 5 Up), aims to provide everyone, especially young readers, with ways to combat racism. Jewell discussed her book, its message, and the importance of educators and teachers decolonizing their bookshelves with SLJ.

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"What Is Systemic Racism?" is an 8-part video series that shows how racism shows up in our lives across institutions and society: Wealth Gap, Employment, Housing Discrimination, Government Surveillance, Incarceration, Drug Arrests, Immigration Arrests, Infant Mortality… yes, systemic racism is really a thing.

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From the The NMAAHC Education Department

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National Museum of African American History and Culture

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Race does not biologically exist, yet how we identify with race is so powerful, it influences our experiences and shapes our lives. In a society that privileges white people and whiteness, racist ideas are considered normal throughout our media, culture, social systems, and institutions. Historically, racist views justified the unfair treatment and oppression of people of color (including enslavement, segregation, internment, etc.). We can be led to believe that racism is only about individual mindsets and actions, yet racist policies also contribute to our polarization. While individual choices are damaging, racist ideas in policy have a wide-spread impact by threatening the equity of our systems and the fairness of our institutions. To create an equal society, we must commit to making unbiased choices and being antiracist in all aspects of our lives.

Being antiracist is fighting against racism. Racism takes several forms and works most often in tandem with at least one other form to reinforce racist ideas, behavior, and policy. Types of racism are:

Individual racism​ refers to the beliefs, attitudes, and actions of individuals that support or perpetuate racism in conscious and unconscious ways. The U.S. cultural narrative about racism typically focuses on individual racism and fails to recognize systemic racism.
Examples include believing in the superiority of white people, not hiring a person of color because "something doesn't feel right," or telling a racist joke.

Interpersonal racism​ occurs between individuals. These are public expressions of racism, often involving slurs, biases, or hateful words or actions.

Institutional racism​ occurs in an organization. These are discriminatory treatments, unfair policies, or biased practices based on race that result in inequitable outcomes for whites over people of color and extend considerably beyond prejudice. These institutional policies often never mention any racial group, but the intent is to create advantages.
Example: A school system where students of color are more frequently distributed into the most crowded classrooms and underfunded schools and out of the higher-resourced schools.

Structural racism​ is the overarching system of racial bias across institutions and society. These systems give privileges to white people resulting in disadvantages to people of color.
Example: Stereotypes of people of color as criminals in mainstream movies and media. ​

No one is born racist or antiracist; these result from the choices we make. Being antiracist results from a conscious decision to make frequent, consistent, equitable choices daily. These choices require ongoing self-awareness and self-reflection as we move through life. In the absence of making antiracist choices, we (un)consciously uphold aspects of white supremacy, white-dominant culture, and unequal institutions and society. Being racist or antiracist is not about who you are; it is about what you do.

To be antiracist is a radical choice in the face of history, requiring a radical reorientation of our consciousness. Ibram Kendi "How to be an Antiracist"

The quality or state of being aware especially of something within oneself.

Being Antiracist at the Individual and Interpersonal Level
When we choose to be antiracist, we become actively conscious about race and racism and take actions to end racial inequities in our daily lives. Being antiracist is believing that racism is everyone's problem, and we all have a role to play in stopping it. In " The Racial Healing Handbook," Dr. Anneliese A. Singh reminds us of the importance of being purposeful: "You need the intentional mindset of Yep, this racism thing is everyone's problem-including mine, and I'm going to do something about it."

Being antiracist is different for white people than it is for people of color. For white people, being antiracist evolves with their racial identity development. They must acknowledge and understand their privilege, work to change their internalized racism, and interrupt racism when they see it. For people of color, it means recognizing how race and racism have been internalized, and whether it has been applied to other people of color.

All racial groups struggle under white supremacy. People of color groups are not always united in solidarity. People of color can act by challenging internalized white supremacy and interrupting patterns of prejudice against other racial groups. For everyone, it is an ongoing practice and process.
As a White Person or a Person of Color, Read More About Becoming Antiracist

Stop and Think!

Why do you want to be antiracist? Considering the breadth and depth of racism, committing to being antiracist may feel overwhelming yet small choices made daily can add up to big changes. Reflect on choices you make in your daily life (i.e., who you build relationships with, what media you follow, where you shop). How do these choices reflect being antiracist?

A Questioning Frame of Mind
A commitment to being antiracist manifests in our choices. When we encounter interpersonal racism, whether obvious or covert, there are ways to respond and interrupt it. Asking questions is a powerful tool to seek clarity or offer a new perspective. Below are some suggestions to use in conversations when racist behavior occurs:

Seek clarity: "Tell me more about __________."

Offer an alternative perspective: "Have you ever considered __________."

Speak your truth: "I don't see it the way you do. I see it as __________."

Find common ground: "We don't agree on __________ but we can agree on __________."

Give yourself the time and space you need: "Could we revisit the conversation about __________ tomorrow."

Set boundaries. "Please do not say __________ again to me or around me.

A trigger is something that causes an emotional and or physical reaction which impacts how you respond and or interact with another person or group of people.

As you practice, take note of your responses and ask: How am I processing the experience? What body sensations do I have? What is my emotional reaction? Notice what triggers your response and how it manifests in your body.

Another practical step is to uncover your own bias. In the video below, Verna Myers talks about acknowledging your biases in her Ted Talk:

Being antiracist on the individual and interpersonal levels is only part of the work. To end racism, we must also work to dismantle racist policies at the structural and institutional levels.

Example of Being Antiracist at the Institutional Level
Institutional racism is the policies and practices within institutions that benefit white people to the disadvantage of people of color. An example of institutional racism is how children of color are treated within the U.S. education system. On average, children of color are disciplined more harshly than their white peers. They are also less likely to be identified as gifted and have less access to quality teachers. Racism in schools can and does have severe consequences for students and our future.

When I say antiracist education, I am talking about equipping students, parents, and teachers with the tools needed to combat racism and ethnic discrimination, and to find ways to build a society that includes all people on an equal footing.

Antiracist education is a theory of learning and action to help us do the important work of dismantling racism in schools. It explicitly highlights, critiques, and challenges institutional racism. It addresses how racist beliefs and ideologies structure one-on-one interactions and personal relationships. It also examines and challenges how institutions support and maintain disadvantages and advantages along racial lines.

Antiracist education, while considering class, race, and gender inequity, places race at the center of its analysis. Focusing on race exposes direct links to unequal power, a system of oppression and privilege, and institutional practices.

One of the early formulations of antiracist education was developed by social science researchers, Carol Tator and Frances Henry, in Canada. It lists nine key traits.

Developing routines to make antiracist choices is a daily commitment that must be carried out with intention. The continued efforts of each of us individually can add up to a lasting change in our society. Since racism operates at multiple levels, we have to make antiracist choices at the various levels - individual, interpersonal, and institutional - to eradicate racism from the structures and fabric of our society. In "How to Be an Antiracist," Dr. Ibram Kendi writes, "[We must] believe in the possibility that we can strive to be antiracist from this day forward. Believe in the possibility that we can transform our societies to be antiracist from this day forward. Racist power is not godly. Racist policies are not indestructible. Racial inequities are not inevitable. Racist ideas are not natural to the human mind."

Let's Think

How have racist ideas impacted your daily life? Reflect and process - you may choose to sit in quiet reflection or write in your journal.

EDUCATORS: Read "The Urgent Need for Anti-Racist Education," by Christina Torres. She writes that antiracist education has an important role to play in fighting against hatred and violence. What benefits do you think could result from having discussions with young people about current events involving race and racism?

Let's Talk

The Antiracist Research and Policy Center at American University contends that racist policies fuel racist beliefs and behaviors and keep us divided in society.

By yourself, divide two pieces of paper into 4 sections. Write the following categories, one in each section, on the page: Education, Healthcare Treatment, Neighborhoods/Housing, Criminal Justice. Do this for both pages.

On the first sheet, jot down 2-3 racial groups of people you think get the best service/experience/outcomes in America for each category. You can repeat groups.

On the second sheet, jot down 2-3 racial groups of people you think get the worst service/experience/outcomes in America for each category. You can repeat groups.

Now, with a partner discuss what old and newer, you believe might account for these groups' experiences.

With your partner, return to each racial group you've listed, one at a time. Search the internet, look up the racial group, one of the four categories, and the word "policy" (limit your search to U.S. policies and seek out fact-based sources). Browse through the results for things that strike you.

Discuss with your partner:

Was it easy or difficult to find useful information on policies in these categories having to do with race? Why do you think that was?

For those racial groups that you thought had the best service/experience/outcomes, were you able to identify specific policies that helped them? Why yes? Or why not?

How do you think policies can be hidden or difficult to see in operation?

What did you discover that was new to you?

Were you wrong about anything you thought? How did you find out?

Was there anything uncomfortable about this exercise? Why yes? Or why not?

How can our learning about policies, racial groups, and outcomes help support anti-racism efforts?

Let's Act

Watch these two videos on Implicit Bias:

How can you hang out authentically with folks of some common interest, across racial lines?

EDUCATORS: Consider your current classroom or academic space. What one small shift can you do to strive to be more antiracist?

Visit the "Antiracism and America" web series developed by American University's Antiracist Research and Policy Center and The Guardian news outlet.

Pick a story to read. As you reflect on the story, think about what you learned that was new, how the story made you feel, how race shaped the experience of the storyteller and your response. You may choose to process this mentally, with a friend or in writing.

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No one is born racist or antiracist; these result from the choices we make. Being antiracist results from a conscious decision to make frequent, consistent, equitable choices daily. These choices require ongoing self-awareness and self-reflection as we move through life.

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FOR OUR WHITE FRIENDS DESIRING TO BE ALLIES

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FOR OUR WHITE FRIENDS DESIRING TO BE ALLIES

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Author's Note: I'm writing this in hopes that it can be used to lighten the load of marginalized folks, keeping in mind that not all marginalized people want to engage in the ally conversation, and that is perfect as well. For those who do, my prayer is that when someone asks you the question, "how can I be a stronger ally?" you might choose to save your breath/energy and send this in its place.
I have been asked by two dear friends, "how can I be a stronger ally?" Being the slow emotional processor that I am, I wanted to spend some time with this before I answered them. I surely appreciate and love these two individuals, and I appreciate their vulnerability in asking me this question.

I am not going to do much coddling here; I don't know that I believe that love requires coddling. Here are six things you can do to be stronger allies.

1. Listen more; talk less. You don't have to have something to say all of the time. You don't have to post something on social media that points to how liberal/how aware/how cool/how good you are. You are lovely, human, and amazing. You have also had the microphone for most of the time, for a very long time, and it will be good to give the microphone to someone else who is living a different experience than your own.

2. For one out of every three opinions/insights shared by a person of color in your life, try to resist the need to respond with a better or different insight about something that you read or listened to as it relates to their shared opinion. Try just to listen and sit with someone else's experience. When you do share in response to what someone has shared with you, it can sometimes (not always) feel like "whitesplaining" - meaning to explain or comment on something in an over-confident or condescending way. This adds to the silencing of the voices of people of color.

3. Being an ally is different than simply wanting not to be racist (thank you for that, by the way). Being an ally requires you to educate yourself about systemic racism in this country. Read Michelle Alexander's The New Jim Crow and Ta-Nehisi Coates' Between the World and Me and Claudia Rankine's and so many other great books and articles that illuminate oppression and structures of white supremacy and white privilege. Use your voice and influence to direct the folks that walk alongside you in real life (or follow you on the internet), toward the voice of someone that is living a marginalized/disenfranchised experience.

Being an ally requires you to educate yourself about systemic racism in this country.

4. Please try not to, "I can't believe that something like this would happen in this day and age!" your way into being an ally when atrocities like the events in Charleston, S.C.,and Charlottesville, Va., happen. People of color have been aware of this kind of hatred and violence in America for centuries, and it belittles our experience for you to show up 300 years late to the oppression-party suddenly caring about the world. Don't get me wrong, I welcome you. I want for you to come into a place of awareness. However, your shock and outrage at the existence of racism in America echoes the fact that you have lived an entire life with the luxury of indifference about the lives of marginalized/disenfranchised folks. Please take several seats.

5. Ask when you don't know - but do the work first. This is nuanced. Some marginalized/disenfranchised folks will tell you not to ask them anything; don't be offended by that. Folks are tired, and that is understandable because it is exhausting to be a marginalized person in this world. However, there is something special that happens within human connections and relationships. In a nutshell, don't expect for people to educate you. Do the work to educate yourself. Ask questions within relationships that feel safe, and do so respectfully.

6. And finally, stop talking about colorblindness. It's not a thing. Colorblindness is totally impossible in a nation whose land was taken from the indigenous inhabitants through an attempt at genocide and horrific colonization. The same nation that enslaved humans and exploited them in every way imaginable built a nation on their backs, hung them, hunted them, and for centuries kept them from their basic inalienable rights and still does. The same nation that exploits and deports immigrants who were promised refuge within the American Constitution. The same nation that incarcerated Japanese Americans during World War II and continues to promote bigotry, exclusion, and violence against LGBTQ/gender non-identifying folks. This nation that allows swastika-wearing, Confederate-flag-toting, anti-Semitic racists to have a platform for their hate. The same nation that promised religious freedom, yet targets those who do not believe in a white, capitalist Jesus.

Ask when you don't know - but do the work first.

I love Jesus. And promise, Jesus was not white (literally brown, and wonderfully Jewish) and would have never been a capitalist.

It will never be possible for us to be colorblind, and we shouldn't ever want to be.

I heard a saying once at an Al-Anon meeting that offered me liberation: "We are only as sick as our secrets (and our shame)." Shame can only live in the darkness; it can live within the systems of denial and defensiveness that we use to cover it up. We have to name these things, acknowledge them, and begin to do the deep work of transformation, restoration - and reparation.

Yup, now I'm talking about reparations.

Privilege means that you owe a debt. You were born with it. You didn't ask for it. And you didn't pay for it either. No one is blaming you for having it. You are lovely, human, and amazing. Being a citizen of a society requires work from everyone within that society. It is up to you whether you choose to acknowledge the work that is yours to do. It is up to you whether you choose to pay this debt and how you choose to do so.

Sometimes living with privilege can disillusion us into thinking that being in community with other humans doesn't require work. This is a lie; it requires a great deal of work. And all of that work requires being a human and trying to love other humans well.

You're going to make mistakes - expect this. But keep showing up.

I believe that this is holy work, the work of justice, the pursuit of it. It doesn't need an audience, and it will not always have one. It will happen most days in ways that are unseen. It might mean providing a meal or shelter, listening, using your particular area of expertise to help someone in need of that expertise who might not have access to it otherwise, bailing a protester out of jail, or paying a family's rent one month (if you have the resources to do so), or marching at a rally with marginalized folks alongside other allies. There may not always be a practical, tangible way to pursue this work, but I believe you will know it when you meet it face-to-face.

However it looks, it will be something that you do without needing to be thanked or receive praise - you are not a savior. Marginalized/disenfranchised folks can and will survive without you - we are magic. However, I urge you to pursue this work, knowing that a system of white privilege afforded you access to opportunities while denying them to so many others.

Above all, I urge you keep trying. You're going to make mistakes; expect this. But keep showing up. Be compassionate. Lead with empathy, always. Keep learning and growing. If you do this, I truly believe you'll be doing the work of an ally.
Please keep in mind that self care is hugely important. Take care of yourself and protect your energy before you attempt to care for anyone else. Some additional resources:

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For Our White Friends Desiring to Be Allies

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I am not going to do much coddling here; I don't know that I believe that love requires coddling. Here are six things you can do to be stronger allies.

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27 books to help you talk to your kids about racism

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27 books to help you talk to your kids about racism

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Talking to your kids about racism can be tough. Here are some books to help get them thinking about it.

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30 books to help you talk to your kids about racism - Today's Parent

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alking to your kids about racism can be tough. Here are some books to help get them thinking about it.

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For White Folks Who Teach in the Hood... and the rest of y'all, too: Reality Pedagogy and Urban Education

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For White Folks Who Teach in the Hood... and the rest of y'all, too: Reality Pedagogy and Urban Education

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Drawing on his own experience of feeling undervalued and invisible in classrooms as a young man of color and merging his experiences with more than a decade of teaching and researching in urban America, award-winning educator Christopher Emdin offers a new lens on an approach to teaching and learning in urban schools. For White Folks Who Teach in the Hood...and the Rest of Y'all Too is the much-needed antidote to traditional top-down pedagogy and promises to radically reframe the landscape of urban education for the better.

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"The most important work of pedagogy I've read in ten years...Dr. Emdin's humane, and more importantly, effective practices, filled me with great hope and excitement to keep engaging with the community in which I teach."
--John Warner, Inside Higher Ed

"Teaches the unlearned lesson that a hip-hop people's critical perspective must matter in order for authentic teaching and learning to take place, but more importantly the book offers a bigger case for colleges to make room for other hip-hop scholars."
--Dr. Andre Perry, The Hechinger Report

"Dr. Chris Emdin...inspired me to become fearless while teaching for social justice."
--Bryan Mooney, contributor PBS NewsHour's Education Lounge

"As the cries to recognize the relevance of Black lives in this country grow louder...Emdin's advice about how to more effectively serve students (people) of color is a reminder that recognizing their humanity is a critical first step."
-- Diverse: Issues in Higher Education

"A brilliant, blistering, and bracing call to arms for those who teach and learn in urban America....Emdin reminds us that the children and young people who throng our urban schools are worthy of every attempt to sharpen their minds and prepare them for a satisfying life far beyond the classroom. If you're looking for the revolutionary meaning, and imaginative transformation, of teaching for the real America, you're holding it in your hands! Christopher Emdin is Jonathan Kozol with swag!"
--Michael Eric Dyson, author of The Black Presidency: Barack Obama and the Politics of Race in America

"Essential reading for all adults who work with black and brown young people...Filled with exceptional intellectual sophistication and necessary wisdom for the future of education."
--Imani Perry, author of Prophets of the Hood: Politics and Poetics in Hip-Hop

"A compelling and accessible road map for anyone (not just white folks!) teaching twenty-first-century urban youth. It also confirms Emdin's reputation as one of the most important education scholars of our generation."
--Marc Lamont Hill, author of Beats, Rhymes, and Classroom Life and Distinguished Professor of Africana Studies at Morehouse College

"This volume is a powerful dance of teaching and art. It engages both the art and science of what teachers must do to be successful with all students. It is simultaneously lyrical and analytic, scientific and humanistic, a work of the heart and the mind. It belongs in every teacher's library!"
--Gloria Ladson-Billings, the Kellner Family Distinguished Chair in Urban Education, University of Wisconsin-Madison

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For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education

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A New York Times Best Seller Merging real stories with theory, research, and practice, a prominent scholar offers a new approach to teaching and learning for every stakeholder in urban education.

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Guide for Selecting Anti-Bias Children’s Books

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Guide for Selecting Anti-Bias Children’s Books

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SocialJusticeBooks.org is a project of Teaching for Change.

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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

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

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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Engaging in thoughtful discussion with people of other backgrounds is essential to understanding privilege. Prior to the discussion, ask participants to read Peggy McIntosh’s article, “White Privilege: Unpacking the Invisible Knapsack,” or “Waking Up White” by Debby Irving.

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National Association of School Psychologists (NASP)

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Across the nation, children of all backgrounds are experiencing a time in which discussions about race, gender, gender identity, sexual orientation, religion, and culture are at the forefront of their everyday lives. Many people avoid these discussions because they fear that conversations about race, bias, and racism lead to feelings of anger, guilt, discomfort, sadness, and at times disrespect. The current state of our Union, however, no longer allows for these tough conversations to be ignored. While uncomfortable for some, school psychologists are in a position to lead or at least participate in these conversations. By using their knowledge and expertise of systems-level change, school psychologists can facilitate the dialogue to bring about positive, productive outcomes.

This document is part of a series of resources developed by the National Association of School Psychologists (NASP) in response to recent acts of racial violence and the increasingly uncivil discourse occurring across our country. It is important for school psychologists and other educators to understand the historical and contemporary conditions that have resulted in many of these violent acts, as well as others' reactions (including violence) to these events. NASP seeks to help schools and families engage in constructive dialogue about privilege, prejudice, power, and the ways that all of us can work together to shift the conversation from hate and violence toward understanding and respect to ultimately bring about positive change and unity to our communities.

Background Information

In today's American society, each of us has an identity that shapes how we see ourselves and others. Not only do our social norms and cultural underpinnings influence our experiences, they also set the course for how we view the world. Differences in identity-and related struggles for place and power-are woven throughout our history and social and political culture. In fact, while diversity is a hallmark and strength of our nation, the path toward common ground, mutual respect, and equity has been rocky for nearly every religious, racial, and ethnic group that has become part of the American fabric along the way. The same is true for groups identified by specific experiences and characteristics, such as gender, sexual orientation, and disability. In many respects, though, the disconnect in identity and experience between White Americans and those of nonmajority backgrounds is deeply intertwined in our most difficult challenges, such as poverty, disenfranchisement, isolation, inequity, and violence, and it isn't fully possible to address these issues without also addressing this reality.

The Role of Privilege

For many members of the majority culture (i.e., those who identify as White) in the United States, being made aware of one's classification as linked to privilege is likely not a common or welcomed experience. Indeed, many people have never been asked or required to reflect on their own privileged status, and in regards to racial identity, doing so might feel uncomfortable or even discordant with the common narrative regarding social and political changes over the years. For example, White Americans may attach the concepts of progress toward equality or being "color blind" as mitigating privilege. As a result, many White Americans either may not be aware of or may avoid considering how simply being White confers special status or experiences, potentially to the detriment of others. While many Americans may not view themselves as privileged because of their economic or social status, the advantage of being in the majority racial group is real, even if often hidden.

Consider simple life activities such as shopping in a store without the fear of being followed or buying or renting a home in an area that you can afford without consideration of your race. This fundamental disconnect might both motivate and exacerbate the racial/cultural divide in the United States due to a lack of awareness of how privilege contributes to the realities of racism. Peggy McIntosh (1990), in her essay "White Privilege: Unpacking the Invisible Knapsack", wrote, "I realized that I had been taught about racism as something that puts others at a disadvantage, but also had been taught not to see one of its corollary aspects, White privilege, which puts me at an advantage." Importantly, although privilege is often associated only with wealth and/or economic status, it applies far more broadly. Privilege can be assigned to populations within a group, such as athletes, individuals perceived as attractive, individuals who attain higher levels of education, or membership in certain religious groups. Loosely defined, privilege includes the following aspects.

Unearned advantages that are highly valued but restricted to certain groups. Unearned advantages are those that someone receives by identifying or being born into a specific group. It is important to note that the groups who have received these advantages have not earned them due to their own hard work but rather their affiliation (e.g., being born into a wealthy family provides privileges that others do not have, such as accessing education as well as mental health and medical services; White Americans are more likely to walk into a mall without the suspicion of stealing). Equally important to note is the reality that while some benefit from unearned advantages, others are victims of unearned disadvantage. Unearned entitlements are things of value that all people should have; however, they are often restricted to certain groups because of the values of the majority culture that influence political and social decisions. The example below illustrates this concept.
Example: John (a boy) is perceived to understand science better than Jane (a girl). Although John and Jane are both in the same science class and have the same grades on their assignments and exams, because he's a boy, John's perceived superior understanding of science can become advantageous if he (rather than Jane) is encouraged to join science clubs. Over time, John's participation in various science clubs may lead to receiving better grades in science and improve his chances of being accepted into more rigorous and competitive classes and programs in the future.
Privilege oppresses certain groups. As explained by Wildman and Davis (1995),
Members of the privileged group gain many benefits by their affiliation with the dominant side of the power system. Privileged advantage in societal relationships benefits the holder of privilege, who may receive deference, special knowledge, or a higher comfort level to guide societal interaction. Privilege is not visible to its holder; it is merely there, a part of the world, a way of life, simply the way things are. Others have a lack, an absence, a deficiency.

Privilege exists when one group has something of value that is denied to others simply because of group membership and not based on what a person or group has done or failed to do (Johnson, 2006). For those who routinely benefit from privilege, the challenge is to not quickly deny its existence. It is important to recognize that privilege is a part of the reality that helps some while it impedes others' experiences. For example, although being female or a person of color does not necessarily directly determine an outcome, these characteristics can easily and quickly make these individuals less likely to be hired, recognized, or rewarded in a variety of situations.

Privilege is problematic (a) when it skews our personal interactions and judgments and (b) when it contributes to or blinds us to systemic barriers for those who do not possess a certain privilege, thereby creating or perpetuating inequity. In American culture, certain groups have the privilege of operating within settings-through no effort on their part-that are more conducive for their success, while others-through no fault of their own-find themselves in settings that make success more difficult (Miranda, Boland, & Hemmeler, 2009). Again, this concept refers to any advantage that is unearned, exclusive, and socially conferred. For example, with White privilege, White people are generally assumed to be law abiding until they show that they are not. On the other hand, people of color, in particular African Americans and Latinos, are routinely assumed to be criminals or potential criminals until they show that they are not (Johnson, 2006).

The Effect of Privilege in Schools

In schools, privilege-based bias plays out in many ways but perhaps most acutely in discipline. Macintosh (2014) refers to the disproportionate disciplinary outcomes in schools and the importance of evaluating implicit bias in the context of vulnerable decision points that are highly susceptible to individuals' unconscious bias. Unconscious bias at its core speaks to lack of awareness of-or literally not thinking about-internal biases when engaging in disciplinary practice. Such unconscious bias is likely the result of individuals' past experiences, including lack of exposure to certain students (i.e., ethnic minorities). When adults who are working with young people make fast decisions, the data suggest an increase in the likelihood of disproportionate disciplinary practices that unfortunately continue to perpetuate the stigma of perceived criminal behavior from African American and Latino students.

As practitioners continue to develop and grow in their own self-awareness, the potential to change the current outcomes seen in disciplinary practices is promising. Lindsey, Robins, and Terrell (2009) suggest that culturally competent educational leaders should engage in the following:

Assess one's own culture

Value diversity

Manage the dynamics of difference

Adapt to diversity

Institutionalize cultural knowledge

These practices allow culturally competent educational leaders to recognize their own cultural values, norms, and expectations, while allowing them to collaborate with students, staff, and families from other cultures. These interactions support the management of conflicts that may arise as a result of cultural differences. Adapting to diversity suggests embedding equitable practices in classroom management, instructional practices, and social-emotional learning. Finally, institutionalizing cultural knowledge speaks to informing school policies that are equitable and supportive of all students.

Self-Reflection Questions

Wildman & Davis (1995) explain that "the lives we lead affect what we are able to see and hear in the world around us." As such, an important first step to understanding the concept of group-based privilege and how it can shape peoples' perspectives, experiences, and interactions is to examine our own experience. We can be the beneficiary of privilege without recognizing or consciously perpetuating it. Learning to see one's own privilege as well as that of groups and systems can create an important pathway to self-discovery. Some questions to consider are listed below.

1. When was the last time you had to think about your ethnicity, race, gender identity, ability level, religion, and/or sexual orientation? What provoked you to think about it or acknowledge it?

2. When watching TV or a movie, how likely are you to watch shows whose characters reflect your ethnicity, race, gender, ability level, religion, gender identity, and/or sexual orientation?

3. When using social media, how diverse is your feed? How diverse are your friends and followers? How diverse are those that you follow?

4. How do you respond when others make negative statements towards individuals of a different ethnicity, race, gender, ability level, religion, sexual orientation, and/or gender identity than yourself?

5. How often do you go to social settings where the majority of individuals are of a different ethnicity, race, gender, ability level, religion, sexual orientation, and/or gender identity than yourself?

6. How diverse is the community in which you live?

7. How do you feel when you are in a community that is different than your neighborhood?

8. How would you make your neighborhood more inclusive and sensitive?

9. If you recognized your privilege, what did you do with this realization?

Suggestions for Talking to Others About Privilege

Engaging in thoughtful discussion with people of other backgrounds is essential to understanding privilege. Prior to the discussion, ask participants to read Peggy McIntosh's article, "White Privilege: Unpacking the Invisible Knapsack," or "Waking Up White" by Debby Irving.
Start by discussing how privilege looks in our society and which groups have privilege and which do not.

The first discussion should be about privilege, in general, in America and the reasons some groups have privilege and others do not. This lays a foundation before personalizing the discussion and may help participants be less defensive.

Next, ask participants to discuss examples of how they are privileged and how they are not privileged. Listen to the ways in which a person legitimately does and does not have privilege and validate any frustrations that are expressed, especially before offering your opinion or perspective. The discussion about areas in which participants have not experienced privilege is where the most empathy may be found.

Be sure to listen twice as much as you speak.

Stress that privilege is relative to each individual's lived experience.

The degree to which individuals experience privilege must be framed within the context of their own race, gender, ability level, religion, sexual orientation, and/or gender identity coupled with the communities in which they live, work, and play as well as the persons with whom they interact.
Recognize that having privilege does not require feeling guilty for your privilege.

Because each of us likely has an element of privilege within our make-up (ethnicity, gender, ability level, religion, sexual orientation, and/or gender identity), individuals need not feel guilty for their privilege.

Rather, the focus should be to use our privileged positions to challenge the systems in which we live. Specifically, challenge yourself and others to refuse to live in a system of unchecked privilege. For example, challenging school staff members to walk the route their students take to school each day is a small but meaningful step toward helping them to identify and understand their privilege in relation to the students they serve.

Determine and offer ways to challenge systems of privilege and oppression in your own life.

If someone mentions an oppressive pattern that relates to privilege (e.g., "Men always dominate conversations and talk over women because they are taught that their voices are more valuable."), consider how you will not participate in this pattern. For example, you might say less or be aware of how often you are speaking and begin to listen more while others are speaking.

Conclusion

Understanding and engaging in self-reflection and discussions about privilege is an essential step to addressing individual and systemic inequities in our society. We must be aware of and honest about our personal perspectives and how these may or may not contribute to biases that in turn may contribute, even unintentionally, to prejudice, inequity, isolation, poverty, and violence. Schools present an ideal context for helping to guide conversations and learning opportunities for students. (See NASP's lesson plan for middle and high school students, "Talking About Race and Privilege" for additional specific guidance.)

Resources
Related NASP Resources
"NASP Statement Regarding Recent Acts of Violence": http://www.nasponline.org/about-school-psychology/media-room/press-releases/nasp-statement-regarding-recent-acts-of-violence

"Racism, prejudice, and discrimination," NASP position statement: http://www.nasponline.org/x26830.xml

"Talking about race and privilege: Lesson plan for middle and high school students," lesson plan: http://www.nasponline.org/resources/social-justice
Online
"10 children's books that help White kids understand what children of color are up against," Romper blog post: https://www.romper.com/p/10-childrens-books-that-help-white-kids-understand-what-children-of-color-are-up-against-15238

"Confronting White Privilege," Teaching Tolerance article, http://www.tolerance.org/magazine /number-42-fall-2012/feature/confronting-white-privilege

"For White teachers in the times of #Blacklivesmatter," Practical Theory blog post: http://practicaltheory.org/blog/2016/07/07/for-white-teachers-in-the-time-of-blacklivesmatter/

"Resources for discussing police violence, race, and racism with children," Education Week blog post: http://blogs.edweek.org/edweek/rulesforengagement/2016/07/resources_for_discussing_police_violence_and_addressing_trauma_with_students.html?cmp=eml-contshr-shr

The Pathology of Privilege: Racism, White Denial & the Costs of Inequality, Media Education Foundation video: http://shop.mediaed.org/tim-wise-on-white-privilege-p137.aspx

"White privilege: Unpacking the invisible knapsack," monograph by Peggy McIntosh: https://www.deanza.edu/faculty/lewisjulie/White Priviledge Unpacking the Invisible Knapsack.pdf
Books
Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools, Second Edition by Glenn E. Singleton

Waking Up White by Debby Irving

"Why Are All the Black Kids Sitting Together in the Cafeteria?" And Other Questions About Race, 5th Anniversary Revised Edition by Beverly Daniel Tatum

References

Johnson, A. G. (2006). Privilege, power, and difference (2nd ed.). New York, NY: McGraw-Hill.

Linsey, R. B., & Terrell, K. N. (2009). Cultural proficiency: A manual for school leaders (3rd ed.). Thousand Oaks, CA: Corwin.

Miranda, A., Boland, A., & Hemmler, M. (2009). Understanding privilege in America. In J. M. Jones (Ed.), The psychology of multiculturalism in the schools: A primer for practice, training, and research (pp. 67-82). Bethesda, MD: National Association of School Psychologists.

McIntosh, K. (2016). How can we reduce racial disproportionality in school discipline? [PowerPoint slides]. Retrieved from: http://www.pbis.org/Common/Cms/files/pbisresources /IB intro 45 min 2016-2-9h.pptx

Tomes, Y. I. (2013). Cross-cultural interactions and understanding. Poughkeepsie, NY: NOVA.

Wildman, S. M., & Davis, A. D. (1995). Language and silence: Making systems of privilege visible. Santa Clara Law Review, 35(3), 881-906. Retrieved from: http://digitalcommons.law.scu.edu /lawreview/vol35/iss3/4/

© 2016, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, 301-657-0270, www.nasponline.org

Please cite this document as:

National Association of School Psychologists. (2016). Understanding Race and Privilege [handout]. Bethesda, MD: Author.

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Across the nation, children of all backgrounds are experiencing a time in which discussions about race, gender, gender identity, sexual orientation, religion, and culture are at the forefront of their...

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Fifty of the foremost diverse children’s authors and illustrators–including Jason Reynolds, Jacqueline Woodson, and Kwame Alexander–share answers to the question, “In this divisive world, what shall we tell our children?” in this beautiful, full-color keepsake collection, published in partnership with Just Us Books.

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The foremost diverse children's authors-including Jason Reynolds, Jacqueline Woodson, and Kwame Alexander-share answers to the question, "In this divisive world, what shall we tell our children?" in this powerful collection, published in partnership with Just Us Books.

Featuring poems, letters, personal essays, songs, and other works from such industry leaders as Jacqueline Woodson (Brown Girl Dreaming), Jason Reynolds (All American Boys), Kwame Alexander (The Crossover), Andrea Pippins (I Love My Hair), Sharon Draper (Out of My Mind), Rita Williams-Garcia (One Crazy Summer), Ellen Oh (cofounder of We Need Diverse Books), and more, this anthology empowers the nation's youth to listen, learn, and build a better tomorrow.

Audiobook Table of Contents:
Foreword by Ashley Bryan, read by Dominic Hoffman
Introduction by Wade Hudson and Cheryl Willis Hudson, read by the authors
What Shall We Tell You? by Wade Hudson, read by the author
The Golden Rule by Carole Boston Weatherford, read by Soneela Nankani
A Thousand Winters by Kwame Alexander, read by Guy Lockard
We, the People by Rita Williams-Garcia, read by January LaVoy
Prayers of the Grandmothers by Sharon M. Draper, read by Adenrele Ojo
You Are Here. by Denise Lewis Patrick, read by N'Jameh Camara
Words Have Power by Ellen Oh, read by Jennifer Lim
Kindness Is a Choice by Jacqueline Woodson, read by Adenrele Ojo
To Find a Friend by Joseph Bruchac, read by Darrell Dennis
Get on Board, introduction read by Cheryl Willis Hudson, song performed by Paul Robeson (courtesy of Concord Music Group)
You Can Change the World by Bernette G. Ford, read by Bahni Turpin
Next by Lesa Cline-Randsome, read by January LaVoy
Drumbeat for Change by Kelly Starling Lyons, read by Bahni Turpin
The Art of Mindfulness by Evelyn Coleman, read by N'Jameh Camara
One Day Papí Drove Me to School by Tony Medina, read by Kyla Garcia
It Helps to Look at Old Front Page Headlines by Marilyn Nelson, read by Jennifer Lim
All Nations Are Neighbors and I Wonder by Margarita Engle, read by Kyla Garcia
When I Think of You by Sharon G. Flake, read by Bahni Turpin
a day of small things by Tonya Bolden, read by Adenrele Ojo
Dark-Brown Skin Is Beautiful by Eleanora E. Tate, read by Bahni Turpin
here is a poem of love and hope: by Arnold Adoff, read by Dominic Hoffman
We've Got You by Pat Cummings, read by January LaVoy
How to Pass the Test by Hena Khan, read by Soneela Nankani
Where Are the Good People? by Tameka Fryer Brown, read by January LaVoy
You Can Do It by Jabari Asim, read by Sullivan Jones
Tell It in Your Own Way by Roy Boney Jr., read by Darrell Dennis
"What Songs Will Our Children Sing?" music and lyrics by Curtis Hudson
You Too Can Fly by Zetta Elliott, read by Bahni Turpin
Advice . . . (I'm Old-School Like That) by Olugbemisola Rhuday-Perkovich, read by N'Jameh Camara
A Talkin'-To by Jason Reynolds, read by Guy Lockard

"A love song from children's literature's brightest stars to America's Indigenous children and children of color, encouraging them to be brave and kind."- Kirkus Reviews, starred review

"Addressing complex topics with sensitivity and candor, this a necessary purchase for all libraries serving children."- School Library Journal, starred review

"Wade and Cheryl Willis Hudson, founders of Just Us Books, offer this empowering anthology to counter today's often-unsettling political climate for children of varying ethnicities, faiths, identities, and abilities"- Publishers Weekly, starred review

"The attractive and accessible presentation will pull kids in; the wisdom they find inside will keep them engaged-and, it is to be hoped, motivated."- Horn Book, starred review

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We Rise, We Resist, We Raise Our Voices: 9780525580454 | PenguinRandomHouse.com: Books

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Fifty of the foremost diverse children's authors and illustrators--including Jason Reynolds, Jacqueline Woodson, and Kwame Alexander--share answers to the question, "In this divisive world, what...

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Brené Brown defines “White Privilege” for us—& it’s the Best Explanation I’ve Heard.

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Brené Brown defines “White Privilege” for us—& it’s the Best Explanation I’ve Heard.

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Brené Brown defines "White Privilege" for us---& it's the Best Explanation I've Heard. | elephant journal

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Watch an anti-racism hour with Jane Elliott talking with Waylon Lewis of Elephant, here. ~ This Facebook Live was recorded after Charlottesville, but is relevant more than ever: White privilege is a ...

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In So You Want to Talk About Race, Ijeoma Oluo guides readers of all races through subjects ranging from intersectionality and affirmative action to "model minorities" in an attempt to make the seemingly impossible possible: honest conversations about race and racism, and how they infect almost every aspect of American life.

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This bestselling ABC book is written and illustrated for the next generation of progressives: families who want their kids to grow up in a space that is unapologetic about activism, environmental justice, civil rights, LGBTQ rights, and everything else that activists believe in and fight for.

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"Finally! A sassy and heartwarming board book to teach our children the alphabet of humane values. Innosanto Nagara knows that activism begins in the cradle, but to be sustainable, it has to be wide-ranging, deep-rooted, and based ultimately on a sense of fun and community. A is for Activist covers all this ground with a playful rhyming style that makes you want to turn the pages and read the book over and over again.The illustrations are so colorful, beautifully executed, little works of art in and of themselves. What a great book for children of all ages. " -Julia Alvarez, author of A Wedding in Haiti: the Story of a Friendship and How the Garcia Girls Lost Their Accents

"Memorable, often humorous poems that teach the alphabet through activist political examples. Never too early to expose your children to justice." -Viet Thanh Nguyen in Vulture.com

"Full of wit, beauty, and fun, we can think of no better way to learn the alphabet." -Naomi Klein and Avi Lewis, author of The Shock Doctrine /filmmaker

"Fun, funny, exquisitely illustrated and brilliantly written with a message that is sure to resonate with kids. May a thousand young activists bloom!" -Medea Benjamin, cofounder of Global Exchange and Code Pink

"I wish this beautiful and inspiring book was around when my daughter was young, but fortunately there were plenty of cool children around today who will devour what Inno is serving up!" -Dan Zanes, Grammy Award-winning artist of Catch that Train!

"The alliteration and rhymes have the rhythm and fun of standard ABC books, burrowing into little ears and prompting memorization and spontaneous recitation." -YES! Magazine

" A is for Activist offers an opportunity for parents to explore their values with their children. At this time in history we need books for children that use words like justice, ally, freedom, and advocate." -Rona Renner, RN, parent educator, and host of Childhood Matters radio show

" A is for Activist speaks to the possibilities of change, of proactive parenting, of creating community, and of celebrating our collective histories. This book is rad!" -Tomas Moniz, writer/editor Rad Dad, a zine on radical parenting

"Reading it is almost like reading Howard Zinn's A People's History of the United States, but for two-year olds-full of pictures and rhymes and a little cat to find on every page that will delight the curious toddler and parents alike."

Innosanto Nagara is being awarded the "Upstander New Talent Award" for A is for Activist from the 2013 Horace Mann Upstanders Book Awards

http://www.antiochla.edu/2013/02/26/henry-cole-wins-2013-horace-mann-upstanders-book-award/

Watch Innosanto Nagara read A is for Ativist to his son here:

http://www.youtube.com/watch?v=1M1HH12e1bE&feature=youtu.be

Get the latest updates about Innosanto Nagara

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A is for Activist by Innosanto Nagara: 9781609806934 | PenguinRandomHouse.com: Books

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This bestselling ABC book is written and illustrated for the next generation of progressives: families who want their kids to grow up in a space that is unapologetic about activism, environmental justice,...

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Woke: A Young Poet's Guide to Justice is a collection of poems to inspire kids to stay woke and become a new generation of activists.

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This collection of poems by women of color covers topics relating to social justice, activism, discrimination and empathy, focusing on the need to speak out and inspiring middle-graders. - Vogue Woke: A Young Poet's Guide to Justice is a collection of poems to inspire kids to stay woke and become a new generation of activists.

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37 Children’s Books to help talk about Racism & Discrimination

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37 Children’s Books to help talk about Racism & Discrimination

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UPDATED NOVEMBER 2021!

Talking to children and teenagers about racism and discrimination is as necessary as it is uncomfortable for most parents and educators (especially white ones). Necessary because racial bias in children starts as early as age 3; uncomfortable because it means we have to confront our children with the harsh reality of racism as well address our own racial biases.

These multicultural children's books are a selection of picture books and novels about the past and the present. They can be helpful for talking to children and teenagers about racism and its devastating consequences.

In this updated list we have included a few books for babies, toddlers and preschoolers, too. Although at this age they are too young to grasp the concept of racism and discrimination, they should be exposed to books that feature different races and cultures in order to create awareness and empathy.

Another great start for the littlest readers is this list: 25 Multicultural Books About Children Around The World.

100 Children's Books to help talk about Racism & Discrimination

Babies & Toddlers

Never too early to start anti-racist education! Antiracist Baby introduces the littlest readers and their grown-ups to the concept and power of anti-racism. With bold art and thoughtful yet playful text, this progressive board book provides nine easy steps everyone can take for building a just society. ~ African - Babies & Toddlers

Woke babies are up early. Woke babies raise their fists in the air. Woke babies cry out for justice. Woke babies grow up to change the world. This lyrical and empowering book is both a celebration of what it means to be a baby and what it means to be woke. With bright playful art, Woke Baby is a sweet first introduction to social justice and activism. ~ African - Babies & Toddlers

Based on the research that race, gender, consent, and body positivity should be discussed with toddlers on up, Our Skin is an engaging board book that helps to begin important conversations with young children in a safe and supported way. Developed by experts in the fields of early childhood and activism against injustice, this book offers clear, concrete language and beautiful imagery that young children can grasp and adults can leverage for further discussion. ~ Diverse - Preschool

More in the series: Yes! No!: A First Conversation About Consent // Being You: A First Conversation About Gender

Developed by the National Museum of African American History & Culture, A Is for All the Things You Are is a lively alphabet board book that celebrates diversity. With colourful pictures, it introduces twenty-six key traits little readers can explore and cultivate as they grow. Each letter offers a description and a question inviting the reader to examine how they experience it in daily life. The book supports the understanding and development of healthy racial identity, the joy of human diversity and inclusion, a sense of justice, and children's capacity to act for their own and others' fair treatment. ~ Diverse - Preschool

With engaging text and flaps to lift, Standing Up To Racism is the perfect start to teaching children to be antiracist. It is all about celebrating the differences that make people who they are, and explains in age-appropriate language what racism is and how to help stand up to it. Preschoolers learn how other children live and the different challenges everyone faces, which is key for developing empathy. ~ Diverse - Preschool

Related: 25 Multicultural Children's Books teaching Kindness & Empathy

A is for Accessibility, B is for Belief, C is for Class. Bestselling An ABC of Equality introduces complicated concepts surrounding social justice to the youngest of children. Each right-hand page includes a brightly decorated letter with the word it stands for and an encouraging slogan. On the left, a colourful illustration and bite-size text sum up the concept. Cheerful people from a range of backgrounds, ethnicities, and abilities lead the way through the alphabet. ~ Diverse - Preschool

Who better than Elmo and his Sesame Street friends to teach young children that though we may all look different on the outside-deep down, we are all very much alike? We're Different, We're The Same is a fun and charmingly illustrated picture book that offers an age-appropriate way to learn about differences and reinforces that we all have the same needs, desires, and feelings. ~ Diverse - Preschool

Related: 25 Multicultural Books About Children Around The World

The new children's book series, Ninja Life Hacks, was developed to help children learn valuable life skills. These fun books are easy enough for young readers, yet witty enough for adults. Diversity Ninja is a diverse, anti-racist book about overcoming prejudice and racism and practicing equality and inclusion. It shows young children that regardless of differences in race, gender, ability, background, clothing, or language spoken, we are all part of the human race. ~ Diverse - Preschool

Two children are awakened by noises in the middle of the night outside the window of their inner-city neighbourhood. Both their Dad and Mom spend the next morning explaining to them what was taking place in their community. With clear language and bright illustrations, Daddy, There's A Noise Outside is an engaging introduction to why people protest, with a focus on Black Lives Matter protests. ~ African - Preschool

Elementary School

Emma and Josh heard that something happened in their town. A Black man was shot by the police. They have many questions, from "Why did the police shoot that man? " to "Can police go to jail?" Something Happened in Our Town follows two families - one White, one Black - as they discuss a police shooting of a Black man in their community. The story aims to answer children's questions about such traumatic events, and to help children identify and counter racial injustice in their own lives. Includes guidelines for discussing race and racism with children. ~ African - Elementary School

In 1960 a judge orders little Ruby to attend first grade at William Frantz Elementary, an all-white school in New Orleans. Surrounded by Federal Marshalls, Ruby faces angry mobs of segregationists as she walks through the school door on her first day (and many after). Being the only student in her class she is taught by a supportive teacher. With simple text and engaging watercolour illustrations, The Story of Ruby Bridges is a moving picture book about a little girl's calm perseverance and gracious forgiveness in the ugly face of hate and racism. ~ African - Elementary School

Related: 26 Multicultural Picture Books about Inspiring Women & Girls

"I couldn't play on the same playground as the white kids. / I couldn't go to their schools. / I couldn't drink from their water fountains. / There were so many things I couldn't do." In 1963 in Birmingham, Alabama, inspired by Dr Martin Luther King Jr, thousands of African American children marched for their civil rights in the place of their parents who feared losing their jobs. Facing fear, hate, and danger, these brave children used their voices to change the world. With expressive illustrations, Let The Children March is a moving account of this historical event. ~ African - Elementary School

"I am a story. So are you. So is everyone." In this acclaimed book, Julius Lestershares his own story as he explores what makes each of us special. He emphasizes that race is just one of many facets of a person. With stunning illustrations and engaging text, Let's Talk About Race will appeal to young readers and is sure to spark further conversations about race and racism. ~ Diverse - Elementary School

In 1944 Sylvia Mendez, an American citizen of Mexican and Puerto Rican heritage who spoke and wrote perfect English, was denied enrollment to a "Whites only" school. With the help of the Hispanic community, her parents filed and won a lawsuit in federal district court. Their success eventually led to the end of segregated education in California. Separate Is Never Equal tells Sylvia's story in a touching and accessible way. ~ Hispanic - Elementary School

Related: 32 Multicultural Picture Books About Strong Female Role Models

Related: 14 Children's Books about Martin Luther King Jr.

Ever since his first day at a new school in a new country, Obinna's classmates won't let him forget that he is different. But with the help of a loving teacher and the unexpected chance to show his talents, Obinna's proves that being different isn't just okay-it's the most important thing he could ever be. Different: A Story About Loving Your Neighbor is a beautiful book about celebrating difference and also a tribute to author's late mother who, in 2015, was murdered alongside eight other parishioners in a race-related mass shooting at her church. ~ African - Elementary School

Related: 150 Children's Books Celebrating Black Boys

What I See is a beautifully illustrated, lyrical picture book about anti-Asian racism, from the child's own perspective. The rise in xenophobia and anti-Asian hate incidents can be scary and confusing for kids This book is an easy-to-follow guide for the child to reflect, ask questions, and learn more about this important topic. Includes notes for parents and caregivers as well as the sample questions and child-friendly definitions. ~ Asian - Elementary School

Related: 180+ Asian & Asian American Books For Children & Teenagers

Adapted from the award-winning, bestselling Stamped: Racism, Antiracism, and You, Stamped (For Kids) takes young readers on a journey from present to past and back again. Kids will discover where racist ideas came from, identify how they impact America today, and meet those who have fought racism with antiracism. Along the way, they'll learn how to identify and stamp out racist thoughts in their own lives. ~ African - Elementary School

Desmond's pride and joy about his new bicycle turn to hurt and anger when some boys shout a very mean word at him. Responding with an insult, Desmond soon realizes that fighting mean with mean doesn't make him feel any better. Based on Desmond Tutu's childhood experiences, Desmond and the Very Mean Word is a touching story about compassion and forgiveness. ~ African - Elementary School

Related: 9 Children's Books about Nelson Mandela & Desmond Tutu

When Wu Chien Shiung was born in China 100 years ago, most girls did not attend school; no one considered them as smart as boys. But her parents felt differently. Giving her a name meaning "Courageous Hero," they encouraged her love of learning and science. Award-winning Queen of Physics follows Wu Chien Shiung as she battles sexism and racism to become the first female instructor at Princeton University, the first female President of the American Physical Society, and the first scientist to have an asteroid named after her when she was still alive. ~ Asian - Elementary School

Related: 30 Multicultural Children's Books About Women In STEM

Little Eunice sang before she talked and learned to play piano at a very young age. With the support of her family and community, she received music lessons and went on to perform under the name Nina Simone. Nina's voice soon became a thunderous roar as she raised her voice in powerful protest in the fight against racial inequality and discrimination. With expressive illustrations, Nina: A Story of Nina Simone tells the extraordinary story of acclaimed singer Nina Simone and her bold, defiant, and exultant legacy. ~ African - Elementary School

Related: 40 Multicultural Children's Books About Fabulous Female Artists

Katherine knew it was wrong that African Americans didn't have the same rights as others. She knew it was wrong that people thought women could only be teachers or nurses. And she proved everyone wrong by zooming ahead of her classmates, starting college at fifteen, and eventually joining NASA. Vibrantly illustrated A Computer Called Katherine is the inspiring true story of NASA mathematician Katherine Johnson whose calculations helped pioneer America's first manned flight into space and to the moon. ~ African - Elementary School

Related: 30 Diverse Children's Anthologies About Trailblazing Women

Based on true events, White Flour tells the story of a whimsical and effective response to a Ku Klux Klan rally in Knoxville, Tennessee in May 2007. The Coup Clutz Clowns trumped hatred with humour by 'misunderstanding' the racist's "White Power" shouts. With vivid rhymes and colourful illustrations, this picture book provides a great example of a non-violent response to racist aggression. ~ Diverse - Elementary School

It's the first day of school and also Faiza's older sister Asiya's first day of hijab - a beautiful blue hijab, like the ocean waving to the sky. But not everyone sees hijab as beautiful, and in the face of hurtful, confusing words, Faizah will find new ways to be strong. Written by Olympic medalist Ibtihaj Muhammad, vibrantly illustrated The Proudest Blue is an uplifting story of being proud of who you are despite discrimination and bullying, and the unbreakable bond between siblings. ~ Diverse - Elementary School

Slowly making her way up a hill to the polling station to vote, 100-year-old Lillian remembers her family's tumultuous voting history: Her great-grandfather voting for the first time, her parents trying to register to vote, herself marching in a protest from Selma to Montgomery. Beautifully illustrated Lillian's Right to Vote is a moving and lyrical account of black people's fight for voting rights. ~ African - Elementary School

Related: 18 Multicultural Children's Books About Voting & Elections

When Ruth and her family go on a trip in their new car in the early 1950's, they soon realize that black travellers aren't welcome everywhere. Many hotels and gas stations refuse service to the family. Eventually, someone gives them a book that listsall the places that welcome black travellers. The Green Book is a poignant story about racial discrimination in the Jim Crow era, brought to life by expressive watercolour illustrations. ~ African - Elementary School

When Avery becomes concerned after seeing another police shooting of an unarmed man, his parents decide it is time to have "The Talk". They teach him and his brother a catchy chant to help remember what to do if approached by an officer, while also emphasizing that not all policemen are bad. A to the L to the I-V-E...come home ALIVE! Momma, Did You Hear The News? is a helpful book for talking to children about police brutality and how to keep themselves as safe as possible. ~ African - Elementary School

Related: 150 Children's Books Celebrating Black Boys

What We Believe: A Black Lives Matter Principles Activity Book is a powerful activity book that engages hands, hearts, and minds as it introduces children to the guiding principles of the Black Lives Matter movement. Created by two experienced teachers, the book presents the guiding principles in down-to-earth, child-friendly language, with each principle accompanied by writing prompts, space for children to create their own reflections, and a colouring page. Supporting materials guide adults in sharing the principles with children and encouraging them to take action within their communities. An essential resource for anyone discussing racial equity with children! ~ African - Elementary School

"It was February 1, 1960. / They didn't need menus. / Their order was simple. / A doughnut and coffee, with cream on the side." Sit-In celebrates an important milestone in the fight for racial equality: The momentous Woolworth lunch counter sit-in, staged by four young college students. With dynamic illustrations and poetic text, this compelling picture book is a great starting point for conversations about racism and discrimination. ~ African - Elementary School

Related: 21 Picture Books for Black History Month

This beautiful poem by Newbery Award-winning author Kwame Alexander is an ode to Black American triumph and tribulation, from the unspeakable trauma of slavery, the faith and fire of the civil rights movement, and the grit, passion, and perseverance of some of the world's greatest heroes. With stunning illustrations by Kadir Nelson and text peppered with references to the words of Martin Luther King, Jr., Langston Hughes, Gwendolyn Brooks, and others, The Undefeated celebrates the accomplishments, endurance and spirit of Black Americans. ~ African - Elementary School

The Other Side tells the touching story of a friendship during segregation. Clover's mom warns her that it is dangerous to cross the fence between their side of town and the white side where Anna lives. But the two girls meet across the fence and strike up a friendship anyway. Expressive watercolour illustrations complement the lyrical narrative perfectly. ~ African - Elementary School

Related: 18 Multicultural Children's Books about Friendship

Stunningly illustrated Shining Star tells the rags-to-riches story of Anna May Wong, a Chinese American Hollywood star in the 1930s and 1940s. Wong confronted racial discrimination and stereotypes and broke new ground for future generations of Asian American actors. ~ Asian - Elementary School

Related: 30 Asian & Asian American Children's Books

We adore spunky Grace and her love for re-enacting stories, be they from books, movies, or her grandmother. But when she wants to play the lead role in a Peter Pan school play, her classmates tell her she cannot do it because she is a girl and because she is black. With the support of her family and after seeing a black ballerina perform, Grace remains determined to win the lead role. With expressive watercolour illustrations and a strong main character, Amazing Grace is an engaging story about challenging gender and racial stereotypes. ~ African - Elementary School

Find the whole Grace series here: 40+ Multicultural Book Series for Girls & Boys

Little Hector loves playing soccer and dreams of playing on a real pitch with the white boys. When apartheid slowly starts to crumble and the national soccer team wins the African Cup of Nations, Hector's dream suddenly doesn't seem so impossible anymore. With simple text and expressive pencil and acrylic illustrations, The Soccer Fence tells a story of hope and change. Includes a (quite advanced) timeline of historical events. ~ African - Elementary School

Related: 23 Children's Books set in South Africa

"There is a place inside of me / a space deep down inside of me / where all my feelings hide." A Place Inside Of Me is a powerful poem that follows a Black boy as he explores his shifting emotions throughout the year. Summertime is filled with joy―skateboarding and playing basketball―until his community is deeply wounded by a police shooting. As fall turns to winter and then spring, fear grows into anger, then pride and peace. ~ African - Elementary School

Related: 150 Children's Books Celebrating Black Boys

Because he was white and she was African American and Cherokee, Mildred and Richard Loving were not permitted to marry under Virginia's law in 1958. The couple got married in Washington, D.C., but when they moved back to Virginia, they were arrested. Mildred and Richard fought the discriminatory law all the way to the Supreme Court, and won! The Case for Loving is an inspiring story about a couple who changed the world for interracial couples and opened people's eyes to the unfairness of any law that restricts whom you are allowed to love. ~ African - Elementary School

For a more in-depth review of this book, go to: Multicultural Book of the Month: The Case for Loving

On a magical bus ride to school, Marcie learns about the story of Rosa Parks, the mother of the Civil Rights movement. She even meets Rosa Parks and some other distinguished guests at a birthday party. Illustrated with colourful folk-art style paintings, If a Bus Could Talk tells Rosa Park's story in an unusual and bold way. ~ African - Elementary School

Related: Author Spotlight: Faith Ringgold // 21 Picture Books for Black History Month

Strong-willed Olemaun wants to learn to read and persuades her father to let her go to residential school, despite his concerns. At the Catholic-run school, the Inuit girl is stripped of her Native identity, humiliated and treated harshly. Remaining undaunted, Olemaun draws the attention of one nun who tries to break her spirit. When I was Eight is a stunning picture book adaptation of the bestselling memoir , a tribute to the power of the human spirit. ~ Diverse - Elementary School

Related: 75+ Native American Children's Books

only performing in shows with unknown black singers and actors. ~ Harlem's Little Blackbird tells the story of Florence Mills, an African American singer born in 1896. In poetic text, complemented by stunning paper-cut illustrations, the story follows Mills from singing with her mother to breaking into the musical world despite facing racial discrimination. Mills declined the role of a lifetime and chose to support all-black musicals instead by African - Elementary School

Related: 15 Children's Books about the Harlem Renaissance

The captivating portrait on the cover draws the young reader right into this award-winning picture book biography. In poignant free verse and with the most stunning, powerful paintings, Nelson Mandela tells the story of Mandela's life, from his tribal childhood to the triumph of his election as President of South Africa. ~ African - Elementary School

Related: 9 Children's Books about Nelson Mandela & Desmond Tutu

Related: 50+ Multicultural STEAM Books for Children

Related: 20 Multicultural Children's Books about Bullying

For a more in-depth review of this book, go to: Multicultural Book of the Month: Voice of Freedom

With stirring poetry and striking illustrations We Troubled The Waters gives a voice to the everyday and extraordinary people who fought for racial justice during the civil rights movement. From the "Cleaning Gal" and the "Garbage Boys" to Martin Luther King, Jr., Malcolm X, and Rosa Parks, this heartfelt book captures the spirit of the civil rights movement beautifully. ~ African - Middle School

Related: 26 Multicultural Poetry Books for Children

Unspeakable provides a powerful look at the Tulsa Race Massacre, one of the worst incidents of racial violence in America's history. The book traces the history of African Americans in Tulsa's Greenwood district and chronicles the devastation that occurred in 1921 when a white mob attacked the Black community. News of what happened was largely suppressed, and no official investigation occurred for seventy-five years. This picture book sensitively introduces young readers to this tragedy and concludes with a call for a better future. ~ African - Elementary School, Middle School

Middle School

Set in Mississippi at the height of the Depression, Roll of Thunder, Hear My Cry tells of one family's struggle to maintain their integrity, pride, and independence in the face of racism and social injustice. This classic masterpiece focuses on Cassie Logan, an independent girl who discovers why having land of their own is so crucial to the Logan family, and learns to draw strength from her own sense of dignity and self-respect. ~ African - Middle School

Related: 21 Award-winning Children's Books for Black History Month

In this young readers' adaptation of his bestselling adult memoir Born a Crime: Stories from a South African Childhood, Trevor Noah tells his story of growing up in South Africa under and after apartheid. Born to a Black South African mother and a white European father at a time when it was against the law for a mixed-race child like him to exist, the host of The Daily Show used his keen smarts and humour to navigate a harsh life under a racist government. Born A Crime is a compelling memoir that will inspire young readers everywhere. ~ African - Middle School

Related: 23 Children's Books set in South Africa

The only Indian American kid in her small town, Lekha Divekar feels like two versions of herself: Home Lekha, who loves watching Bollywood movies and eating Indian food, and School Lekha, who hides her bindi birthmark and avoids confrontation about her culture at all costs. When another Desi girl moves across the street, Lekha is excited to finally have a friend who gets it. But Avantika does not feel the same way as Lekha. She proudly displays her culture and doesn't take the bullying quietly. When a racist incident rocks the community, Lekha must make a choice: continue to remain silent or find her voice before it's too late. American As Paneer Pie is a brilliant middle grade novel about prejudice and the power of your own voice. ~ Asian - Middle School

Related: 180+ Asian & Asian American Books For Children & Teenagers

In an old attic in Lambert, South Carolina, Candice finds a letter addressed to her grandmother, who left the town in shame. The letter tells of an injustice that happened decades ago, a mystery and the fortune awaiting the person who solves the puzzle. Together with her friend Brandon, Candice embarks on a journey that leads deep into Lambert's dark history, and deeper into their own families, with their own unspoken secrets. The Parker Inheritance is a powerful novel about racism, justice and friendship. ~ African - Middle School

Living on the Grand Ronde reservation is all ten-year-old Umpqua girl Regina has ever known. But when the federal government signs a bill into law that says their tribe no longer exists, her family has to relocate to Los Angeles where Regina finds a whole different world. She has never met kids of other races, and they've never met a real Indian. For the first time in her life, Regina comes face to face with the viciousness of racism, personally and toward her new friends. Acclaimed Indian No More is a moving middle-grade novel about change, identity and discrimination. ~ Middle School

Related: 75+ Native American Children's Books

Muki Krishnan shares a bedroom with Paati, his grandmother, who has just arrived on the island of Mariposa from India. Soon after her arrival, the president divides citizens into 'Butterflies'-families who have lived in Mariposa for three generations-and 'Moths', who, like Muki's family, are more recent immigrants. The changes are small at first but then a camp is built to imprison Moths before sending them away. When Paati is taken there, Muki discovers that a secret rebellion is underway, and realizes that rescuing Paati will be the fight of his life. The Samos Rebellion is a fascinating and timely novel about immigration, racism, classism, and xenophobia. ~ Asian - Middle School

Related: 180+ Asian & Asian American Books For Children & Teenagers

All twelve-year-old Shayla wants is to make it through seventh grade with her best friendships intact, learn to run track, and have a cute boy see past her giant forehead. But in junior high, she's suddenly questioning who her best friends are and some people at school are saying she's not black enough. Through her sister, she starts getting involved in the Black Lives Matter movement and soon has to decide to do what's right. A Good Kind Of Trouble is a funny and big-hearted debut novel about family, friendship and standing up for what is right. ~ African - Middle School

Related: The 50 Best Multicultural Middle Grade Books Of 2020
Coretta Scott King Author Honour Book
Lifting as We Climb tells the overlooked story of African American women who formed their own Black suffrage associations when white-dominated national suffrage groups rejected them. Women like Mary Church Terrell, a founder of the National Association of Colored Women and of the NAACP; or educator-activist Anna Julia Cooper who championed women getting the vote and a college education; or the crusading journalist Ida B. Wells, a leader in both the suffrage and anti-lynching movements. An important book! ~ African - Middle School

Hidden Figures tells the amazing true story of four African American female mathematicians at NASA. Despite facing gender discrimination and racial prejudice, these "human computers" helped achieve some of the greatest moments in the US's space program by calculating the numbers that would launch rockets into space. ~ African - Middle School

Related: 50+ Multicultural STEAM Books for Children

Black lives matter. That message would be self-evident in a just world, but in this world and this America, all children need to hear it again and again, and not just to hear it but to feel and know it. Have I Ever Told You Black Lives Matter tenderly affirms this message by celebrating Black accomplishments in music, art, literature, journalism, politics, law, science, medicine, entertainment, and sports. ~ African - Middle School

Born in 1946 in Mansfield, Louisiana, Wade Hudson came of age against the backdrop of the Civil Rights Movement. His close-knit family watched as the country grappled with desegregation, as the Klan targeted the Sixteenth Street Baptist Church in Birmingham, Alabama, and as systemic racism struck across the nation and in their hometown. Amidst it all, Wade was growing up. Getting into scuffles, playing baseball, immersing himself in his church community, and starting to write. Most important, Wade learned how to find his voice and use it. Defiant is a compelling memoir about the struggles, joys, love, and resilience that it took to grow up Black in segregated America. ~ African - Middle School

One night 11-year-old Stella and her brother witness a Ku Klux Klan meeting in the North Carolina woods. For the African American siblings, living in the South is a dangerous, scary and often humiliating experience. Stella by Starlight is a gripping and realistic portrayal of life in the segregated South during the Great Depression. ~ African - Middle School

Related: African American Historical Fiction for Middle School

Adapted from Emmanuel Acho's bestseller Uncomfortable Conversations with a Black Man, comes this essential young readers edition aimed at opening a dialogue about systemic racism with young people. Approaching every awkward, taboo, and uncomfortable question with openness and patience, Uncomfortable Conversations with a Black Boy connects the author's own experience with race and racism―from attending majority-white prep schools to his time in the NFL playing on majority-black football teams―to insightful lessons in Black history and Black culture. ~ African - Middle School

The same day 13-year-old Bangladeshi-American Nisrin gives a school presentation about Bangladesh while wearing a traditional cultural dress, she is violently attacked on her way home. Deeply traumatized, Nisrin spends the summer depressed and isolated until it's time for her to start freshman year at a new school. The night before, Nisrin decides that she is going to start wearing hijab. Her mother and grandparent's shocked and angry reactions confuse her-but they only strengthen her resolve. Piece by Piece is a moving graphic novel about choosing your own path despite discrimination. ~ Asian - Middle School

Related: 180+ Asian & Asian American Books For Children & Teenagers

There are ninety-six reasons why thirteen-year-old Genesis dislikes herself. She knows the exact number because she keeps a list: Because her family is always being put out of their house. Because her dad has a gambling problem. And maybe a drinking problem too. Because Genesis knows this is all her fault. Because she wasn't born looking like Mama. Because she is too black. Genesis is determined to do anything to fix her family...even if it means harming herself in the process. Genesis Begins Again is a deeply sensitive story about a young teenager who must overcome internalized racism and a verbally abusive family to finally learn to love herself. ~ African - Middle School

Related: 250 Children's Books Celebrating Black Girls

Who are you? What is racism? Where does it come from? Why does it exist? What can you do to disrupt it? In 20 chapters, #1 New York Times bestseller This Book Is Anti-Racist teaches young readers about social identities, the history of racism and resistance against it, and how you can use your anti-racist lens and voice to move the world toward equity and liberation. ~ Diverse - Middle School

Also available: This Book Is Anti-Racist Journal

12-year-old Donte is one of the few Black boys at Middlefield Prep. His teachers and classmates make it clear they wish he were more like his lighter-skinned brother, Trey. When Donte is bullied and framed by the captain of the fencing team, he is suspended from school and arrested. Searching for a place where he belongs, Donte joins a local youth center and meets former Olympic fencer Arden Jones. With Arden's help, he begins training as a competitive fencer, setting his sights on confronting his bullies, racism, and the corrupt systems of power that led to his arrest. Black Brother, Black Brother is a powerful novel about a Black boy's journey to finding his voice. ~ African - Middle School

Related: The 50 Best Multicultural Middle Grade Books Of 2020

Brown Girl Dreaming is an intimate and moving account of the author's childhood as an African American in the 1960's and 1970's. Growing up in South Carolina and New York, she becomes increasingly aware of the Civil Rights Movement. In poetic language full of imagery this award-winning book gives a glimpse into a child's soul and her journey of self-discovery. ~ African - Middle School

Related: 21 Multicultural Middle-Grade Novels for Summer Reading

After being shot dead by a police officer who mistook his toy gun for a real one, twelve-year-old Jerome observes the aftermath as a ghost. Soon he meets another ghost: Emmett Till, a black boy murdered in 1955. Emmett helps Jerome understand how historical racism may have led to the events that ended his life. Jerome also meets Sarah, the daughter of the police officer, who grapples with her father's actions. Award-winning Ghost Boys is a gripping and poignant story about racism, bias and the fight for justice. ~ African - Middle School

Young half-Asian Hanna lives in a small town in America's heartland, in 1880. Her adjustment to her new surroundings, which primarily means negotiating the townspeople's almost unanimous prejudice against Asians, is at the heart of the story. Prairie Lotus is a powerful and touching book about a girl determined to fit in and realize her dreams: getting an education, becoming a dressmaker in her father's shop, and making at least one friend. ~ Asian - Middle School

Related: 21 Award-winning Children's Books for Black History Month

High School

16-year-old Starr is balancing life between her poor neighbourhood and her fancy suburban school. When her unarmed best friend Khalil is killed at the hands of a police officer, his death is making national headlines and protesters are taking to the streets. As the only person who knows what really happened that night, Starr is caught between threats from the police and the local drug lord, protecting her community and risking her own life. No.1 New York Times Bestseller The Hate You Give is a powerful and heart-wrenching novel about police brutality and systemic racism. ~ African - High School

Set in a Bangladeshi community in Ireland, The Henna Wars is a fast-paced novel about the love between two teenage girls, racism and homophobia. Nishat doesn't want to lose her family, but she also doesn't want to hide who she is, and it only gets harder once a childhood friend walks back into her life. Flávia is beautiful and charismatic, and Nishat falls for her instantly. But when a school competition invites students to create their own businesses, both Flávia and Nishat decide to showcase their talent as henna artists. In a fight to prove who is the best, their lives become more tangled―but Nishat can't quite get rid of her crush, especially since Flávia seems to like her back. As the competition heats up, Nishat has a decision to make: stay in the closet for her family, or put aside her differences with Flávia and give their relationship a chance. ~ Asian - High School

Related: 18 Multicultural Children's Books featuring LGBTQIA Characters

Co-written by Malcolm X's daughter, Xfollows the formative years of one of the most powerful leaders in African American history. From his father being murdered, his mother being taken away, and himself being placed in foster care, to his imprisonment for theft at age twenty, when he found the faith that would guide him onto a new path, X is an award-winning novel about a man who shook the world. ~ African - High School

Related: 21 Award-winning Children's Books for Black History Month

First-generation American Latinx Liliana Cruz does what it takes to fit in at her new nearly all-white school. But when family secrets spill out and racism at school ramps up, she must decide what she believes in and take a stand. Don't Ask Me Where I Am From is a thought-provoking yet humorous story about race, identity, friendship and belonging. ~ Hispanic - High School

Related: Pura Belpré Award Winners 1996 - 2021

Ever since his father was murdered by an Oakland police officer and vilified by the media, Moss Jefferies suffers from crippling panic attacks. At school, Moss and his classmates find themselves increasingly treated like criminals. The students decide to organize and push back against the administration. When tensions rise and tragedy strikes again, Moss must face a difficult choice: give in to fear and hate or realize that anger can actually be a gift. Featuring a very diverse cast of characters (Black, Latinx, LGBTQIA), Anger is a Gift is a powerful novel about racism, police brutality and friendship. ~ African - High School

The term "Apple" is a slur in Native communities across the country. It's for someone supposedly "red on the outside, white on the inside." Eric Gansworth reclaims that slur in heartbreaking verse, prose and imagery. Apple tells the story of the author's family, of Onondaga among Tuscaroras, of Native folks everywhere. From the horrible legacy of the government boarding schools, to a boy watching his siblings leave and return and leave again, to a young man fighting to be an artist who balances multiple worlds. This moving novel will stay with readers long after they finished it. ~ Diverse - High School

Related: 75+ Native American Children's Books

"This is NOT a history book. This is a book about the here and now. A book to help us better understand why we are where we are. A book about race." Stamped: Racism, Antiracism and You is a timely and gripping reimagining of Dr. Ibram X. Kendi's award-winning Stamped from the Beginning, revealing the history of racist ideas in America, and inspiring hope for an antiracist future. An absolute must-read! ~ African - High School

Related: 80+ Multicultural Graphic Novels for Children & Teenagers

Cheerleaders and lifelong best friends Eleanor and Chanel have a lot on their minds. Eleanor is still recovering from a serious concussion from a failed cheer stunt. Chanel is dealing with the mounting pressure of college applications. But they have each other's backs―just as always, until Eleanor's new relationship with star quarterback Three starts a rift between them. The cheer squad's decision to take a knee at the season's first football game causes a larger fallout between the girls. As Eleanor and Chanel grapple with the weight of the consequences as well as their own problems, can the girls rely on their friendship? Why We Fly is a powerful story about friendship, privilege, sports, and protest. ~ African - High School

In 1975, during the fall of Saigon, Phuc Tran immigrates to America with his family. He struggles to assimilate to small town life in Pennsylvania. Tran navigates the challenges of immigration, racism, feelings of isolation, and teenage rebellion, all while attempting to meet the rigid expectations of his parents. For anyone who has ever felt like they don't belong, Sigh, Gone shares an irreverent, funny, and moving tale of displacement and assimilation woven together with poignant themes from beloved works of classic literature. ~ Asian - High School

The Invincible Summer of Juniper Jones
by Daven McQueen

For biracial Ethan Harper, who was raised mostly by his white father, race has always been a distant conversation. But when he spends the summer of 1955 with his aunt and uncle in Alabama, his Blackness is suddenly front and center, and everyone is making it clear that he's not welcome there. Except Juniper Jones, the town's resident oddball and free spirit. As Ethan is confronted for the first time by what it means to be Black in America, Juniper tries to help him see the beauty in even the ugliest reality. The Invincible Summer of Juniper Jones is a heartfelt novel about racism, friendship and a summer that changed lives. ~ African - High School

Related: 21 Middle Grade Novels With Multiracial Characters

"The story that I thought / was my life / didn't start on the day / I was born." 16-year-old Amal Shahid is an artist and a poet. But even in a diverse art school, he's seen as disruptive and unmotivated by a biased system. One fateful night, an altercation in a gentrifying neighborhood escalates into tragedy. Amal is convicted of a crime he didn't commit and sent to prison. Despair and rage almost sink him until he turns to the refuge of his words, his art. Punching The Air is a deeply moving story about how one boy is able to maintain his humanity and fight for the truth in a system designed to strip him of both. ~ African - High School

For years, 17-year-old Tracy Beaumont has been writing weekly letters to Innocence X, asking the organization to help her father, an innocent Black man on death row. Now Tracy is running out of time-her dad has only 267 days left. On top of that, her older brother, Jamal, is accused of killing a white girl. Tracy is determined to save her brother and find out what really happened. This Is My America is an unflinching yet uplifting debut novel that explores racism in the American justice system. ~ African - High School

Due to be released in October, this stunning debut is another novel about racial prejudice and police brutality. Top of his class and set for the Ivy League, Justyce writes a journal to Martin Lurther King Jr in an attempt to make sense of a police encounter in which he was treated roughly and unfairly. When he is caught up in another police encounter in which shots are fired, Justyce finds himself under attack in the media. Dear Martin is a compelling must-read that tackles the myth that if you don't do anything wrong you have nothing to fear from the police. ~ African - High School

Vernell LaQuan Banks and Justyce McAllister grew up a block apart in the Southwest Atlanta. Years later, Justyce walks the illustrious halls of Yale University while Quan sits behind bars at the Fulton Regional Youth Detention Center. Through a series of flashbacks, vignettes, and letters to Justyce-the protagonist of acclaimed Dear Martin-Quan's story takes form. Troubles at home and misunderstandings at school give rise to police encounters and tough decisions. But then there's a dead cop and a weapon with Quan's prints on it. Dear Justyce takes an unflinching look into the flawed practices and silenced voices in the American juvenile justice system. ~ African - High School

For Russell Boudreaux football is the only way out of his small town. He has one goal: to get a scholarship and play on the national stage. But when his best friend is unfairly arrested and kicked off the team, Rus faces an impossible choice: speak up or live in fear. Desperate for change, Rus kneels during the national anthem. In one instant, he falls from local stardom and becomes a target for hatred. But with the help of his best friend and an unlikely ally, Rus will fight for his dreams, and for justice. Kneel is a fearless debut novel that explores racism, injustice, and self-expression. ~ African - High School

Indian American Samar's mother has always kept her away from her old-fashioned family. But shortly after 9/11, her uncle shows up, wanting to reconcile and teach the teenager about her Sikh heritage. When some boys attack her uncle, shouting "Go home Osama!" Samar realizes how dangerous ignorance is. Shine, Coconut Moon is a poignant story about identity, prejudice, and difference. ~ Asian - High School

Related: 180+ Asian & Asian American Books For Children & Teenagers

During the 1992 Rodney King riots, Ashley Bennett tries to continue as if life were normal. Even as her self-destructive sister gets dangerously involved in the riots. Even as the model Black family façade her prominent parents have built starts to crumble. Even as her best friends help spread a rumor that could completely derail the future of her Black classmate, LaShawn Johnson. With her world splintering around her, Ashley, along with the rest of LA, is left to question who is the us? And who is the them? The Black Kids is a brilliant coming-of-age novel that explores issues of race, class, and violence. ~ African - High School

Related: 250 Children's Books Celebrating Black Girls

Ella sees a classmate grow up to become a caring nurse, a neighbour's son murdered in a drive-by shooting - things that haven't happened yet. Kev, born while Los Angeles burned around them, wants to protect his sister from a power that could destroy her. But when Kev is incarcerated, Ella must decide what it means to watch her brother suffer while holding the ability to wreck cities in her hands. Intimate family story as well as global dystopian narrative, Riot Baby is a heartfelt novel about the painful Black experience of racism, police brutality and injustice in America. ~ African - High School

Related: Multicultural 2021 ALA Award-Winning Childrens & YA Books

In the early morning of June 1, 1921, a white mob marched across the train tracks in Tulsa, Oklahoma, and into its predominantly Black Greenwood District-a thriving, affluent neighborhood known as America's Black Wall Street. They brought with them firearms, gasoline, and explosives. In a few short hours, they'd razed thirty-five square blocks to the ground, leaving hundreds dead. The Tulsa Race Massacre is one of the most devastating acts of racial violence in US history. But how did it come to pass? What exactly happened? And why are the events unknown to so many of us today? Black Birds In The Sky seeks to answer these questions in this unflinching nonfiction account of the Tulsa Race Massacre. ~ African - High School

Related: NEW 2021 Black History Books For Children & Teenagers

Adapted from Nelson Mandela's memoir Long Road to Freedom, this is his authorized graphic biography. Nelson Mandela tells his life story in dramatic pictures, from his childhood to his years as the first black president of South Africa. The comic book form together with new interviews, firsthand accounts, and archival material makes the story of Mandela's life and work accessible for teenagers. ~ African - High School

Related: 80+ Multicultural Graphic Novels for Children & Teenagers

"Sometimes I feel like I have walked into the middle of a movie. Maybe I can make my own movie. The film will be the story of my life. No, not my life, but of this experience. I'll call it what the lady prosecutor called me ... Monster." Multi-award-winning Monster chronicles the unfair court proceedings for Steve Harmon, a teenager accused of murder and robbery. Written as a screenplay playing in Steve's imagination, coupled with his journal entries, this heart-wrenching novel highlights the racism deeply ingrained in the American justice system. ~ African - High School

Also available as a stunning black-and-white graphic novel adaptation: Monster: A Graphic Novel

"When it comes to justice, there is no easy way to get it. You can't sugarcoat it. You have to take a stand and say, 'This is not right.'"On March 2, 1955, Claudette Colvin refused to give her seat to a white woman on a segregated bus in Montgomery, Alabama. Instead of being celebrated as Rosa Parks would be nine months later, the teenager found herself shunned. Undaunted, a year later she became a key plaintiff in Browder v. Gayle, the landmark case that struck down the segregation laws of Montgomery. Based on extensive interviews with Claudette Colvin and many others, Twice towards Justice is an in-depth account of an important yet largely unknown civil rights figure. ~ African - High School

When Black teenager Tariq Johnson is fatally shot by a White man, his whole community is turned upside down. While the truth is obscured by new twists every day, Tariq's family is trying to cope with their loss. How It Went Down is a compelling and timely novel about racial prejudice and its devastating consequences. ~ African - High School

Speaking directly to the reader, bestselling The Black Friend calls up race-related anecdotes from the author's past, weaving in his thoughts on why they were hurtful and how he might handle things differently now. Each chapter features the voice of at least one artist or activist, including Angie Thomas, April Reign, and Jemele Hill. Touching on everything from cultural appropriation to power dynamics, "reverse racism" to white privilege, microaggressions to the tragic results of overt racism, this book serves as conversation starter, tool kit, and invaluable window into the life of a former "token Black kid". Backmatter includes an encyclopedia of racism, providing details on relevant historical events, terminology, and more. ~ African - High School

16-year-old Bri wants to be one of the greatest rappers of all time. As the daughter of an underground hip hop legend who died right before he hit big, Bri's got massive shoes to fill. But it's hard to get your come up when you're labeled a hoodlum at school, and your fridge at home is empty after your mom loses her job. So Bri pours her anger and frustration into her first song, which goes viral . . . for all the wrong reasons. Unflinching and full of heart, On the Come Up is a story of fighting for your dreams, even as the odds are stacked against you; and about how, especially for young black people, freedom of speech isn't always free. ~ African - High School

Lena has her killer style, her awesome boyfriend, and a plan. She knows she's going to make it big. Campbell, on the other hand, is just trying to keep her head down and get through the year at her new school. When both girls attend the Friday-night football game, what neither expects is for everything to descend into sudden mass chaos. Chaos born from violence and hate. Chaos that unexpectedly throws them together. I'm Not Dying with You Tonight is a compelling novel about two teen girls―one black, one white―who have to confront their own assumptions about racial inequality as they rely on each other to get through the violent race riot that has set their city on fire. ~ African - High School

Whether you are a dear white person wondering why your black office mate is avoiding eye contact with you after you ran your fingers through her hair, or you're a black nerd who has to break it to your white friends that you've never seen The Wire, this myth-busting, stereotype-diffusing guide has something for you! With decision-making trees to help you decide when it's the right time to wear Blackface (hint: probably never) and quizzes to determine whether you've become the Token Black Friend™, Dear White People is the ultimate silly-yet-authoritative handbook to help the curious and confused navigate racial microaggressions in their daily lives. Based on the eponymous, award-winning film, this tongue-in-cheek guide is a must-have for anybody who is in semi-regular contact with Black people! ~ African - High School

Set in Australia, this timely new release tells the story of Michael who attends anti-immigration protests with his parents, and Mina, a refugee from Afghanistan, who is on the other side of the protest lines. When Mina starts at Michael's school, the two teenagers enter into an unlikely relationship. With increasing discrimination against immigrants, Michael and Mina have to face difficult decisions. The Lines We Cross is a poignant and thought-provoking Romeo-and-Juliet story about prejudice and discrimination against Muslim immigrants. ~ Asian - High School

Related: 30 Multicultural Picture Books about Immigration

In July 1919, an angry white man threw stones at five black teenagers that swam close to Lake Michigan's "white" beach, killing one of them. This incident sparked violent race riots that shook the city of Chicago to its core. A Few Red Drops is a gripping account of the riots and the racial, cultural, economic and political tensions that had been building for decades. ~ African - High School

Related: Multicultural 2019 ALA Youth Media Award-Winning Books

When 16-year-old Rashad goes to buy a packet of chips at the corner shop, he finds himself mistaken for a shoplifter and beaten up by the police. Soon the incident is all over the news and simmering racial tensions get to the point of explosion. Written by two award-winning authors and alternating between the perspectives of one black and one white teenager, All American Boys is a moving novel about privilege and racism that every teenager should read. ~ African - High School

Related: 150 Children's Books Celebrating Black Boys

March: Book Three is the stunning conclusion of the award-winning trilogy by congressman and civil rights key figure John Lewis. Starting in 1963, the book describes the continuing struggle for justice. With an unpredictable new president and fractures within the movement deepening, 25-year-old John Lewis risks everything in a historic showdown high above the Alabama river, in a town called Selma. With expressive black-and-white illustrations, this unique graphic novel makes the history of the civil rights movement accessible to teenagers. ~ African - High School

Complete trilogy: March (Trilogy Slipcase Set)

Related: 80+ Multicultural Graphic Novels for Children & Teenagers

*You can buy any of the books on this site from Amazon USA by clicking on the book titles or images*

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children's books to help talk about racism & discrimination

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100 Children's Books to help talk about Racism & Discrimination

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UPDATED NOV 2021! Browse our extensive list of children's books to help talk about racism and discrimination! Ages 0 to 18.

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List from Brain Lair Books. The list is for teachers and the young people they teach.

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*Ordering through this list directly supports Brain Lair Books! I am a black- female- owned independent shop and every purchase that shows Brain Lair Books at the top - helps me to keep doing this! Thank you!

*Ordering through this list directly supports Brain Lair Books!

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Ordering through this list directly supports Brain Lair Books! I am a black- female- owned independent shop and every purchase that shows Brain Lair Books at the top - helps me to keep doing this! Thank you! *Ordering through this list directly supports Brain Lair Books!

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How We Fight White Supremacy: A Field Guide to Black Resistance

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How We Fight White Supremacy: A Field Guide to Black Resistance

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Many of us are facing unprecedented attacks on our democracy, our privacy, and our hard-won civil rights. If you’re Black in the US, this is not new. As Colorlines editors Akiba Solomon and Kenrya Rankin show, Black Americans subvert and resist life-threatening forces as a matter of course. In these pages, leading organizers, artists, journalists, comedians, and filmmakers offer wisdom on how they fight White supremacy.

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About the Author

Akiba Solomon is the senior editorial director of Colorlines and an NABJ Award-winning journalist and editor whose writing on culture, race, gender, and reproductive health has appeared in Essence, Dissent, Glamour, Vibe, and Ebony, among other outlets. She is the co-editor of Naked: Black Women Bare All About Their Skin, Hair, Hips, Lips, and Other Parts. Solomon has spoken about women's and social justice issues at institutions including the Schomburg Center, Stanford, Yale, and Harvard. A graduate of Howard University, she is based in New York.
Learn more about this author

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A celebration of Black resistance and leadership in all its varied forms, offering a blueprint for what the fight for freedom and justice looks like - and how each of us can contribute.

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From the podcast, On Being with Krista Tippett

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Krista Tippett, host: Eula Biss authored an important essay in 2015 called "White Debt." She reflected on whiteness in America through the metaphor of buying a house - how surprisingly comfortable debt can be in the right circumstances, and how easily we forget that we don't actually own what we feel we possess. She helpfully opens up words and ideas like "complacence," "guilt," and something related to privilege called "opportunity hoarding." This show has been turned to by many in this moment and so we are offering it up anew. It is the only on-air conversation I've ever had in which my guest and I had to stop midway and acknowledge how embarrassing it is that we have to have this conversation at all, and how inadequate all of our words. Yet how urgent that we reach for them nevertheless. Rereading the essay that introduced me to her, I'm struck by sentences that have now revealed their deepest, hardest truths in my community in Minneapolis and across our nation. She wrote:

"Whiteness is costing me my community. It is the wedge driven between me and my neighbors, between me and other mothers, between me and other workers. Like a bad loan, the kind in which the payments increase over time, the price of whiteness remains hidden behind its promises."

I'm Krista Tippett, and this is On Being

Tippett: And about how we live together as opposed to just how we talk together.

Biss: Yeah. I think if you can't talk about something, you can't think about something. I've worked with students who could barely let themselves think, they were so scared of thinking the wrong thing.

Tippett: I'm Krista Tippett, and this is On Being.

[ music: "Seven League Boots" by Zoe Keating]

Eula Biss teaches writing at Northwestern University and is best known for her book On Immunity. She's also the author of Notes From No Man's Land, which deals in part with her experience growing up in a multiracial family. We spoke in 2016.

Tippett: I really want to frame our conversation around ideas that you pulled together so compellingly in this article you wrote in The New York Times in December 2015 called "White Debt: Reckoning with what is owed - and what can never be repaid - for racial privilege."

I realized, as I read that you've actually been living and thinking around this subject for a long time. And in fact, as you wrote in your Notes from No Man's Land, it very much centers around themes of race, and you actually have, in your family, a cousin who's of mixed race. There are mixed race adoptions in your family. In fact, most of our families, if we traced them fully, we would probably find this. But your mother's long-time boyfriend when you were a teenager was African American.

Biss: I do try to resist the idea that there's something unique or special about the kind of racial makeup of my family because I feel like that supports this idea that only people who are racially other have an entryway into race. I guess that's my preamble to the answer.

And the answer is that I think you're right. I think most American families are in one way or another somewhat racially complicated. Mine was maybe especially so. My household when I was growing up was mixed. My stepsister was black, my stepfather was black. So I was exposed to people from a lot of different backgrounds, but I don't think that that is, in America, all that unusual either.

Tippett: One thing I love about this article you wrote and about your writing in general is that you interrogate words, individual words, language that always appears in this conversation that we don't really know how to have - interrogating language as a way of searching for a better understanding so that "whiteness" is there. One of the other words that you take apart - you say that the word "complacence," as you looked at the roots of that word, the etymology of that word, that in fact it did not mean what you expected it to mean, and that also is a way to reflect on this.

Biss: I was looking for a word that would describe a kind of blindness that wasn't even willful. When I looked at the meaning of the word "complacent," it actually looked more intentional than the meaning I was searching for. Because I think that that's part of the problem is the attitude is highly unintentional. It's highly unexamined. It's relaxing into your own privilege without even thinking about it. And that, again, is one of the privileges of being white, is that you can coast through your experience, you can coast through your life without having to think about what your race means to other people, and what your existence in a community means to the people around you.

Tippett: You cite this essay by Claudia Rankine that she wrote in The New York Times Magazine after the massacre in the church in Charleston. She wrote, "I asked another friend what it's like being the mother of a black son. 'The condition of black life is mourning,' she said bluntly. For her, mourning lived in real time inside her and her son's reality. At any moment, she might lose her reason for living. Though the white liberal imagination likes to feel temporarily bad about black suffering, there really is no mode of empathy that can replicate the daily strain of knowing that as a black person you can be killed for simply being black: no hands in your pockets, no playing music, no sudden movements, no driving your car, no walking at night, no walking in the day, no turning onto this street, no entering this building, no standing your ground, no standing here, no standing there, no talking back, no playing with toy guns, no living while black."
And you wrote, "Sitting with her essay in front of me, I asked myself what the condition of white life might be." I know that word "complacence" is something that you reflected on, but I wonder how would you think about that question right now, what the condition of white life might be, how to start to summarize that or to evoke that.

Biss: Well, I guess my mind, it goes right to the particulars. That moment that you read made me think of a meeting that I was recently in at my son's elementary school, I think, because of Claudia's friend talking about her son, and the question of how to keep him safe. I was at a meeting that was parents discussing how we were going to bring the issue of talking about race to the school community. And there was a huge range of experience in this room. There were parents who had not talked to their children about race at all, and there were parents for whom it was a daily concern.

There was a Kenyan woman there who was saying that the way her children looked every day had everything to do with how dangerous she understood it to be black in America. She talked about the way she dressed her two children and the way she taught them to talk to strangers and the way she taught them to act in public. And I was thinking about how few of those concerns I had shared, especially around safety. I haven't spent time training my son in ways of being polite, for instance, because I'm afraid that someone will kill him. That doesn't directly answer your question, but it points back towards the state of white life, or the state we're in.

Tippett: Yeah. I live in a placid, kind of high-functioning, Leave It to Beaver neighborhood in St. Paul, Minnesota, the kind of neighborhood where you can - I moved here because your kids can get on their bicycle on a Saturday morning and not come back until dinnertime. You don't ever worry about them. But right around the corner from my house, five blocks from my house, Philando Castile was shot. But the fact that we have to talk about this with our kids, because somehow, even though we are inhabiting our cities together, we're not having the same experience. It's very complicated and disturbing when you start to look at it that way.

Biss: It is. It really is. And an article came out in Bloomberg News that was making the rounds of conversation in my neighborhood. It was an article about Evanston Township High School, which is the high school that serves everyone in Evanston. So it's necessarily a highly integrated high school. And a series of studies, one of them done at Stanford and another done within the Evanston school districts, found that in these integrated schools that we have in Evanston, black students and white students are not getting the same education.

This is even within the same buildings, with the same teachers, within the same physical space. And it's still unclear exactly what the nature of the problem is, but one of the phrases that came up in this article, one of the researchers used a phrase "opportunity hoarding." They use this phrase to describe what white parents do to make sure that their children are getting more than other children are getting.

And I really thought about both the opportunity hoarding that I had seen around me and the opportunity hoarding that I, myself, had engaged in. One example of opportunity hoarding that I'm just remembering from this article was that, for instance, something a little over 90 percent of white students at Evanston Township High School have taken at least one advanced placement class. And the numbers for African-American students are around 50 percent. There's many more white students, a disproportionate amount of white students ending up in advanced placement classes.

There are probably a lot of factors that feed into that. There's parent advocacy, there's probably some racial bias going on on the part of the school, there's probably dozens of different factors. But I think the reason that that term "opportunity hoarding" spoke to me is I thought, well, that's something I can control for. Like, that's something I can watch in my own behavior. That's something that I could have conversations with my neighbors around, and how we're treating the opportunities that are available to our children, and whether we're ensuring that those opportunities are available to all the children in our community.

Tippett: And don't you think, also - I mean, that's a kind of an unsettling phrase, "opportunity hoarding."

Biss: Yeah. Oh, deeply.

Tippett: But it also when it comes to our children, there's such a fierce drive that we have to give them the best, to make things possible for them. It's not, I think, consciously about wanting them to flourish at the expense of someone else. But what you're pointing out and what that language makes clear is that in fact, that is what happens. Maybe I'm wrong that it's always unconscious.

Biss: Yeah, and especially when we're talking about limited resources, if those limited resources are hoarded, it necessarily means somebody isn't getting them. This thinking got refreshed for me when I bought a house here in Evanston. Buying a house and getting a mortgage inspired me to do a little bit of research into housing laws and the history of redlining in my community and the history of housing discrimination and mortgage discrimination in Chicago.

Ta-Nehisi Coates has written really beautifully about this, especially in his piece, "The Case For Reparations." He very elegantly lays out a history of legalized housing discrimination. Some of his examples, his particulars, come from Chicago. And when you look at that history, you can see a highly-intentional and entirely legal history of white people hoarding both real estate and financial resources like mortgages at the expense of other people.

Even in the case of predatory lending, there are people making money at the expense of African-American families who lose their houses because of the unfair loans that they've been given, the poor terms of lending. Buying a house was another moment where I felt that I was kind of forced to reflect on how I was benefiting personally from a long history of racist policies in my country.

[ music: "The Winter Day Declining" by This Patch of Sky]

Tippett: I'm Krista Tippett, and this is On Being. Today, I'm with the writer Eula Biss, and we're talking about whiteness.

Tippett: I was just speaking with Isabel Wilkerson, who wrote The Warmth of Other Suns, and very much to that point, she talks about when there was this exodus of 6 million African Americans in the 20th century from the South to the North. They could only live in certain places, and those certain places turn out to now be our inner cities and were charged exorbitant rates because they had no choice. That is in the DNA of our cities, you're right. The buying of the house was the image that you worked with in this New York Times piece and really delving into the meaning of debt and the experience of debt - and moral debt as well.

Biss: The moral debt. I knew for a long time that I wanted to write about the feelings I was having around buying and owning a house and getting a mortgage. But what broke that piece open was a conversation with my neighbors who had lived in Germany. One of my neighbors mentioned to me that the word for "debt" in German is also the word for "guilt." That was very illuminating for me. And I have, for a long time, wanted to think about white guilt in a way that could be productive, both personally productive, but also socially and politically productive. As a term, "white guilt" is pretty poisonous.

Tippett: Or even the notion of white privilege. Well, what I experience - we're very attentive to editorially when we put shows on the air around race, around these issues - you want people to listen. And I personally don't think people get paralyzed or turn away because they don't care. I mean, maybe it's true that sometimes they don't care, but there's a paralysis that sets in, right? It's about, "I don't know what to do with this. I don't know how to make it better." And I think that's one reason one doesn't put "guilt" in a show title. [ laughs]

But I think you're arguing for not letting guilt be a bad word, honoring the fact that - I mean, you wrote, "Why not imagine guilt as a prod, a goad, an impetus to action? Isn't guilt an essential cog in the machinery of the conscience?" Maybe we should try to let this word in, welcome this word in this conversation about race. I honestly think we talk about race when we talk about how we don't know how to talk about it. It's not even really like we do have a national conversation about race. And maybe because we don't let the word "guilt" in. I mean, maybe that's important.

Biss: And I do think - circling it back to this question of, "What's the state of white life?" I do think the state of white life is that we're living in a house we believe we own but that we've never paid off. I also think that maybe the language that people could find more palatable would be this word "responsibility," this word that we associate with adulthood and drudgery. [ laughs]

Tippett: Yeah, rather than shame.

Biss: But that's another coloration of guilt, is that there's that meaning of the word "guilt" that gestures at responsibility. Because I am culpable for this, I am now responsible for...

Tippett: Culpable for and benefiting from, right?

Biss: Yes. Exactly. And I think a lot of people want to wash their hands because the benefit has been indirect, right?

Tippett: And in a lot of cases, the culpability can feel indirect too, but it doesn't make it right. [ laughs]

Biss: Right. Absolutely. I have the unusual situation of living in a house - the house that we bought here in Evanston has an identical twin that's right next door to it. We live in a little brick bungalow that is right next door to an identical brick bungalow. These two brick bungalows were built by brothers, and neither of those brothers live in the houses anymore. But our next-door neighbor is an African-American man who's been living in his house since I was born. And so we're a white family living in a house that's identical to the house of the black family next door, which has given me some occasions for reflection on the differences in our lives and the ways that we have or have not benefited from the systemic racism around us.

One example of that is that before we moved into our house, the previous owner did a major renovation of the attic of this little bungalow. And I was describing this renovation to my next-door neighbor over the fence, and he said, "I'd love to do something like that to my attic. I would love to do it. I want so much to renovate our attic. I always have wanted to." And he said, "But I'm never going to have the money for that."

This is a man who's worked his whole life. He's worked for the post office for longer than I've been alive. And he mentioned to me in an offhand way, he said, "You know, I have a lot of family members who are in jail and who are in prison, and that one of the draws on us financially is supporting the families of people who can't work." That's just one tiny window into how the criminalization of black life is a draw financially on people who are not engaging in any activity, who have never been accused of a crime, never put in jail, never imprisoned.

Tippett: And then can't renovate their attics to increase the price of their property and all of that.

Biss: Exactly. And my neighbor left off this conversation by saying, "I guess God just didn't want me to be rich." And I said, "I don't think it's God, actually."

[ music: "Cowgirl" by The Album Leaf]

Tippett: After a short break, more with Eula Biss. You can always listen again, and hear the unedited version of every show we do on the On Being podcast feed - wherever podcasts are found.

I'm Krista Tippett, and this is On Being. Today, we're talking about "whiteness" - an awkward, inadequate, and urgent conversation. I'm with the author Eula Biss, who wrote the important essay "White Debt." I interviewed her in November, 2016, and her insights feels prescient and useful now.

Tippett: It feels so good to talk about this. There's a sentence you had in the "White Debt" piece: "I have written and erased 100 sentences here trying and failing to articulate something that I can sense, but not yet speak." I may be reading into this, but the truth is this is all so fraught. There are so many things coming to the surface that, in part, feel very shocking, whether they should be shocking or not - violence, and seeing the roots of things we haven't seen. I think one reason I appreciate that you work with the language - because language itself is so fraught, and the wrong word can be taken as an offense, even though we're reckless with other words.

Biss: I think that this is a major problem for us in terms of talking about race. As attentive as I am to language and as sensitive as I am to it as a writer and as much as I believe that insight can be found or lost through language, I do think that when it comes to racism, we pay too much attention to language, and we give language a power that I don't believe it actually has. When in fact, I think there are many graver actions that are happening that happen without anyone ever saying anything offensive.

And a lot of our policing of offensive language - it's not that that is unimportant, it's not that people should be allowed to say whatever they want, but I feel that there's extra energy put into that policing because we aren't sure how to address the real problems and how to address the kind of systemic racism that happens without anyone ever saying anything that would look to us like racism. I think that this is part of how we're hobbling ourselves around, coming to kind of broader and more advanced understandings around what's going on with race.

Tippett: And about how we live together as opposed to just how we talk together, how we speak together.

Biss: Yeah. I think if you can't talk about something, you can't think about something. I've worked with students who could barely, barely let themselves think, they were so scared of thinking the wrong thing.

I don't want to be misunderstood as making an argument for offensive language. But the argument that I'm making is that I think that we need a cultural atmosphere where we understand where the crimes are happening and that many of the crimes are not in the arena of language, but that we need to be able to stumble through imperfect language and imperfect sentences in order to find our way to where the crimes are happening.

Tippett: I have a friend who's in her late 70s and she is a professor. She told me a story about in the mid '60s when civil rights was happening. She had a close friend who was also a colleague, a fellow academic, who was African American, and that they had a pact- or that Pauline had a kind of agreement with her - that she would bounce things off her that she was going to say or write, and say, "Is this racist? Does this work? Is this offensive?"

I love that story because it was self-correction in the context of a relationship. And she was safe enough to ask to be corrected, as opposed to so worried about getting something wrong that she wouldn't say anything. I feel like we've had this illusion here in our 21st century that we're way past that, right? We should know what the wrong word would be, or what the offensive thought would be, or what the egregious omission would be. And we don't. I mean, sadly, we should, but we don't. And I've wished - what if we could each have a friendship like that, a safe space where we could err and ask to have it pointed out lovingly so that we could get it right.

Biss: This is another way in which I really, really strongly believe that for all the ways that white people benefit materially from racism, that we're very damaged by it. And I think that this is one of the ways in which we're damaged. The racist structures of our society cut us off from close friendships with people of color. And that doesn't mean we don't have them, but there's many ways in which we're alienated from each other. And that's one of the things we lose, that kind of productive conversation that can move a person's thinking forward and can expand a person's - not just their acceptable vocabulary, but also their real understanding.

Tippett: Their understanding and their presence in the world, their ability to move forward. Another very striking thing about this moment we inhabit is, we're aware of all this unfinished business, these things we actually thought we'd made so much progress on, but also seeing full circle that the legacy of whiteness is now costing white people: the foreclosure crisis or opiate addiction or the white pain in the presidential campaign. There's a way in which a lot of what happened to people of color is now afflicting white people as well. These systems didn't stay closed. The structures didn't stay closed.

Biss: I think where I see it is in fractured alliances. These disaffected, poor white people see themselves as white before they understand themselves as poor. So there's a potentially very powerful alliance between poor whites and poor blacks in our country, and that alliance has been undermined.

Tippett: And prevents flourishing, right? It would be life-giving for those fractures to soften and fall away.

Biss: And ultimately, I think who it benefits is a very tiny, tiny, little segment of the society. This is another way of talking about the 1 percent, right? But part of how we've empowered the 1 percent is by allowing other people to think that by virtue of their race, they might have access to the 1 percent, that all they need to do is work hard enough and try hard enough and be good enough, and that they might get to belong at some point.

Tippett: Or their children might get to belong at some point.

Biss: Or their children might.

Tippett: I want to come back to raising our children; that's a primary place we can walk with this differently. You write very beautifully about raising your son, the ordinary joys of life. You did mention a while ago how you wrote in that Times piece on white debt about - I think this must be what you were talking about - somebody took exception to that, when your son was 4, he brought home a library book about the slaves who built the White House. I'm just going to read this.

"I didn't tell him that slaves once accounted for more wealth than all the industry in this country combined, or that slaves were, as Ta-Nehisi Coates writes, 'the down payment' on this country's independence, or that freed slaves became, after the Civil War, 'this country's second mortgage.' Nonetheless, my overview of slavery and Jim Crow left my son worried about what it meant to be white, what legacy he had inherited. 'I don't want to be on this team,' he said, with his head in his hands. 'You might be stuck on this team,' I told him, 'but you don't have to play by its rules.'"

Biss: And that "you don't have to play by its rules" part is, of course, easier said than done. That, for me, is an ongoing parenting challenge, but it's also a challenge for me as an adult living an adult life - where and when do I refuse the rules? Where and when do I defy expectations that are written into the social code?

For me, it's tricky because rules are so important for both parenting and for education. Our children's lives are a little nets of rules. So I think that it's actually a pretty complicated, nuanced conversation to talk about how do you discern whether a rule is unjust or not? And when do you choose to violate it?

Tippett: You were talking a little while ago about the study about high schools and AP classes. I was thinking as you were talking about that - my son went to a great big urban high school in St. Paul. And we liked that about it, that it was a big urban high school, and it was diverse. But a new friend of mine who's African American talked about taking his son to visit that school and being there at lunchtime. And being there at lunchtime and seeing this high school cafeteria where you have all these high school kids being high school kids. They're laughing, and they're talking, and it was very mixed. And then the bell rings, and the white kids head up the stairs to the AP and IB classes and hardly any black kids. So you have this stark segregation.

And what feels so shameful, to me, is that I - my son has graduated now, and he had graduated by the point that I heard this story, and I knew that there was a segregation going on that I didn't understand and I didn't like, but I didn't - why? It is our job as white parents, as much as it's the job of the parents of the kids of color, to not let this continue.

Biss: Right. Yes. I've been very inspired by a number of things that I've read in a journal that's no longer being published called Race Traitor. This was published by Noel Ignatiev, the author of How The Irish Became White. John Garvey published this journal for years. One of the stories I read in there was about a group of parents who protested the selection processes in their school that produced a gifted program. In a school that was majority black, the gifted program was majority white.

White parents protested this, saying this can't possibly be the case. Not all the gifted children in the school can be white. There must be a problem with how we're deciding who gets into the gifted program. There must be something wrong here. And I do think that that's our job as white parents, is to see that and know it can't be true. And then to try to - whatever that system is that's producing a gifted program that is entirely white at a school that's mostly black, to dismantle that system. Again, easier said than done. But I do think that there are - in these particular cases, there are things that can be done if people say, "We won't have this."

I was also really inspired by a story that I heard on public radio here in Chicago a couple years ago about a group of students at a very wealthy public school in Lincoln Park. These students, many of them were white students who were protesting the fact that their school was going to get a major renovation that would cost a lot of money. And they were protesting on the grounds that they didn't think their school was the most in need of the public schools in the city. And they thought that it was unjust that city funds would be going towards their school when there were schools that didn't have enough textbooks to go around. I also found that story quite exciting and thought, "OK we're getting somewhere here."

[ music: "Entwine" by Auditory Canvas]

Tippett: I'm Krista Tippett, and this is On Being. Today, I'm with the writer Eula Biss, and we're talking about whiteness.

Tippett: As you're out there talking about this and as you've gotten a reaction to the "White Debt" piece, is there a difference in - how do people of color respond? Do you hear from non-white people about this thinking?

Biss: I do. I'm not sure this is answering your question, but I guess one of the things that surprised me in terms of response to my own work was that, for the most part, my writing about race did not seem to make a lot of people very upset. And that worried me a little bit, actually, to tell you the truth. [ laughs]

And actually, I think that's somewhat true. Especially if you're a writer in this subject matter, you're probably not doing your job unless people are pissed off and angry.

Tippett: I mean, that's a diagnosis of a problem, isn't it? I wonder if - you're just being kind of straight. You're saying, "Let's talk about whiteness." You're framing the question a little differently. Gosh, we've got to have a place for speaking honestly that is not that controversial, even if it's not everybody's experience.

Biss: One of the things I've observed in education - and this is something I don't feel like it's talked about a lot - is that learning can be really, really upsetting. And I do think that it's fair to expect that in a conversation that's as difficult as this, there will be flashes of defensiveness, of anger, of bitterness, of ferocious resentment. And that I guess the space has to contain that.

Tippett: There's something hopeful about taking in fury as a function of learning.

Biss: Maybe it's because I have a terrible temper myself, but I actually - I'm inclined to embrace fury in not just in an academic setting, but in a conversation in general. Any essential conversation, I think, probably has the potential to set off some anger.

Tippett: Another aspect of this moment is that I hear language, and not just language, but intentions surfacing words like "truth" and "reconciliation" commissions for race - and "mercy." I mean, using words like "mercy" in conversations about public policy. Words like "redemption" I feel are coming in.

You have reflected on - and I feel like this is a new opening to say, "How do we live redemptively, reparatively, rather than destructively?" What does that look like? How does it start? And again, you and I are speaking as two white people, but we have to craft and kind of discover that new way of living one life and one action at a time.

Biss: Though I find this super embarrassing to talk out loud about.

Tippett: No, it feels really scary, honestly.

Biss: And I'm already pre-mortified about any of this being on the air, on the radio. I think I'm allowing this embarrassment to just wash over me because I still really deeply, fundamentally believe in bumbling your way through a conversation about this subject because I think it is so important. We just cannot be silent on this subject.

Tippett: Because it is so inadequate, is what you're saying.

Biss: It's very inadequate. I also, as we talk, just feel super aware of my own partial understanding. And I feel like I'm constantly touching the edges of my own comprehension. And I'm aware that I'm really not getting it all. So it feels just very uncomfortable and intensely mortifying. [ laughs]

Tippett: [ laughs] But I think to your point also, we need to also allow ourselves to have inadequate conversations and not think that we have to begin by getting it right or perfect or complete, because it's not possible. As you said, we're talking about generation upon generation, and things that have been conscious and unconscious, and we don't know how much we carry around unconsciously. That's something we're learning about ourselves.

Biss: The very first question my son ever asked me about race - it wasn't that long after he started talking. He was somewhere between 2 and 3, and he asked me - I was anticipating a question like this, but I did not anticipate the form it took. He asked me why a friend of his had brown skin. I was expecting a question like that, but what was surprising was that the friend he asked about was someone who would be considered white. And I think her background is Romanian, but her features are European. She moves through the world as a white person and so does her mother. But her skin is, in fact, darker than the skin of a number of other people we knew who would be classified as black.

So the very first question my son asked me about race was much more complicated than the question I'd been anticipating. What he was asking me is, "Why is this person with dark skin called 'white' when there are people with lighter skin who we call 'black?'" What he was really getting at is a question that went straight to the inconsistencies in how we define race in this country.

Tippett: And some of the absurdity of it.

Biss: Some of the absurdity of it.

Tippett: Somewhere, you pose these two questions together, or these two ideas: the things we do to each other out of fear, the things we owe each other. Say a little bit more about what would be on your list of the things we owe each other.

Biss: Well, again, I think this is, in some ways, very personal for me because I do ask this question of myself, for myself, all the time. But again, one of my kind of private conclusions for my own self - and this has to do with fear, but it's slightly different - is that I do feel that we owe each other trust until that trust is broken. And I think that that can be in practice incredibly difficult.

We live in a political climate in a political atmosphere that makes trust extremely difficult. It can even seem quite foolish, actually, to trust in this particular climate. I think there are people who would disagree with me on this, and probably rightly. I guess that's just my way of saying that I'm not entirely sure that what I'm saying is right. I'm maybe even partly convinced I'm wrong on this. But it's still something that I've come to that is important to me, is that in my every day interactions with other people, I feel that trust is something of a radical act. And I go to great efforts to trust the people around me.

Tippett: Do you find that that is a risk that has rewards is to talk about the paradigm of - do you find that many people in situations rise to that occasion? That it's worth it for you to go through erring on the side of trust?

Biss: For me, it has been. For me, it's a rewarding way to live. That doesn't mean that people haven't disappointed me and broken my trust. But when that happens to me, it tends to be in situations where I never would have anticipated it. I feel like this does come back to the question of fear. I think there's some people who feel that nurturing their own fear will be a balm against danger. If you just feel fearful enough and often enough, you'll save yourself from the dangers of the world. And I don't think that's true. I think you get hurt either way.

Biss: So you either you get to live as a suspicious, wary person, paranoid, who gets hurt, or you get to live as someone who trusts other people and gets hurt. I'm not sure if that's an uplifting conclusion.

Tippett: No, that's really helpful, and in this context of whiteness, what do we owe as white people?

Biss: This is a question that I am asking myself all the time and trying to answer in actually very concrete ways. And my answer is, again, constantly evolving and constantly shifting. But I do feel that I owe action to the communities that I'm a part of. Those communities are various and overlapping. But for instance, the whole reason I was in a meeting at my son's school to be involved in making race something that we're talking about in the schools and with children and with teachers, and when we're doing hiring, and when we're inviting guests to speak. That's something I fail on too.

I feel that I also owe it to my neighbors not to reduce them to symbols, to see them as people and not as symbols or ideas or shorthand for an experience that we assume is shared and may not be shared.

[ music: "Timeless" by Poppy Ackroyd]

Tippett: Eula Biss teaches writing at Northwestern University. Her books include On Immunity: An Inoculation and Notes from No Man's Land: American Essays. Her writing has appeared in many publications, including The New York Times and Harper's Magazine.

The On Being Project is Chris Heagle, Lily Percy, Laurén Dørdal, Erin Colasacco, Kristin Lin, Eddie Gonzalez, Lilian Vo, Lucas Johnson, Suzette Burley, Zack Rose, Serri Graslie, Colleen Scheck, Christiane Wartell, Julie Siple, Gretchen Honnold, and Jhaleh Akhavan.

The On Being Project is located on Dakota land. Our lovely theme music is provided and composed by Zoë Keating. And the last voice that you hear singing at the end of our show is Cameron Kinghorn.

On Being is an independent production of The On Being Project. It is distributed to public radio stations by PRX. I created this show at American Public Media.

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Eula Biss - Talking About Whiteness | The On Being Project

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Writer Eula Biss has been thinking and writing about the matter of being white and raising white children in a multi-racial world for a long time. Her work opens up the uncomfortable but urgent conversation about "whiteness" and what we owe each other.

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Hidden Bias Tests measure unconscious, or automatic, biases. Your willingness to examine your own possible biases is an important step in understanding the roots of stereotypes and prejudice in our society.

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Take this test to learn more about your own bias and learn how bias is the foundation of stereotypes, prejudice and, ultimately, discrimination.

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Raising White Kids: Bringing Up Children in a Racially Unjust America

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Raising White Kids: Bringing Up Children in a Racially Unjust America

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Raising White Kids is a book for families, churches, educators, and communities who want to equip their children to be active and able allies in a society that is becoming one of the most racially diverse in the world while remaining full of racial tensions.

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Raising White Kids: Bringing Up Children in a Racially Unjust America a book by Jennifer Harvey and Tim Wise

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This New York Times best-selling book is a guide for families, educators, and communities to raise their children to be able and active anti-racist allies. With a foreword by Tim Wise, Raising White Kids is for families, churches, educators, and communities who want to equip their children to be ac…

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White Fragility: WHY IT'S SO HARD FOR WHITE PEOPLE TO TALK ABOUT RACISM

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White Fragility: WHY IT'S SO HARD FOR WHITE PEOPLE TO TALK ABOUT RACISM

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In this “vital, necessary, and beautiful book” antiracist educator Robin DiAngelo deftly illuminates the phenomenon of white fragility and “allows us to understand racism as a practice not restricted to ‘bad people’ (Claudia Rankine).
Download readers guides at www.beacon.org/whitefragility.

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"The value in White Fragility lies in its methodical, irrefutable exposure of racism in thought and action, and its call for humility and vigilance."
- The New Yorker

"[T]houghtful, instructive, and comprehensive . . . This slim book is impressive in its scope and complexity; DiAngelo provides a powerful lens for examining, and practical tools for grappling with, racism today."
- Publishers Weekly, Starred Review

" White Fragility is a book everyone should be exposed to. With any luck, most who are will be inspired to search themselves and interrupt their contributions to racism."
- Shelf Awareness, Starred Review

"A valuable guide . . . While especially helpful for those new to the critical analysis of whiteness, this work also offers a useful refresher to anyone committed to the ongoing process of self-assessment and anti-oppression work."
- Library Journal

"A penetrating new book."
- Pacific Standard

"A vital, necessary, and beautiful book, a bracing call to white folk everywhere to see their whiteness for what it is and to seize the opportunity to make things better now."
-Michael Eric Dyson

"As a woman of color, I find hope in this book because of its potential to disrupt the patterns and relationships that have emerged out of long-standing colonial principles and beliefs. White Fragility is an essential tool toward authentic dialogue and action. May it be so!"
-Shakti Butler, president of World Trust and director of Mirrors of Privilege: Making Whiteness Visible

"A rare and incisive examination of the system of white body supremacy that binds us all as Americans. . . . With authenticity and clarity, she provides the antidote to white fragility and a road map for developing white racial stamina and humility. White Fragility loosens the bonds of white supremacy and binds us back together as human beings."
-Resmaa Menakem, author of My Grandmother's Hands and Rock the Boat

"As powerful forces of white racism again swell, DiAngelo invites white progressives to have a courageous conversation about their culture of complicity. . . . White Fragility provides important antiracist understanding and essential strategies for well-intentioned white people who truly endeavor to be a part of the solution."
-Glenn E. Singleton, author of Courageous Conversations About Race

"Robin DiAngelo demonstrates an all-too-rare ability to enter the racial conversation with complexity, nuance, and deep respect. Her writing establishes her mastery in accessing the imaginal, metaphoric mind where the possibility for transformation resides. With an unwavering conviction that change is possible, her message is clear: the incentive for white engagement in racial justice work is ultimately self-liberation."
-Leticia Nieto, coauthor of Beyond Inclusion, Beyond Empowerment

"White fragility is the secret ingredient that makes racial conversations so difficult and achieving racial equity even harder. But by exposing it and showing us all-including white folks-how it operates and how it hurts us, individually and collectively, Robin DiAngelo has performed an invaluable service. An indispensable volume for understanding one of the most important (and yet rarely appreciated) barriers to achieving racial justice."
-Tim Wise, author of White Like Me: Reflections on Race from a Privileged Son

"Robin DiAngelo's White Fragility brings language to the emotional structures that make true discussions about racial attitudes difficult. With clarity and compassion, DiAngelo allows us to understand racism as a practice not restricted to 'bad people.' In doing so, she moves our national discussions forward with new 'rules of engagement.' This is a necessary book for all people invested in societal change through productive social and intimate relationships."
-Claudia Rankine

" White Fragility is a must-read for all educators because racism and racial disparities in access and opportunity continue to be an urgent issue in our schools. As educators, we need to summon up the courage and together act deliberately and honestly to develop the skills we need to engage in conversations about bias, race, and racism-especially our own."
-Val Brown, professional development facilitator and founder of #ClearTheAir

Foreword by Michael Eric Dyson
Author's Note

Introduction: We Can't Get There from Here

1
The Challenges of Talking to White People About Racism

2
Racism and White Supremacy

3
Racism After the Civil Rights Movement

4
How Does Race Shape the Lives of White People?

5
The Good/Bad Binary

6
Anti-Blackness

7
Racial Triggers for White People

8
The Result: White Fragility

9
White Fragility in Action

10
White Fragility and the Rules of Engagement

11
White Women's Tears

12
Where Do We Go from Here?

Resources for Continuing Education
Acknowledgments
Notes

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# data[].attributes.attachment_link.title
White Fragility by Dr. Robin DiAngelo: 9780807047408 | PenguinRandomHouse.com: Books

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The New York Times best-selling book exploring the counterproductive reactions white people have when their assumptions about race are challenged, and how these reactions maintain racial inequality. ...

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Ibram X. Kendi's concept of antiracism reenergizes and reshapes the conversation about racial justice in America--but even more fundamentally, points us toward liberating new ways of thinking about ourselves and each other. Instead of working with the policies and system we have in place, Kendi asks us to think about what an antiracist society might look like, and how we can play an active role in building it.

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Disrupting Whiteness in Libraries and Librarianship: A Reading List

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Disrupting Whiteness in Libraries and Librarianship: A Reading List

# data[].attributes.body
This bibliography is number 89 in the series “Bibliographies in Gender and Women’s Studies,” published by the University of Wisconsin System Office of the Gender and Women’s Studies Librarian.

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Developed by Karla J. Strand, DPhil, MLIS
This guide can now also be found on Zotero at https://www.zotero.org/groups/2877047/disrupting_whiteness_in_libraries_and_librarianship This guide is (always) in progress. Gender and Women's Studies Librarian
University of Wisconsin System
2019

This bibliography is number 89 in the series " Bibliographies in Gender and Women's Studies," published by the University of Wisconsin System Office of the Gender and Women's Studies Librarian.

New to this page (last updated May 2022):
Introduction

This bibliography contains citations and links (when available) to resources focused on race, racism, and disrupting whiteness and white supremacy in libraries. Particular emphasis is placed on the field of library and information science and librarianship as a profession. The resources are organized by topic; non-LIS-specific resources can be found at the bottom of the list. Updates to the list will be highlighted at the top with the date. "New" indicates a new addition to this guide, not necessarily a newly-published resource.

If you have suggestions of resources for this list, please contact Karla Strand, GWSL, karla.strand@wisc.edu.

Blogs, Orgs, Periodicals, and Podcasts

Core Resources

American Library Association (ALA) Office for Diversity, Literacy, and Outreach Services (ODLOS). Anti-racism work and women in librarianship. [A session from ALA Midwinter 2021 presented by Loida Garcia-Febo, Twanna Hodge, Dr. Nicole Cooke, Tasha Nins, and Shauntee Burns-Simpson]. Retrieved from https://youtu.be/gMBDqGrN8H4

Blackburn, F. (2015). The intersection between cultural competence and whiteness in libraries. In the Library with the Lead Pipe. Retrieved from http://www.inthelibrarywiththeleadpipe.org/2015/culturalcompetence/

Bourg, C. (2014). The unbearable whiteness of librarianship. Feral Librarian. Retrieved from https://chrisbourg.wordpress.com/2014/03/03/the-unbearable-whiteness-of-librarianship/

Brown, J., Ferretti, J. A, Leung, S., & Méndez-Brady, M. L. (2018). We Here: Speaking our truth. Library Trends, 67(1), 163-181. Retrieved from https://escholarship.org/uc/item/5cb040z6

Davis-Kendrick, K.D. (2009). The Kaleidoscope concern: An annotated chronological bibliography of diversity, recruitment, retention, and other concerns regarding African American and ethnic library professionals in the United States. Chicago, IL: Association of College and Research Libraries. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/booksanddigitalresources/digital/kaleidoscopic.pdf

Espinal, I. (2001). A new vocabulary for inclusive librarianship: Applying whiteness theory to our profession. In L. Castillo-Speed (Ed.), The power of language = el poder de la palabra: Selected papers from the second REFORMA National Conference (pp. 131-149). Englewood, Colo.: Libraries Unlimited. Retrieved from https://works.bepress.com/isabel_espinal/5/

Espinal, I., Sutherland, T., & Roh, C. (2018). A Holistic Approach for Inclusive Librarianship: Decentering Whiteness in Our Profession. Library Trends, 67(1), 147-162.

Ettarh, F. (2014). Making a new table: Intersectional librarianship. In the Library with the Lead Pipe. Retrieved from http://www.inthelibrarywiththeleadpipe.org/2014/making-a-new-table-intersectional-librarianship-3/

Gohr, M. (2017). Ethnic and racial diversity in libraries: How white allies can support arguments for decolonization. Journal of Radical Librarianship, 3, 42-58. Retrieved from https://journal.radicallibrarianship.org/index.php/journal/article/view/5

Honma, T. (2005). Trippin' over the color line: The invisibility of race in library and information studies. Interactions, 1(2). https://escholarship.org/uc/item/4nj0w1mp

Hudson, D.J. (2017). On 'Diversity' as Anti-Racism in LIS: A Critique. Journal of Critical Library and Information Studies, 1(1). Retrieved from https://doi.org/10.24242/jclis.v1i1.6

Josey, E.J. (1970). The Black librarian in America. Scarecrow Press.

Josey, E.J. (1972). What Black librarians are saying. Scarecrow Press.

Leung, S.Y. & Lopez-McKnight, J.R., eds. (2021). Knowledge Justice: Disrupting Library and Information Studies Through Critical Race Theory. MIT Press.

Morales, M., Knowles, E. C., & Bourg, C. (2014). Diversity, social justice, and the future of libraries. Libraries and the Academy, 14(3), 439-451. DOI: 10.1353/pla.2014.0017. Retrieved from https://muse.jhu.edu/article/549202

Ossom-Williamson, P.; Williams, J.; Goodman, X.; Minter, C. I.J.; and Logan, A. (2020). Starting with I: Combating Anti-Blackness in Libraries. Journal Articles: Leon S. McGoogan Health Sciences Library, 9. Retrieved from https://digitalcommons.unmc.edu/mcgoogan_articles/9

Pateman, J. (2003). Libraries contribution to solidarity and social justice in a world of neo-liberal globalisation. Information for Social Change, 18.

Schlesselman-Tarango, G., ed. (2017.) Topographies of whiteness: Mapping whiteness in library and information science. CA: Library Juice Press.

Schlesselman-Tarango, G., ed. (2016). The legacy of Lady Bountiful: White women in the library. Library Trends, 64(4). Retrieved from https://muse.jhu.edu/article/622027

Sierpe, E. (2019). Confronting Librarianship and its Function in the Structure of White Supremacy and the Ethno State. Journal of Radical Librarianship, 5. Retrieved from https://journal.radicallibrarianship.org/index.php/journal/article/view/39

Swanson, Damasco, Gonzalez-Smith, Hodges, Honma, & Tanaka. (2015). Why diversity matters: A roundtable discussion on racial and ethnic diversity in librarianship. In the Library with the Lead Pipe. Retrieved from http://www.inthelibrarywiththeleadpipe.org/2015/why-diversity-matters-a-roundtable-discussion-on-racial-and-ethnic-diversity-in-librarianship/

Tuck, E. and K.W. Yang. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education and Society, 1(1), 1-40. Retrieved from https://clas.osu.edu/sites/clas.osu.edu/files/Tuck%20and%20Yang%202012%20Decolonization%20is%20not%20a%20metaphor.pdf

Velez, L. & Villa-Nicholas, M. (2017). Mapping race and racism in U.S. library history literature, 1997-2015. Library Trends, 65(4), 540-554. Retrieved from https://muse.jhu.edu/article/669456/pdf

Walker, C. On Privilege, Intersectionality, and the Librarian Image. Cecily Walker. Retrieved from https://cecily.info/2013/12/20/on-privilege-intersectionality-and-the-librarian-image/

Yeo, S. & Jacobs, J.R. (2006). Diversity matters? Rethinking diversity in libraries. Counterpoise, 9(2), 5-8. Retrieved from https://freegovinfo.info/files/diversity_counterpoise.pdf

Academic Libraries

Anaya, T. & Maxey-Harris, C. (2017). Diversity and Inclusion. SPEC Kit 356. Washington, DC: Association of Research Libraries. Retrieved from https://publications.arl.org/Diversity-Inclusion-SPEC-Kit-356/

Anonymous. (2022). 5 things I learned as a first-time manager in a predominantly-white academic library. WOC+lib. https://www.wocandlib.org/features/2022/4/19/5-things-i-learned-as-a-first-time-manager

Frederick, JK & Wolff-Eisenberg, C. (2021). National Movements for Racial Justice and Academic Library Leadership: Results from the Ithaka S+R US Library Survey 2020. Ithaka S+R. DOI: https://doi.org/10.18665/sr.314931. Retrieved from https://sr.ithaka.org/publications/national-movements-for-racial-justice-and-academic-library-leadership

Ibacache, K. (2021). University Libraries as Advocates for Latin American Indigenous Languages and Cultures. College & Research Libraries, 82(2), 182. doi:https://doi.org/10.5860/crl.82.2.182

Josey, E.J. (1975). New dimensions for academic library service. Scarecrow Press.

Lazzaro, A.E., Mills, S., Garrard, T., Ferguson, E., Watson, M., & Ellenwood, D. (2014). Cultural competency on campus: Applying ACRL's diversity standards. College and Research Libraries News, 75(6), 332-335. https://crln.acrl.org/index.php/crlnews/article/view/9145

Schonfeld, RC & Sweeney, L. (2017). Inclusion, Diversity, and Equity: Members of the Association of Research Libraries: Employee Demographics and Director Perspectives. Ithaka S+R. DOI: https://doi.org/10.18665/sr.304524. Retrieved from https://sr.ithaka.org/publications/inclusion-diversity-and-equity-arl/

Archives and Special Collections

Altman, A. (2021). Searching for Black women in the archives [series in four parts]. Digital Public Library of America (DPLA). Retrieved from https://dp.la/news/searching-for-black-women-in-the-archives

Botnick, J. (2019). Archivists as Amici Curiae: Activating critical archival theory to confront racialized surveillance. Journal of Radical Librarianship, 5. Retrieved from https://journal.radicallibrarianship.org/index.php/journal/article/view/35.

Caswell, M. (2017). Teaching to dismantle white supremacy in archives. The Library Quarterly, 87(3), 222-235. Retrieved from https://doi.org/10.1086/692299

Caswell, M. (2014). Inventing new archival imaginaries: Theoretical foundations for identity-based community archives. In Identity Palimpsests: Ethnic Archiving in the U.S. and Canada, edited by Dominique Daniel and Amalia Levi. Sacramento, CA: Litwin.

Caswell, M., Broman, G., Kirmer, J., Martin, L., & Sowry, N. (2012). Implementing a social justice framework in an introduction to archives course: Lessons from both sides of the classroom. InterActions: UCLA Journal of Education and Information Studies, 8(2).

Dunbar, A. (2006). Introducing critical race theory to archival discourse: Getting the conversation started. Archival Science, 6, 109-129.

Eagle, J.H. (2019). "I want them to know we suffer here": Preserving records of migrant detention in opposition to racialized immigration enforcement structures. Journal of Radical Librarianship, 5. Retrieved from https://journal.radicallibrarianship.org/index.php/journal/article/view/32

Gilliland, A. (2011). Neutrality, social justice, and the obligations of archival education and educators in the twenty-first century. Archival Science, 11(3-4), 193-209.

Hobart, E. (2020). Ethical cataloging and racism in special collections. In Archives and Special Collections as Sites of Contestation, edited by Mary Kandiuk. Sacramento, CA: Litwin. Retrieved from https://scholarsphere.psu.edu/resources/710822b0-34ba-412c-a70e-d9e27bda29dc

Hughes-Watkins, L. (2018). Moving toward a reparative archive: A roadmap for a holistic approach to disrupting homogenous histories in academic repositories and creating inclusive spaces for marginalized voices. Journal of Contemporary Archival Studies, 5. Article 6. Retrieved from https://elischolar.library.yale.edu/jcas/vol5/iss1/6

Jules, B. (2016). Confronting our failure of care around the legacies of marginalized people in the archives. Medium. Retrieved from https://medium.com/on-archivy/confronting-our-failure-of-care-around-the-legacies-of-marginalized-people-in-the-archives-dc4180397280

Kandiuk, M., ed. (2020). Archives and Special Collections as Sites of Contestation. Sacramento, CA: Litwin.

Kim, E. (2017). Appraising newness: Whiteness, neoliberalism & the building of the archive for new poetry. Journal of Critical Library and Information Studies, 1(2). Retrieved from https://doi.org/10.24242/jclis.v1i2.38

Sutherland, T. (2017). Archival amnesty: In search of Black American transitional and restorative justice. Journal of Critical Library and Information Studies, 1(2). Retrieved from https://doi.org/10.24242/jclis.v1i2.42

Williams, S. & Drake, J. (2017). Power to the People: Documenting police violence in Cleveland. Journal of Critical Library and Information Studies, 1(2). Retrieved from https://doi.org/10.24242/jclis.v1i2.33

Attribution and Citation

Collection Development

Critical Race Theory

Dunbar, A. (2006). Introducing critical race theory to archival discourse: Getting the conversation started. Archival Science, 6, 109-129.

Hall, T. D. (2012). The Black body at the reference desk: Critical race theory and Black librarianship. In A. P. Jackson, J. C. Jefferson, Jr., & A. S. Nosakhere (Eds.), The 21st-century Black librarian in America (pp. 197-202). Lanham, MD: Scarecrow Press.

Leung, S.Y. & Lopez-McKnight, J.R., eds. (2021). Knowledge justice: Disrupting library and information studies through critical race theory. MIT Press.

Diversity/Multicultural Studies Librarianship

Harrell, M. & Menon, V. (nd). Serving diverse library users: The multicultural studies librarian at an urban research university.

Ransom, C. (1994). The diversity librarian. In Cultural diversity in libraries, edited by Riggs and Tarin. NY: Neal Schuman.

Health Sciences Librarianship

Barr-Walker J, Sharifi C. (2019, April 15). Critical librarianship in health sciences libraries: an introduction. Journal of the Medical Library Association, 107(2), 258-64. Retrieved from http://jmla.mlanet.org/ojs/jmla/article/view/620

Perry G. (2020, Jan.). The activist health sciences librarian. Journal of the Medical Library Association, 108(1), 5-16. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6920003/

Martin ER. (2019, July). Social justice and the medical librarian. Journal of the Medical Library Association, 107(3), 291-303. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6579597/

Minter, C.I.J. (2020). A case study on anti-Black publishing practices. Climbing the Stacks [blog of Christian I.J. Minter, MSLIS]. Retrieved from https://christianminter.com/2020/12/11/a-case-study-on-anti-black-publishing-practices/

Williams, J. (2020). When publishing goes wrong. The Diversity Fellow's Blog [blog of Jamia Williams]. Retrieved from https://diversityfellow.blog/2020/12/12/when-publishing-goes-wrong/

History

Abdullahi, I. (1992). E.J. Josey: An activist librarian. Scarecrow Press.

Bundy, M.L. & Stielow, F.J. (1987). Activism in American librarianship 1962-1973. Greenwood Press.

Chancellor, R.L. (2020). E. J. Josey: Transformational leader of the modern library profession. Rowman & Littlefield Publishers.

Cooke, N. A. (2017). The GSLS Carnegie Scholars: Guests in someone else's house. Libraries: Culture, History, and Society, 1(1), 46-71. DOI: 10.5325/libraries.1.1.0046. Retrieved from https://www.jstor.org/stable/10.5325/libraries.1.1.0046

Evans, R. (2020). Catherine Latimer: The New York Public Library's first Black librarian. New York Public Library. Retrieved from https://www.nypl.org/blog/2020/03/19/new-york-public-library-first-black-librarian-catherine-latimer

Hanbury, D. (2018). "It is simply out of the question to eliminate the colorline": The development of Black Library Service in Atlanta and the integration of the Atlanta Public Library. Libraries: Culture, History, and Society, 2(1), 24-47. DOI: 10.5325/libraries.2.1.0024

Hand, S. (2012). Transmitting whiteness: Librarians, children, and race, 1900-1930s. Progressive Librarian, (38/39), 34-63.

Jackson, S.L., Herling, E.B., & Josey, E.J. (1976). A century of service librarianship in the United States and Canada. American Library Association.

Josey, E. J. (1972). Libraries, reading, and the liberation of Black people. The Library Scene, 1(1), 4-7.

Knowlton, S.A. (2017). The "Negro Branch" Library in Memphis: A case study of public services in a segregated southern city. Libraries: Culture, History, and Society, 1(1), 23-45. DOI: 10.5325/libraries.1.1.0023

Macias, M. (2016, October 23). Whiteness in libraries. Lowrider Librarian. Retrieved from https://lowriderlibrarian.blogspot.com/2016/10/whiteness-in-libraries.html.

Stauffer, S.M. (2017). Libraries are the homes of books: Whiteness in the construction of school libraries. Libraries: Culture, History, and Society, 1(2), 194-212. DOI: 10.5325/libraries.1.2.0194

Tate Wilkin, B. (2006). African American librarians in the far west pioneers and trailblazers. Scarecrow Press.

Tucker, J.M. (1998). Untold stories: Civil rights, libraries, and Black librarianship. University of Illinois Press.

Wiegand, W. (2017). "Any ideas?": The American Library Association and the desegregation of public libraries in the American South. Libraries: Culture, History, and Society, 1(1), 1-22. DOI:10.5325/libraries.1.1.0001

Information Literacy

Josey, E.J. (1977). The information society: Issues and answers. Oryx Press.

Knowledge Organization, Classification, and Cataloging

Adler, M. (2011). Paraphilias: The Perversion of Meaning in the Library of Congress Subject Headings. 22nd ASIS SIG/CR Classification Research Workshop, 1-20. doi:10.7152/acro.v22i1.12517. Retrieved from https://journals.lib.washington.edu/index.php/acro/article/view/12517

Berman, S. (1993). Prejudices and Antipathies: A Tract on the LC Subject Heads Concerning People. 3rd ed. Jefferson, NC: McFarland.
Retrieved fromhttps://www.sanfordberman.org/prejant.htm

Broadley, S. & Baron, J. (2019). Change the subject. [film.] Dartmouth College. Retrieved from https://sites.dartmouth.edu/changethesubject/

Drabinski, E. (2008). Teaching the Radical Catalog. In Roberto, K.R. (ed.), Radical Cataloging: Essays at the Front. Jefferson, N.C.: McFarland. Retrieved from http://www.emilydrabinski.com/wp-content/uploads/2012/06/drabinski_radcat.pdf

Drabinski, E. (2013). Queering the Catalog: Queer Theory and the Politics of Correction. The Library Quarterly: Information, Community, Policy, 83(2), 94-111.

Duarte, M. & Belarde-Lewis, M. (2015). Imagining: Creating Spaces for Indigenous Ontologies. Cataloging and Classification Quarterly, 53(5-6), 677-702.

Dudley, M.Q. (2017). A Library Matter of Genocide: The Library of Congress and the Historiography of the Native American Holocaust. The International Indigenous Policy Journal, 8(2). Retrieved from: https://ojs.lib.uwo.ca/index.php/iipj/article/view/7519

Hobart, E. (2020). Ethical Cataloging and Racism in Special Collections. In Archives and Special Collections as Sites of Contestation, edited by Mary Kandiuk. Sacramento, CA: Litwin. Retrieved from https://scholarsphere.psu.edu/resources/710822b0-34ba-412c-a70e-d9e27bda29dc

Knowlton, S.A. (2005). Three Decades Since Prejudices and Antipathies: A Study of Changes in the Library of Congress Subject Headings. Cataloging & Classification Quarterly, 40(2), 123-145. doi:10.1300/J104v40n02_08. Retrieved from https://www.tandfonline.com/doi/abs/10.1300/J104v40n02_08

Littletree, S. & Metoyer, C.A. (2015). Knowledge Organization from an Indigenous Perspective: The Mashantucket Pequot Thesaurus of American Indian Terminology Project. Cataloging & Classification Quarterly, 53(5-6), 640-657. doi:10.1080/01639374.2015.1010113. Retrieved from https://doi.org/10.1080/01639374.2015.1010113

Lo, G. (2021). Biases in Law Library Subject Headings. Boston University Law Review Online, 101, 26-37. Retrieved from http://www.bu.edu/bulawreview/2021/04/06/biases-in-law-library-subject-headings/

Smith-Yoshimura, K. (2018). Creating metadata for equity, diversity, and inclusion. Hanging Together [research blog of OCLC]. Retrieved from https://hangingtogether.org/?p=6833

Various authors. (2015). Cataloging & Classification Quarterly, 53(5-6). [Special Issue: Indigenous Knowledge Organization].

WOC+lib

Librarians of the Global Majority

American Indian Library Association (AILA)

Asian/Pacific American Librarians Association (APALA)

At the Intersection: Blog about the intersection of libraries, law, feminism, and diversity [April Hathcock]

Black Caucus of the American Library Association (BCALA)

Burns-Simpson, S. et al (Eds.). (2022). The Black Librarian in America: Reflections, Resistance, and Reawakening. Rowman & Littlefield.

Chinese American Librarians Association (CALA)

Chou, R.L. & Pho, A., eds. (2018). Pushing the Margins: Women of Color and Intersectionality in LIS. Library Juice Press.

Cite Black Women Collective

Clarke, J.H., Pun, R., & Tong, M., eds. (2017). Asian American librarians and library services: Activism, collaboration and strategies. MD: Rowman & Littlefield.

Davis-Kendrick, K.D. (2009). The Kaleidoscope concern: An annotated chronological bibliography of diversity, recruitment, retention, and other concerns regarding African American and ethnic library professionals in the United States. Chicago, IL: Association of College and Research Libraries. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/booksanddigitalresources/digital/kaleidoscopic.pdf

de la Peña McCook, K., ed. (1998). Women of color in librarianship: An oral history. Chicago: American Library Association.

Evalds, V.K. & Henige, D. (2005). Africanist librarianship in an era of change. Scarecrow Press.

Fenton, M.T. (2013). Little known Black librarian facts [4th ed.]. Little Known Black Librarian Facts, Inc. Retrieved from https://docs.google.com/file/d/0B_wDzFefYDjdTkp5QUVDTXlULTg/edit?resourcekey=0-852c2E34e0haaNTF578gzA

Green Book for Libraries [Black/Indigenous/People Of Color only]

Hankins, R. & Juarez, M. eds. (2016). Where are all the librarians of color? The experiences of people of color in academia. Library Juice Press.

Hathcock, A. (2020). Your Learning Hurts. At the Intersection. Retrieved from https://aprilhathcock.wordpress.com/2020/01/21/your-learning-hurts/

Joint Council of Librarians of Color (JCLC, Inc.)

Josey, E.J. (1970). The Black librarian in America. Scarecrow Press.

Josey, E.J. (1972). What Black librarians are saying. Scarecrow Press.

Josey, E.J. (1994). The Black librarian in America REVISITED. Scarecrow Press.

Josey, E.J. & Peeples, Jr., K.E. (1977). Opportunities for minorities in librarianship. Scarecrow Press.

Josey, E.J. & DeLoach, M.L. (2000). The handbook of Black librarianship [2nd ed.]. Scarecrow Press.

Kendrick, K. (2019, Feb. 13). Tweet-dux: White supremacy and racism in the PoC low-morale experience. Renewals. Retrieved from https://renewerslis.wordpress.com/2019/02/13/tweet-dux-white-supremacy-and-racism-in-the-poc-low-morale-experience/

Kendrick, K. (2018, March 19). Running the gauntlet: Lives of practicing minority academic librarians. The Ink On The Page. Retrieved from https://theinkonthepageblog.wordpress.com/2018/03/19/the-gauntlet-the-life-of-the-practicing-minority-academic-librarian/

Kendrick, K. (2018, May 21). Considering: The diversity discount. The Ink On The Page. Retrieved from https://theinkonthepageblog.wordpress.com/2018/05/21/the-diversity-discount/

Kendrick, K. (2018, Feb. 5). Considering: Deauthenticity in the workplace. The Ink On The Page. Retrieved from https://theinkonthepageblog.wordpress.com/2018/02/05/considering-deauthenticity-in-the-workplace/

Kendrick, K. & Damasco, I.T. (2019). The low-morale experience of minority academic librarians: A review. Presentation delivered at IDEAL 2019. Retrieved from https://prezi.com/pqawnmki_foy/the-low-morale-experience-of-minority-academic-librarians-a-review/?utm_campaign=share&utm_medium=copy

Little Known Black Librarian Facts. Retrieved from http://littleknownblacklibrarianfacts.blogspot.com/

McLaughlin, M. (2005). The need for American Indian librarians. Native American Times. Reprinted in Versed: the Bulletin of the Office for Diversity American Library Association.

Neely, T.Y. & López-McKnight, J. (Eds.). (2018). In our own voices, redux: The faces of librarianship today. Rowman & Littlefield.

REFORMA: The National Association to Promote Library and Information Services to Latinos and the Spanish-Speaking

We Here: Supportive community for library and archive workers of color

Library Initiatives

LIS Programs

Cooke, N.A. & Sweeney, M.E., eds. (2017). Teaching for justice: Implementing social justice in the LIS classroom. Library Juice Press.

Cooke, N., Sweeney, M., & Noble, S.U. (2016). Social justice as topic and tool: An attempt to transform an LIS curriculum and culture. Library Quarterly, 86(1), 107-24.

Gabiola, J. (2016). Instruction for Inclusion: Addressing Race, Gender, and Sexuality in the LIS Curriculum. Paper presented at the Association for Library and Information Science Education (ALISE) conference, Boston, MA.

Greiner, Tony. (2008, May). Diversity and the MLS. Library Journal, 133(8), 36. Retrieved from https://www.libraryjournal.com/?detailStory=backtalk-diversity-and-the-mls

Ndumu, A. & Chancellor, R. (2021). DuMont, 35 years later: HBCUs, LIS education, and institutional discrimination. Journal of Education for Library and Information Science 62(2), 162-181.

Peterson, L. (1996). Alternative perspectives in library and information science: Issues of race. Journal of Education for Library and Information Science, 37(2), 163-174.

Speller, Jr., B.F. (1991). Educating Black librarians. McFarland.

Microaggressions

Alabi, J. (2015). Racial microaggressions in academic libraries: Results of a survey of minority and non-minority librarians. Journal of Academic Librarianship, 41(1): 57-53.

Alabi, J. (2015). "This actually happened:" An analysis of librarians' responses to a survey about racial microaggressions. Journal of Library Administration, 55(3): 179-191.

Neutrality in LIS

Birdi, B. & Macdonald, S. (2019). The concept of neutrality: a new approach. Journal of Documentation, 76(1), 333-353. doi: 10.1108/JD-05-2019-0102.

Bourg, C. (2015). Never neutral: Libraries, technology, and inclusion. Feral Librarian [blog of Chirs Bourg]. Retrieved from https://chrisbourg.wordpress.com/2015/01/28/never-neutral-libraries-technology-and-inclusion/.

Bourg, C. (2018). Debating y/our humanity, or are libraries neutral? Feral Librarian [blog of Chris Bourg]. Retrieved from https://chrisbourg.wordpress.com/2018/02/11/debating-y-our-humanity-or-are-libraries-neutral/

Burgess, J. (2016). Reconciling social responsibility and neutrality in LIS professional ethics: A virtue ethics approach. In Kelly, M. & Bielby, J. (Eds.), Information Cultures in the Digital Age: A Festschrift in Honor of Rafael Capurro, (pp. 161-172). Springer VS. doi: 10.1007/978-3-658-14681-8_9.

Josey, E.J. & Shearer, K.D. (1990). Politics and the support of libraries. Neal-Schuman Publishers.

Knowles, E.C. (2018). Can libraries be neutral? Should they strive to be neutral? Simmons SLIS Blog. Retrieved from https://slis.simmons.edu/blogs/emclaireknowles-publications/

MacCann, D. (1989). Social responsibility in librarianship: Essays on equality. McFarland.

Stoffle, C.J. & Tarin, P.A. (1994). No place for neutrality: The case for multiculturalism. Library Journal, 119(12). Retrieved from https://www.academia.edu/10251094/No_Place_for_Neutrality_The_Case_for_Multiculturalism?auto=download

Publishing

Association of University Presses. (2020). Statement on Equity and Anti-Racism. Retrieved from https://aupresses.org/about-aupresses/equity-and-antiracism/

Dixon, J.H. (2020). How Two Black Women Sidestepped Corporate America to Build a Fierce, All-Star Literary Agency. The Root. Retrieved from https://theglowup.theroot.com/how-two-black-women-sidestepped-corporate-america-to-bu-1845515170

Jiménez, LM & Beckert, B. (2020). Where is the Diversity in Publishing? The 2019 Diversity Baseline Survey Results. Lee & Low Books. Retrieved from https://blog.leeandlow.com/2020/01/28/2019diversitybaselinesurvey/

McLaughlin, B. (2021, March 18). Reckoning with Whiteness in Scholarly Publishing. The Scholarly Kitchen. Retrieved from https://scholarlykitchen.sspnet.org/2021/03/18/guest-post-reckoning-with-whiteness-in-scholarly-publishing/

McMillan, L. (1996, Jan. 5). The Racial Divide at University Presses. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/the-racial-divide-at-university-presses/

Minter, C.I.J. (2020). A Case Study on Anti-Black Publishing Practices. Climbing the Stacks [blog of Christian I.J. Minter, MSLIS]. Retrieved from https://christianminter.com/2020/12/11/a-case-study-on-anti-black-publishing-practices/

Roh, C. & Gabler, V. (2020). Systemic barriers and allyship in library publishing: A case study reminder that no one is safe from racism. College & Research Libraries News, 81(3), 141. doi:https://doi.org/10.5860/crln.81.3.141

Williams, J. (2020). When Publishing Goes Wrong. The Diversity Fellow's Blog [blog of Jamia Williams]. Retrieved from https://diversityfellow.blog/2020/12/12/when-publishing-goes-wrong/

Recruitment, Staffing, Hiring, and Pay

Reference Services

Noble, S. U. (2018). Algorithms of Oppression: How Search Engines Reinforce Racism. NYU Press.

Teves, S. N., A. Smith*, and M. H. Raheja. (2015). Native Studies Keywords. University of Arizona Press. *I'm including this book because of its other editors; I do not condone Andrea Smith's false claims to Native identity.

Research Methods and Theory

Collins, P. H. (2019). Intersectionality as critical social theory. Duke University Press.

Crenshaw, K., N. Gotanda, and K. Thomas. (1996). Critical race theory: The key writings that formed the movement. The New Press.

Delgado, R. and J. Stefancic. (2017). Critical race theory: An introduction. 3rd ed. NYU Press.

Feagin, J. R. (2020). The White racial frame: Centuries of racial framing and counter-framing. 3rd ed. Routledge.

Freire, P. (2018). Pedagogy of the oppressed. 4th ed. Bloomsbury Academic.

Noble, S. U. (2018). Algorithms of oppression: How search engines reinforce racism. NYU Press.

Santos, B. de Sousa and M. P. Meneses. (2019). Knowledges born in the struggle: Constructing the epistemologies of the global south. Routledge.

Strega, S. and L. Brown. (2015). Research as resistance. 2nd ed. Canadian Scholars' Press Inc.

Tuhiwai Smith, L. (2012). Decolonizing methodologies: Research and Indigenous peoples. Zed Books.

Walter, M. and C. Andersen. (2013). Indigenous statistics: A quantitative research methodology. Routledge.

Wilson, S. (2008). Research Is ceremony: Indigenous research methods. Fernwood Publishing.

Zuberi, T. and E. Bonilla-Silva. (2008). White logic, white methods: Racism and methodology. Rowman & Littlefield.

School Libraries

Statements

Other LIS

ALA/ARL. (2022). ALA/ARL cultural proficiencies for racial equity: A framework update . https://youtu.be/8HzhX85HCXo

Berry, J. D. (2004). White privilege in library land. Library Journal, 129 (11), 50.

Lipsitz, G. (2008). Libraries & memories: Beyond white privilege 101. Progressive Librarian, (32), 3-9.

Morehart, P. (2018). Battling racism below the surface: Interactive session sheds light on bias in the workplace. American Libraries. Retrieved from https://americanlibrariesmagazine.org/blogs/the-scoop/battling-racism-surface/

Neely, T.Y. & Abif, K.K. (1996). In our own voices: The changing face of librarianship. Lanham, MD: Scarecrow.

Neely, T.Y. & Lopez-McKnight, J.R. (2018). In our own voices, redux: The faces of librarianship today. Rowman & Littlefield Publishers.

Riggs & Tarin, eds. (1994). Cultural diversity in libraries. NY: Neal Schuman.

St. Lifer, E. & Nelson, C. (1997). Unequal opportunities: Race does matter. Library Journal, 42-46.

Other resources on whiteness and anti-racism (not LIS-specific)

Anderson, C. (2016). White rage: The unspoken truth of our racial divide. Bloomsbury USA.

Bonilla-Silva, E. (2017). Racism without racists: Color-blind racism and the persistence of racial inequality in America. Rowman & Littlefield. [5th ed.]

Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241-1299.

DiAngelo, R. (2018). White fragility: Why it's so hard for white people to talk about racism. Beacon Press. NOTE: Please do not only read this book but use it to supplement other works, especially by writers of color.

DiAngelo, R. (2011). White fragility. International Journal of Critical Pedagogy, 3(3). Retrieved from http://libjournal.uncg.edu/ijcp/article/view/249 NOTE: See above.

Dyson, M.E. (2017). Tears we cannot stop: A sermon to white America. New York: St. Martin's.

Eberhardt, J.L. (2019). Biased: Uncovering the hidden prejudice that shapes what we see, think, and do. Viking.

Feagin, J. R. (2020). The white racial frame: Centuries of racial framing and counter-framing. 3rd ed. Routledge.

Gusa, D.L. (2010). White institutional presence: The impact of whiteness on campus climate. Harvard Educational Review, 80(4), 464-490. Retrieved from https://doi.org/10.17763/haer.80.4.p5j483825u110002

Hamad, R. (2020). White tears/Brown scars: How white feminism betrays women of color. Catapult.

Hill, M., ed. (1997). Whiteness: A critical reader . New York: New York University Press.

Johnson, T. (2020, June 11). When black people are in pain, white people just join book clubs. The Washington Post. Retrieved from https://wapo.st/3stl0Bc.

Kendi, I. X. (2019). How to be an antiracist. One World.

McIntosh, Peggy:

Noble, S. U. (2018). Algorithms of oppression: How search engines reinforce racism. NYU Press.

Oluo, I. (2018). So you want to talk about race. Seal Press.

Oluo, I. (2020). Mediocre: The dangerous legacy of white male America. Seal Press.

Rankine, C. (2020). Just us: An American conversation. Graywolf Press.

Ricketts, R.. (2020). Do better: Spiritual activism for fighting and healing from white supremacy. Atria.

Saad, L. F. (2020). Me and white supremacy: Combat racism, change the world, and become a good ancestor. Sourcebooks.

Sen, S. (2018). Not quite not white: Losing and finding race in America. Penguin Books.

Slater, K. & Stern, M. (2021). 2021 Anti-racist roadmap. Kate Slater https://kateaslater.com/. Retrieved from https://kateaslater.com/antiracist-roadmap.

Stovall, T. (2021). White freedom: The racial history of an idea. Princeton University Press.

Tatum, B.D. (2017). Why are all the Black kids sitting together in the cafeteria?: And other conversations about race. Basic Books. [updated ed.]

Wilkerson, I. (2020). Caste: The origins of our discontents. Random House.

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Disrupting Whiteness in Libraries and Librarianship: A Reading List

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Developed by Karla J. Strand, DPhil, MLIS Gender and Women's Studies Librarian University of Wisconsin System 2019 This bibliography is number 89 in [...]

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Who are you? What is racism? Where does it come from? Why does it exist? What can you do to disrupt it? Learn about social identities, the history of racism and resistance against it, and how you can use your anti-racist lens and voice to move the world toward equity and liberation.

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65 Things White People Can Do for Racial Justice

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65 Things White People Can Do for Racial Justice

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106 Things White People Can Do for Racial Justice

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Note 1: This article was last updated on February 5, 2022.
Note 2: Our work is to fix what we broke and left broken. The work isn’t done…

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Stop Asking People Of Color To Explain Racism – Pick Up One Of These Books Instead

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Stop Asking People Of Color To Explain Racism – Pick Up One Of These Books Instead

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Sara K. Ahmed shows teachers the art of social comprehension - laying the groundwork to have difficult conversations about real situations facing our students in the here and now. Great resources and adaptable activities are shared.

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A curated list of books, articles, social media accounts, and more that will help people begin to engage with anti-racist ideas

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EJI's History of Racial Injustice Calendar

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EJI's History of Racial Injustice Calendar

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Equal Justice Institute (founded by Bryan Stevenson who wrote "Just Mercy") has a daily calendar that details various historical injustices from US history.

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Racial Injustice | A History of Racial Injustice

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Learn more about our history of racial injustice.

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Anti-racist Resources and Reads for All Ages

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Anti-racist Resources and Reads for All Ages

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Silence is complicity.

A blog, no matter what its subject, no matter how large or small its reach, is a platform. You use it to make your thoughts and feelings known. And if the world harbors evil, harbors racism, harbors pain and death and agony to a specific group of people in your society, if you just carry along without acknowledging it in any way, you are a coward. I am a coward. Normally I don't say much when things are bad, but even I have to open my eyes sometimes and say something.

What can a white librarian do to help, even a little, when injustice is so blatant? You can be an ally. You can work to actually actively fight racism when you hear it, see it, and you can acknowledge it. You can listen. Project Ready, a free online professional development curriculum by UNC-Chapel Hill's School of Information and Library Science (and that my library has been using to regularly educate its employees), created this rundown of what allyship entails (click on it to enlarge):

Check out Project Ready's Allies and Antiracism module, if you get a chance. All their modules are good, but that one is just amazing.

My role in my library is to manage our collections. Yesterday, I was asked to create a booklist for my city's patrons of some antiracist titles. I was immediately helped by about eight of my colleagues and, together, we created the following list of links. Please use this where it is most needed. Ebook links are to my own library system's Hoopla, Overdrive, and Kanopy sites, but if your library has any of those platforms then you may be able to check out some of these titles as well.

Thank you.

Books for Children (Fiction):

Books for Children (Facts):

Resources for White Parents to Raise Anti-Racist Children:

Podcasts:

Articles:

The Conscious Kid: Follow them on Instagram

Books for Teens (Fiction Ebooks):

Books for Teens (Facts - Ebooks)

Books for Teens (Fiction eAudiobooks)

Books for Teens (Facts - eAudiobooks)

Books for Adults (Fiction):

Books for Adult (Facts):

Friends Disappear: The Battle for Racial Equity in Evanston by Mary Barr (ebook)

Heavy: An American Memoir by Kiese Laymon (ebook)

An Indigenous Peoples' History of the United States, by Roxanne Dunbar-Ortiz (ebook, YA ebook, audio, Hoopla audio)

Lies my Teacher Told Me, by James Loewen (ebook, other ebook edition, YA ebook, Hoopla ebook, other Hoopla ebook edition)

Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation, by Derald Wing Sue (ebook)

A People's History of the United States, by Howard Zinn (ebook, other ebook edition, audio, other audio edition, Hoopla)

Racism without Racists: Color-Blind Racism and the Persistence of Racial Inequality in America, Fifth Edition, by Eduardo Bonilla-Silva (Hoopla audio)

The Warmth of Other Suns by Isabel Wilkerson (ebook)

When Affirmative Action Was White: An Untold History of Racial Inequality in Twentieth-Century America by Ira Katznelson (Hoopla audio)

Why Are All the Black Kids Sitting Together in the Cafeteria?: and Other Conversations about Race, by Dr. Beverly Tatum (ebook)

Articles to Read:

Films and Series to Watch on Kanopy

Additionally, Sarah Sophie Flicker and Alyssa Klein compiled the following resources in May 2020. Consider their helpful list of links to follow-up on as well:

Videos to Watch:

Podcasts to Subscribe To:

Organizations to Follow on Social Media:

More Anti-Racism Resources to Check Out:

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Antiracist Resources and Reads: Lists for All Ages

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Silence is complicity. A blog, no matter what its subject, no matter how large or small its reach, is a platform. You use it to make your thoughts and feelings known. And if the world harbors evil, harbors racism, harbors pain and death and agony to a specific group of people in your society, if you just carry along without acknowledging it in any way, you are a coward.

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On a mission to fill that void in the mainstream media, in which Black girls are virtually invisible, Sesi (a quarterly, print magazine for Black teen girls) celebrates them.

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🌟As Seen On NBC News and ABC's Let's Talk Live 🌟

On a mission to fill that void in the mainstream media, in which Black girls are virtually invisible, Sesi (a quarterly, print magazine for Black teen girls) celebrates them. As an independent magazine with very little advertising, we rely on the support of our community to continue publishing. You can show your support by subscribing or donating. Subscriptions are $15 a year and you can donate any amount you'd like. ❤️

Editor-in-Chief/Publisher

Art Director

Contributing Writer

Advice Columnist

Videographer

Astrologer/Horoscope Writer

Contributing Layout Designer

Want to work with us?

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🌟As Seen On NBC News and ABC's Let's Talk Live🌟 On a mission to fill that void in the mainstream media, in which Black girls are virtually invisible, Sesi (a quarterly, print magazine for Black teen girls) celebrates them. As an independent magazine with very little advertising, we rely on the support of our community...

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Moving from Ally to Accomplice--> Action

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Moving from Ally to Accomplice--> Action

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The ideas captured on this website, have been developed to support White people to act for racial justice. It draws from ideas and resources developed mostly by Black, Brown and People of Color, and has been edited by Black, Brown, and People of Color.

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Here are two lists of organizations ( Black Led Racial Justice Organizations A Partial Map of Black-Led Black Liberation Organizing ) mostly led by "directly impacted" individuals (people who are most impacted by racist, xenophobic, and violent people/policies) and with missions to directly challenge institutionalized racism and White supremacy.

STEP 2: Explore the distinction between Actors, Allies, and Accomplices.

Keep in mind that as White people, whether as an Actor, Ally or Accomplice, we are still part of the 'oppressor class'. This means we have to be very creative in flipping our privilege to help Black, Brown and Indigenous peoples.

The actions of an Accomplice are meant to directly challenge institutionalized racism, colonization, and White supremacy by blocking or impeding racist people, policies, and structures.

Realizing that our freedoms and liberations are bound together, retreat or withdrawal in the face of oppressive structures is not an option.

Accomplices' actions are informed by, directed and often coordinated with leaders who are Black, Brown First Nations/Indigenous Peoples, and/or People of Color.

Accomplices actively listen with respect, and understand that oppressed people are not monolithic in their tactics and beliefs.

Accomplices aren't motivated by personal guilt or shame. They are not emotionally fragile.

Accomplices build trust through consent and being accountable - this means not acting in isolation where there is no accountability.

The actions of an Actor do not disrupt the status quo, much the same as a spectator at a game. Both have only a nominal effect in shifting an overall outcome. Such systems are challenged when actors shift or couple their actions with those from Allies and/or Accomplices.

The actions of an Actor do not explicitly name or challenge the pillars of White supremacy which is necessary for meaningful progress towards racial justice.

Ally is typically considered a verb - one needs to act as an ally, and can not bestow this title to themselves.

The actions of an Ally have greater likelihood to challenge institutionalized racism, and White supremacy. An Ally is like a disrupter and educator in spaces dominated by Whiteness.

An Ally might find themselves at a social gathering in which something inappropriate is being talked about. Instead of allowing that space to incubate Whiteness, the Ally wisely disrupts the conversation, and takes the opportunity to educate those present.

Being an Ally is not an invitation to be in Black and Brown spaces to gain brownie points, lead, take over, or explain.

Allies constantly educate themselves, and do not take breaks.

Commit to taking 3 actions in the next month, and share these with a trusted friend, colleague, or family member in order to increase your accountability to follow through on your commitment. Can you take at least one action in the next two weeks in the Ally or Accomplice category?

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Here are two lists of organizations ( Black Led Racial Justice Organizations A Partial Map of Black-Led Black Liberation Organizing ) mostly led by "directly impacted" individuals (people who are most impacted by racist, xenophobic, and violent people/policies) and with missions to directly challenge institutionalized racism and White supremacy.

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Pushout:The Criminalization of Black Girls in Schools

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Pushout:The Criminalization of Black Girls in Schools

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Combats the criminalization of black girls in our schools

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We all have hidden biases. This book seeks to help us understand and change them.

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Blacklivesmatteratschool.com

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We, the organizers of the Black Lives Matter at School movement, strongly condemn the shameful attack on Boston educators launched by Boston Police Patrolmen's Union President Michael Leary. During the first week of February, 2020, thousands of educators in over 40 cities and towns around the country organized the third annual Black Lives Matter at ...

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Whether you're looking for resources on their website, in search of online PD, or interested in making HyperDoc lessons, this site has something for you. Please explore, create, and share your lessons here (on the HyperDoc page) or on Twitter at @TsGiveTs using #teachingtolerance and #HyperDocs.

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Ijeoma Oluo, author of So You Want To Talk About Race, discusses what educators can do.

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Educators and Race: A Conversation with Author Ijeoma Oluo on Tackling Systemic Racism in U.S. Education

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Author Ijeoma Oluo. Photos: Libby Lewis Photography Ijeoma Oluo, author of So You Want to Talk About Race, spoke with SLJ about what educators, and specifically librarians, can do to better serve their students of color and start to change the institutional bias and systemic racism in the U.S. educational system.

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15 recent releases that celebrate social justice and activism by young people.

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A collection of titles across all genres to build up resources for budding young activists.

With leaders like Greta Thunberg and Malala Yousafzai, youth are making themselves heard. These titles elevate the voices of young activists, inspire calls to action, and explain complex issues such as racism, sexism, environmentalism, and immigration. Though the books are all aimed at middle grade readers, they vary widely; the poetry and biography picks are best for younger readers, while the fiction and general nonfiction selections skew older. While far from an exhaustive list, these texts will be a strong foundation for school and public libraries serving budding activists.

We also highly recommend several books that provide further historical context, inspiration, and examples for readers: Indian No More by Charlene Willing McManis with Traci Sorell; An Indigenous People's History of the United States for Young People by Roxanne Dunbar-Ortiz and adapted by Jean Mendoza and Debbie Reese; Kid Activists: True Tales of Childhood from Champions of Change by Robin Stevenson; The Night Diary by Veera Hiranandani; Zenobia by Morten Dürr and Lars Horneman; and Y ou Don't Know Everything, Jilly P! by Alex Gino.

Fiction

RAMÉE, Lisa Moore. A Good Kind of Trouble. HarperCollins/Balzer + Bray. 2019. ISBN 9780062836687.
Gr 4-8 -This brilliant exploration of race and activism is ideal for readers not quite ready for Angie Thomas's The Hate U Give. When Shayla becomes more involved with the Black Lives Matter movement after a police officer who shoots a Black man is acquitted, she must make difficult decisions about her friends, family, and school. Ramée's writing is exceptional, and Shayla's story will resonate.

Read:YA Books Reflect the Activism of Real-Life Teens

Nonfiction

JEWELL, Tiffany. This Book Is Anti-Racist: 20 Lessons on How To Wake Up, Take Action, and Do the Work. illus. by Aurelia Durand. Quarto/Frances Lincoln.Jan. 2020.ISBN 9780711245211.
Gr 6 Up -Jewell invites readers to grab a notebook and work their way through four themed sections, with plenty of room for reflection and conversation. With an activity called "Disrupt!" the author offers suggestions for what to do if readers observe two Black men being detained by police. While Jewell acknowledges that the consequences of these actions will depend on readers' position and privilege, she doesn't fully explore the risks at stake. Still, there's no substitute for this interactive guide.

YOUSAFZAI, Malala with Patricia McCormick. Malala: My Story of Standing Up for Girls' Rights. Little, Brown. 2018.ISBN 9780316527149.
Gr 3-5 -Yousafzai's story has been written and adapted for adults, teens, middle graders, and young children. Though appropriate for middle graders, this text doesn't shy away from the reality of Yousafzai's life. After learning about her work with women's rights, her journey, and the support and education she received from her family, readers will feel that they, too, are capable of making a difference.

Read:On Being Comfortable with Discomfort: Tiffany Jewell Explains What It Means To Be Anti-Racist

Poetry

BROWNE, Mahogany L. with others. Woke: A Young Poet's Call to Justice. illus. by Theodore Taylor III. Roaring Brook. Mar. 2020. ISBN 9781250311207.
Gr 3-6 -The poems in this eloquent and instructive glossary of social justice address allyship, privilege, silencing, protest, and more, providing clear definitions and context. This short but robust title is a great classroom resource, though middle graders will also enjoy reading it cover to cover.

HUDSON, Wade & Cheryl Willis Hudson, eds. We Rise, We Resist, We Raise Our Voices. Crown. 2018. ISBN 9780525580423.
Gr 3-7 -An impressive array of authors and artists share their experiences through letters, short stories, poems, and music. Whether reading one piece at a time or cover to cover, this collection will bolster and inspire readers when the world falls short of their expectations. The topics here are complex, but never overwhelming. Those feeling hurt, confused, and lost in our persistently chaotic world will find respite here.

LATHAM, Irene & Charles Waters. Dictionary for a Better World. illus. by Mehrdokht Amini. Carolrhoda. Feb. 2020.
Gr 4 Up -Authors Latham and Waters ( Can I Touch Your Hair?) tackle an alphabet's worth of topics in this poetic dictionary: belonging, diversity, freedom, netiquette, tenacity, and zest. A "Try It" section, notes from the authors, and quotes follow each poem. Ideal for both elementary and middle school demographics.

Graphic Novels
Taylor Worley (she/her/hers) is the Youth Services Librarian for Springfield Public Library in Oregon and an SLJ reviewer. Find her on Twitter @that1librarian and Instagram @thatonelibrarian, where she reads things, makes things, and occasionally goes places.
Illustration of prostester holding sign: Getty Images/nadia_bormotova

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Social Justice: Fifteen titles to address inequity, equality, and organizing for young readers | Great Books

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A collection of titles across all genres to build up resources for budding young activists. With leaders like Greta Thunberg and Malala Yousafzai, youth are making themselves heard. These titles elevate the voices of young activists, inspire calls to action, and explain complex issues such as racism, sexism, environmentalism, and immigration.

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School Library Journal calls this book "A much-needed title that provides a strong foundation for critical discussions of white people and racism, particularly for young audiences. Recommended for all collections."
Collage illustrations and a simple to follow story, followed by ideas for stepping up for racial justice.

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How to respond when someone—a student, a colleague, even a parent—uses biased language or stereotypes in school.

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The National Museum of African American History has created a portal of resources for Talking About Race.

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National Museum of African American History and Culture

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Talking about race, although hard, is necessary. We are here to provide tools and guidance to empower your journey and inspire conversation.

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5 elements to creating and sustaining culturally relevant PD from Dr. Sheldon Eakins at the Learning Equity Center

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Over 140 episodes with expert guests and topics ranging from anti-racism to building relationships to self-care

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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!

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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!

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Engaging in Community Literacy During Racially Divergent Times

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Engaging in Community Literacy During Racially Divergent Times

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Kass and Cornelius Minor offer their guide for moving forward as anti-racist people
working to build communities that support and actualize anti-racist
schools.

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CLICK HERE TO VIEW GUIDE
Throughout the Co-VID 19 era, all communities of people on Earth have been exposed to a collective trauma that few generations of humans have met. It has been painful. Within that collective trauma, systemic racism continues to disproportionately impact Black, Indigenous, and People of Color (BIPOC), by lots of measures, including, and especially, school. Who gets to learn? Who doesn't?

Worse, police brutality has reared its ugly head during this collective experience, and all people in this country have witnessed, AGAIN, the murdering of Black people. As we create this guide, protesters march along Fulton Street in the center of Brooklyn, we see them through our window, and we listen to the blistering sound of hundreds of people chanting the names of Black people who have been killed.

Roxane Gay reminds us that scientists will eventually find a cure for covid. Scientists and healthcare workers will work hard, they will work endlessly, they will try and err and try and err until there is no possibility for the disease to harm people. Systemic racism runs deep in schools, and we educators are the social scientists of school. How hard will we work? Will it be endlessly? Will we try and err and try and err until there is no possibility that racism will harm children and their families in our schools?

The following guide is simply an initiation, a short spark, an in-road to anti-racist school community, but its merit goes nowhere if it is not met with continued action that meets our most systemically hurt kids, if it is not met with action from committed humans who can see even when the fire in the street is not lit.

CLICK HERE TO VIEW GUIDE

We look forward to continually supporting and learning from those who are committed to this work. We hope to see you in the summer, in the Fall. On the twitters. @misterminor @MsKass1

NOTE:

This resource is offered at no cost. However, The Minor Collective members, Kass and Cornelius, accept compensation at the reader's discretion for the intellectual and emotional labor put forth to create this guide.

Recommended compensation: $5.99.

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For All Those Who Participate in Schools

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CLICK HERE TO VIEW GUIDE Throughout the Co-VID 19 era, all communities of people on Earth have been exposed to a collective trauma that few generations of humans have met. It has been painful.

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What White Colleagues Need to Understand

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What White Colleagues Need to Understand

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educators doing antiracism work often focus extensively on the impact that white supremacy has on students. But we spend little time talking about its impact on educators

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What White Colleagues Need to Understand

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White supremacy doesn't stop at the teachers' lounge door.

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Anti-racist Resources and Reads for All Ages

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Anti-racist Resources and Reads for All Ages

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Silence is complicity.

A blog, no matter what its subject, no matter how large or small its reach, is a platform. You use it to make your thoughts and feelings known. And if the world harbors evil, harbors racism, harbors pain and death and agony to a specific group of people in your society, if you just carry along without acknowledging it in any way, you are a coward. I am a coward. Normally I don't say much when things are bad, but even I have to open my eyes sometimes and say something.

What can a white librarian do to help, even a little, when injustice is so blatant? You can be an ally. You can work to actually actively fight racism when you hear it, see it, and you can acknowledge it. You can listen. Project Ready, a free online professional development curriculum by UNC-Chapel Hill's School of Information and Library Science (and that my library has been using to regularly educate its employees), created this rundown of what allyship entails (click on it to enlarge):

Check out Project Ready's Allies and Antiracism module, if you get a chance. All their modules are good, but that one is just amazing.

My role in my library is to manage our collections. Yesterday, I was asked to create a booklist for my city's patrons of some antiracist titles. I was immediately helped by about eight of my colleagues and, together, we created the following list of links. Please use this where it is most needed. Ebook links are to my own library system's Hoopla, Overdrive, and Kanopy sites, but if your library has any of those platforms then you may be able to check out some of these titles as well.

Thank you.

Books for Children (Fiction):

Books for Children (Facts):

Resources for White Parents to Raise Anti-Racist Children:

Podcasts:

Articles:

The Conscious Kid: Follow them on Instagram

Books for Teens (Fiction Ebooks):

Books for Teens (Facts - Ebooks)

Books for Teens (Fiction eAudiobooks)

Books for Teens (Facts - eAudiobooks)

Books for Adults (Fiction):

Books for Adult (Facts):

Friends Disappear: The Battle for Racial Equity in Evanston by Mary Barr (ebook)

Heavy: An American Memoir by Kiese Laymon (ebook)

An Indigenous Peoples' History of the United States, by Roxanne Dunbar-Ortiz (ebook, YA ebook, audio, Hoopla audio)

Lies my Teacher Told Me, by James Loewen (ebook, other ebook edition, YA ebook, Hoopla ebook, other Hoopla ebook edition)

Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation, by Derald Wing Sue (ebook)

A People's History of the United States, by Howard Zinn (ebook, other ebook edition, audio, other audio edition, Hoopla)

Racism without Racists: Color-Blind Racism and the Persistence of Racial Inequality in America, Fifth Edition, by Eduardo Bonilla-Silva (Hoopla audio)

The Warmth of Other Suns by Isabel Wilkerson (ebook)

When Affirmative Action Was White: An Untold History of Racial Inequality in Twentieth-Century America by Ira Katznelson (Hoopla audio)

Why Are All the Black Kids Sitting Together in the Cafeteria?: and Other Conversations about Race, by Dr. Beverly Tatum (ebook)

Articles to Read:

Films and Series to Watch on Kanopy

Additionally, Sarah Sophie Flicker and Alyssa Klein compiled the following resources in May 2020. Consider their helpful list of links to follow-up on as well:

Videos to Watch:

Podcasts to Subscribe To:

Organizations to Follow on Social Media:

More Anti-Racism Resources to Check Out:

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Antiracist Resources and Reads: Lists for All Ages

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Silence is complicity. A blog, no matter what its subject, no matter how large or small its reach, is a platform. You use it to make your thoughts and feelings known. And if the world harbors evil, harbors racism, harbors pain and death and agony to a specific group of people in your society, if you just carry along without acknowledging it in any way, you are a coward.

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Stay Woke at Home with These Resources to Feed Your Spirit

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Stay Woke at Home with These Resources to Feed Your Spirit

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National School Librarian of the Year Cicely Lewis shares some book recommendations and articles to help us all learn.

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Reading and watching on equity, voting activism, and other issues that will that will feed your spirit and enrich your online learning program.

Browse these books, resources, and articles to feed your spirit, build your online learning program, and prompt ideas for when you're back at school.

Black Brother, Black Brother by Jewell Parker Rhodes (Little, Brown, Mar. 2020) is a great addition to the middle school "betwixt" category. Rhodes shares the plight of colorism, overpolicing of marginalized students, and unfair punishment for Black male students. Though the content is heavy, the deft writing will appeal to young readers and offers ways for young activists to effect change.

Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy Muhammad (Scholastic, 2019) is an essential tool for teachers, principals, counselors, and anyone who strives to teach literacy better, particularly to students of color. While outlining a four-part framework for teaching, Muhammad provides culturally and historically responsive sample plans and text sets.

Queen Bey: A Celebration of the Power and Creativity of Beyoncé Knowles-Carter edited by Veronica Chambers (St. Martin's, 2019). Attention, Beyhive members! These 19 essays explore Queen Bey's contribution to feminism, activism, and culture at large. "When the history of Black women in the 21st century is written, Beyoncé's place, her work as a marker and reflection of power and possibility, will be undisputable," Chambers writes.

The 1619 Project from The New York Times and its educational resources reframe American history by highlighting the 400th anniversary of 1619, the year the first enslaved African people were brought to North America. "Doing so requires us to place the consequences of slavery and the contributions of black Americans at the very center of the story we tell ourselves about who we are as a country," writes New York Times Magazine editor in chief Jake Silverstein on the project website.

The Future Voters Project from Teaching Tolerance aims to register all eligible students to vote and provides news-responsive classroom activities about voting. The organization will send you a viewers guide and a DVD of the popular documentary Selma: The Bridge to the Ballot. Did I mention it was free?

"I Promise" documentary series Lebron James continues to inspire, on and off the court. Watch the free video chronicling the first year of I Promise, the charter school he started.

The Periodic Table of African Americans Inspired by the Lakeland (FL) Public Library's 2019 Periodic Table of Black History, @jdaniels4smom created a free, downloadable version. Get yours today!

WhenWeAllVote.com/schools Sign up and join the fight to get all eligible students to vote! The site includes action plans and tools to facilitate conversations, while former first lady Michelle Obama and musical legend Common inspire and empower our students to vote. Free printable flyers and information are available.

"Can You Really Teach Colorblindness?" "When you say you 'don't see race,' you're ignoring racism, not helping to solve it," journalist Zach Stafford writes in this article reprinted in The Guardian. This quote truly resonated with me. So many people say it, and they think this is a good thing. We are a world full of color and diversity. I want you to see all of me-and use your privilege to be an ally.

"She Coined the Term 'Intersectionality' over 30 Years Ago. Here's What It Means to Her Today." In this brief Time magazine interview with Kimberlé Crenshaw, the author and law professor discusses the concept of overlapping social identities and the term's lasting relevance. "It's basically a lens, a prism, for seeing the way in which various forms of inequality often operate together and exacerbate each other."
Cicely Lewis (Twitter: @cicelythegreat) welcomes your ideas and suggestions.
Get Print. Get Digital. Get Both!

Libraries are always evolving. Stay ahead. Log In.

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Stay Woke from Home with these Books, Resources, and Articles | Read Woke

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Reading and watching on equity, voting activism, and other issues that will that will feed your spirit and enrich your online learning program. Browse these books, resources, and articles to feed your spirit, build your online learning program, and prompt ideas for when you're back at school.

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Teaching Tolerance created a framework for Anti-bias education and social justice focusing on identity, diversity, justice, and action.

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Skip to main content

A Framework for Anti-Bias Education

The Social Justice Standards are a road map for anti-bias education at every stage of K-12 instruction. Comprised of anchor standards and age-appropriate learning outcomes, the standards provide a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.

Divided into four domains-identity, diversity, justice and action (IDJA)-the standards recognize that, in today's diverse classrooms, students need knowledge and skills related to both prejudice-reduction and collective action. Together, these domains represent a continuum of engagement in anti-bias, multicultural and social justice education. The IDJA domains are based on Louise Derman-Sparks' four goals for anti-bias education in early childhood.

Each of the IDJA domains has learning outcomes and school-based scenarios organized by grades K-2, 3-5, 6-8 and 9-12.

Download the Standards

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The Social Justice Standards are a road map for anti-bias education at every stage of K-12 instruction, providing a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.

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Created by the Oregon Center for Educational Equity, here are some phrases you can use to interrupt and confront racist comments.

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BrainPop offers multiple videos free to everyone (no subscription needed)related to anti-racist topics. They are broken down for grades K-3 and grades 4+ and include potential discussion questions.

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As a teacher, parent, or caregiver, you may be at a loss for words right now. But silence is not an option. Racism thrives in silence, and having open and honest conversations with kids is crucial, even at a very early age.

It's important to acknowledge that children see racial identity and skin color. When we acknowledge identity-and encourage kids to take pride in their diversity and respect the diversity of others-we empower them to stand up to racial injustice. Talking about these issues with children also allows us to open the door to how they can disrupt inequality and combat systemic racism.

If you're at a loss for words or struggling with how to begin, you can start a conversation by asking, "Do you have any questions about why people are protesting?"

Black lives matter, and BrainPOP is committed to combating racism by creating antiracist content that examines the long and painful history of race in America. By doing so, we hope to help children understand the root causes of racism that we continue to encounter today, and empower them to dismantle it.

We want to know what's on your kids' minds. Please use this anonymous survey to share their questions and thoughts with us, which will help inform our ongoing content development efforts.

BrainPOP is committed to combating racism by creating content that examines the long and painful history of race in America.

Below you will find a list of BrainPOP topics, recommended by grade level, to help you engage in these difficult but essential conversations. Recognizing that we have an obligation to use our platform to examine and teach about these important issues, we commit to producing additional content that develops and supports antiracist learning and growth.

In the meantime, we have made the following resources FREE to access.

For Kindergarten-Grade 3

Profiles in Activism

For Grades 4+

Institutionalized Racism and the Fight Against It

Discussion Prompts
Profiles in Activism

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Free Resources for Supporting Antiracist Education - BrainPOP

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As a teacher, parent, or caregiver, you may be at a loss for words right now. But silence is not an option. Racism thrives in silence, and having open and honest conversations with kids is crucial, even at a very early age. It's important to acknowledge that children see racial identity and skin color.

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ABC-CLIO created this document to explain the aspects of restorative justice and how they relate to librarianship.

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A Call to Action for White Educators Who Seek to Be Anti-Racist

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A Call to Action for White Educators Who Seek to Be Anti-Racist

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PBS Education's article on what white educators can do in their classrooms to be anti-racist.

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I am a white mother and educator. For decades in school I have taught "Letter from a Birmingham Jail" and The Autobiography of Malcolm X. Unfortunately, for many of my students, the suffering often seems abstract and they falsely believe these are stories from a distant past. But, racism didn't end with the Civil Rights Movement. It is an ever present, persistent evil that impacts us all in every aspect of our daily lives. Wishing and hoping that systemic racism will just go away--or believing that it doesn't exist in our own communities--is its own form of violence. And recently I have been asking myself if I've made this point clearly enough in my teaching practice.

It should not have taken the recent brutal murders of George Floyd, Ahmaud Arbery, Breonna Taylor and Tony McDade, at the hands of police, to spark our consciousness. But it has, and this is now the time for me, and for other white parents and educators like me, to sit up, take notice, listen to Black communities, talk to our children and demonstrate anti-racist actions. This is not a time to be dismissive, but instead it's time for us to reach out, support in every way possible and take meaningful action. I am taking action to build a better future for my children and the children in my care. As a parent and educator I can help dismantle systemic racism. As I continue my own journey of learning about, and committing to, anti-racist action, here's what I believe we can do as educators to support meaningful change.

Our words must match our actions
Frankly, what we have done in the past has not worked. If our society had dismantled systemic racism, then we would not be seeing the necessary unrest that we see today. Our rhetoric needs to match our actions. As I think about what I do as an educator and as a parent, I am not 100 percent confident that my rhetoric and actions have always matched. But when I know better, I do better. I have friends, writers and public figures whose words I listen to, whose words I reflect on, and whose words I take to heart in order to support the change that needs to happen in our society. But it's not enough to read and reflect on those words, I must put those ideas into action.

We must broaden representation in classroom reading
When I reflect on my teaching practice and consider the words that I teach - the novels I use in my classroom, the authors whose works I use on a regular basis--it is clear that I have not had enough Black, Indigenous, or People of Color representation in my curriculum. On reflection, I have not ensured that every student who sits in a seat in my classroom has felt that their experiences were reflected in what we read. As a high school English teacher, I know that the white savior trope dominates our canon of American literature. I need to do a better job of including more writers who are Black, Indigenous, and People of Color. People like Maya Angelou and Zora Neale Hurston, people like Amy Tan and Ta-Nehisi Coates, people like Jason Reynolds and Chimamanda Ngozi Adichie, people like Sandra Cisneros and Junot Díaz, people like Celeste Ng and Ted Chiang, Langston Hughes and Cleo Wade, Sherman Alexie and Leslie Marmon Silko.

We must embrace tough conversations
First, we must be better listeners. It is time to de-center myself, my stories and my experience, especially when talking about race and racial justice. This is not about me; it's about my friends, colleagues, and community. We must be disciplined and listen to the stories and experiences of others. Listening means not interjecting my point of view or saying anything that might invalidate the experience of others. I listen to People of Color on the news, I read their words in books and on social media. I listen with the intention of hearing what they have to say so I can create a connection and an understanding. I listen to the conversations students have when they are in my classroom and I find teachable moments when the conversation needs to change. I do not pretend I don't hear it. Even if this may feel uncomfortable, we need to have these conversations. I listen to the questions my own children have about race and I answer truthfully and transparently. I acknowledge the mistakes I have made as well as the mistakes others make, and we talk about ways to actively change hearts and minds.

We must explore different ideas, and listen with intention to change
I talk openly about race issues, not just on social media but with people in real life. I initiate conversations (but only if they want to talk) with non-white friends, colleagues, and students, and I actively participate by asking questions to gain understanding. Not everyone in a cultural group feels the same way and by asking questions I can explore different ideas. Again, this requires being present in the conversation, and listening to learn. I talk to my students about racial stereotypes, about how so much of what we read in class overwhelmingly has white characters and about how literature supports learning empathy for others. As a parent, I talk to my children about current events, about historical events, about implicit bias and overt racism. I talk to them about the importance of speaking up, listening, and learning.

We must commit to constant self reflection and admit our own bias
I'm still learning. I am learning how much words matter. I love To Kill a Mockingbird but it is one of many books that uses the White Savior trope - as a society we have so much exposure to this idea that white people have to step in and save Black people. This reinforces that idea that Black people need to be saved by white people. Through my own reflection, I understand how this trope is harmful. True allies don't seek to "solve and save," instead we stand beside our Black friends and colleagues, build empathy, amplify their voices, and stand up alongside them. I now constantly check my thoughts, and question even those that are fleeting: are my ideas influenced by bias, white supremacy and racism? I recently read this from Greater Good Magazine, and it stayed with me: "Admitting that we are all subject to biases creates a safer space to examine them more carefully and take steps to fight them..."

We must use media to strengthen understanding
I'm still learning about cultural appropriation, implicit bias and the historical events that have gone largely ignored, but which have inevitably led our country to this moment. Education plays a role in change. My own learning has been shaped by I Know Why the Caged Bird Sings, The Autobiography of Malcolm X and Invisible Man, and more recently, titles like Stamped, Just Mercy, The Hate U Give, Monster, and Dear Martin. These are books I can pass along to my colleagues, my high school students and to my own sons. I watch movies with my family like Akilah and the Bee, Raising Dion, See You Yesterday, Hidden Figures and BlacKkKlansman. I'm learning from podcasts such as Code Switch and Seeing White and my children and I listen to them at home and in the car.

I'm learning why and how Black communities are disproportionately impacted by Covid-19. I'm learning how and why Black people, especially Black men, are disproportionately killed by police. I'm learning and sharing the names and circumstances of the deaths with my children. I'm learning that I need to support organizations like the NAACP that actively support change. I'm learning that I need to show up.

We must keep doing the work
There is no quick fix for systemic racism. It requires continued, ongoing effort to dismantle white supremacy. But I also have hope. With our combined voices and our combined intelligence, we fight for racial justice and usher change. My Black students, colleagues and friends are in pain. As a white person, as a mother of white sons, as a white educator, it is incumbent on me to be more aware, to learn more, to empathize, to listen and to support others as we work to dismantle white supremacy and forge a new way forward.
More Resources

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a call to action for white educators who seek to be anti-racist

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A Call to Action for White Educators Who Seek to Be Anti-Racist | PBS Education

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I am a white mother and educator. For decades in school I have taught "Letter from a Birmingham Jail" and The Autobiography of Malcolm X. Unfortunately, for many of my students, the suffering often seems abstract and they falsely believe these are stories from a distant past.

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A collection of specific resources and actions for people as they grow to be more anti-racist

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12 Movies to Watch About Racism and Protest History

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12 Movies to Watch About Racism and Protest History

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Recommended movies from the past 50 year.

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12 Movies to Watch About Racism and Protest History

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From 'Do the Right Thing' to 'Fruitvale Station', these films have much to teach viewers about about the history of racism, police brutality and resistance.

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Black Lives Matter Instructional Library

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Black Lives Matter Instructional Library

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Recommended titles for youth with links to read alouds of the books.

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A 20-21 SC Children's Book Award Nominee, explores Betty Shabazz's (Malcolm X's widow) life as a child and the act of  and economic equality that she helped pioneer in Detroit. Timely and thought-provoking for all ages.

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Resources to Discuss Race in the Classroom 

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Resources to Discuss Race in the Classroom 

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List of 15+ resources from school districts and other organizations that provide lessons and ideas for how to approach classroom discussions of race and recent events.

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By Sarah Schwartz and Madeline Will

As nationwide protests against police brutality continue, teachers in their virtual classrooms are searching for ways to help their students process the killings of black people in police custody in the United States.

Speaking with Education Week on Monday, teachers said that they and their colleagues have a responsibility to address these protests, which erupted when George Floyd, an unarmed black man, died after a Minneapolis police officer knelt on his neck for almost nine minutes.

"Teachers cannot be silent during this time," said Patrick Harris, a 6th and 7th grade English and social studies teacher at the Detroit Achievement Academy. "Teachers have to take a stand. Students are absorbing this, [and] they're going to ask themselves later on in life or even now, 'What was my teacher doing during this time?'"

Talking with students about these events, as they experience them, is top priority right now, said Abdul Wright, who teaches 8th grade language arts in North Minneapolis. "I have to find a way to make meaning of this in a way that creates a better society for them," he said.

Some teachers whose classes have already ended for the school year are reaching back out to students, particularly their black students, giving them space to talk about their emotions and ask questions.

Other teachers in schools still in session are seeking materials and resources to teach about this moment, such aslesson plans that engage students in conversations about racism, policing, and protest.

On Monday, Chicago Public Schools released "Say Their Names," a collection of lessons and materials designed "to help foster productive conversations about race and civil disobedience."

The toolkit links to other organizations' resources on supporting black students' mental and emotional health, discussing the Black Lives Matter movement, and talking about anti-black racism with non-black students. And it encourages teachers to educate themselves on racism in the U.S. before broaching these topics with students.

In California, theLos Angeles Unified School District posted a collection of resources for teachers, for talking about race with children and addressing trauma. The superintendent of education in the state, Tony Thurmond, said the California Department of Education will also be releasing online materials and trainings.

For teachers looking for more classroom resources-for themselves and their students-Education Week has compiled the following list:

Resources about George Floyd's death and the current protests:

Resources for talking about race, racism, and Black Lives Matter:

D.C. Area Educators For Social Justice , an initiative of Teaching for Change, has a collection of lessons, videos, readings, books, and general teaching guides for students in early childhood through high school.

In addition to addressing race and racism in lesson plans, experts and advocates have urged teachers to build a diverse classroom library with protagonists who look like their students.

The group Embrace Race compiled a list of 31 children's books that address race, racism, and activism. And the nonprofit Teaching for Change put together a list of social justice books for teens .

Joe Truss, the principal of Visitacion Middle School in San Francisco Unified and a consultant on racial equity in schools, has curated a list of books for teachers who want to engage in anti-racist work.

Starting these classroom conversations can be uncomfortable and challenging. But for black teachers, talking about police brutality and anti-black racism can be particularly emotionally draining. The Practice Freedom Project, founded by Atlanta educator Tamara Pearson, is hosting virtual meditations and reflections for black educators .

Image: Hundreds of people gather in downtown Benton Harbor, Mich., on May 31 during a peaceful protest march held concerning police brutality and the death of black men, including George Floyd. -Don Campbell/The Herald-Palladium via AP

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15 Classroom Resources for Discussing Racism, Policing, and Protest

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By Sarah Schwartz and Madeline Will As nationwide protests against police brutality continue, teachers in their virtual classrooms are searching for ways to help their students process the killings of black people in police custody in the United States.

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10 Books to Nurture Budding Young Activists

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10 Books to Nurture Budding Young Activists

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A curated list from School Library Journal

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Learning to recognize and combat racism and other forms of injustice and move toward a more equitable world is a lifelong process-and one that must start as early as possible. Aimed at infants and toddlers through elementary school students, these titles introduce topics such as intersectionality and privilege, with explanations that are age-appropriate and honest.

Learning to recognize and combat racism and other forms of injustice and move toward a more equitable world is a lifelong process-and one that must start as early as possible. Aimed at infants and toddlers through elementary school students, these titles introduce topics such as intersectionality and privilege, with explanations that are age-appropriate and honest.

Looking for more summer reading recommendations? SLJ is publishing lists all summer long -from family stories to mysteries to teen reads.

The team behind Woke Baby introduce concepts and explains issues that concern activists of all ages. These 24 poems celebrate diversity and individuality, touching on issues of gender, physical ability, race, immigration, and protest, as well as the complex web of discrimination and systemic oppression that impacts many marginalized people. The message is clear: We must fight against injustice, and our words can be our greatest source of power.

Many people must consciously unlearn the system of beliefs imposed by parents, authority figures, and the overall dominant culture. Ewing's colorful, sunny board book takes such nebulous ideas and packages them into an easily digestible vocabulary bank for young readers. Highly recommended for school and public libraries and can serve as an entry point into social justice literature.

In this call to action, a young white child catches news fragments of a police officer shooting an unarmed black man, then witness their family members' discomfort and avoidance of the topic ("We don't see color"). The child's confusion leads them to the library for answers about the history of racism in the United States. Employing age-appropriate language and direct explanations, this is an essential text for young readers, and adults, unfamiliar or uncomfortable with the role of white people in dismantling racism.

Within these pages is the collected wisdom from dozens of writers and artists who share poems, advice, artwork, passion, concern, love, and experience with the next generation. In the introduction, the editors describe this book as a treasury for children to read, and reread, when they need a boost, or comfort, or love. A book to be quietly contemplated, and shared with an adult, as there is much to be discovered from multiple readings.

A cheerful, diverse cast of friends describe living the ally life in this progressive picture book. Though they're all the same age, the friends are otherwise very different; their unwavering support for one another helps readers understand what intersectionality means and looks like. The book's core message-"Where there's room for some, we make room for all. Friends can be allies no matter how small!"-offers a memorable refrain caregivers and educators will be eager to integrate into daily mantras.

This collaborative effort from the team behind Can I Touch Your Hair?: Poems of Race, Mistakes, and Friendship uses poetry to explore identity, diversity, empathy, social justice, community, and change. Inclusive and thought-provoking, it offers a number of entry points for exploring concepts and issues related to identity, social justice, and making a difference.

The importance of collectives is central to this illustrated nonfiction work, dedicated to communities within transnational (mostly Canadian) Black history. Moyer focuses on grassroots organizations, ranging from the international Black Cross Nurses group in the early 20th century to the more recent creation of Blockorama, which makes "a space for the black LGBTTI2QQ community within Toronto's Pride Parade." It is a testament to the book's strength that after reading each profile, readers will want to know more; librarians would be wise to have a list of further reading handy.

A Is for Activist by Innosanto Nagara. illus. by author. Triangle Square. ISBN 9781609805395.

Not your typical alphabet board book, this powerful title presents a letter and a bit of social commentary urging children to take a stand against war and violence, develop an awareness of our environment, and promote acceptance and equality for all cultures, races, religions, genders, and walks of life. "A is for Activist./Advocate. Abolitionist. Ally./Actively Answering A call to Action." "Y is for You. And Youth./Your planet. Your rights/Your future. Your truth./Y is for Yes. Yes! Yes! Yes!"

Stevenson highlights many figures for whom there are few youth resources available, including Janet Mock, James Baldwin, and Autumn Peltier, as well as names that often appear on juvenile biography shelves, like Alexander Hamilton and Rosa Parks. The author never shies from topics such as racism, homophobia, or transphobia and uses plain language and simple descriptions to examine the oppression and discrimination the activists faced in their youth. The vivid details of each activist's story, combined with vibrant illustrations, demonstrate that every civil rights hero and popular firebrand started out as children, just like the rest of us.

When the Mendezes moved to Westminster, CA, in 1944, third grader Sylvia tried to enter Westminster School, only to be told that she and other Mexican American children had to attend a separate school. In response, the Mendezes formed the Parents' Association of Mexican-American Children, distributed petitions, and eventually filed a successful lawsuit. Tonatiuh deliberately connects his heritage with the prejudices of mid-20th century America; his stirring work will prompt readers to recognize the injustice still endemic in our society.

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10 Books To Nurture Budding Young Activists | Summer Reading 2020

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Learning to recognize and combat racism and other forms of injustice and move toward a more equitable world is a lifelong process-and one that must start as early as possible. Aimed at infants and toddlers through elementary school students, these titles introduce topics such as intersectionality and privilege, with explanations that are age-appropriate and honest.

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Teachers Are as Racially Biased as Everyone Else

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Teachers Are as Racially Biased as Everyone Else

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A study from Princeton and Tufts show that rates of implicit and explicit bias in teachers is in line with the general population. This has significant impact on students and learning in classrooms.

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Teachers are just as likely to have racial biases as non-teachers, a recent study finds-suggesting that schools need to do more work to combat stereotypes and discrimination.

In a paper titled " Teachers Are People Too," which was published in April in the peer-reviewed journal Educational Researcher, a team of researchers from Princeton and Tufts universities compare teachers' explicit and implicit biases with those of other American adults. The findings, they say, are not necessarily a surprise. But as Americans work to confront racism in society, educators need to acknowledge that they play an ongoing role in perpetuating racial inequality in schools, experts say.

"Our schools are a microcosm of society," said Jordan Starck, an author of the study and a doctoral student in the department of psychology at Princeton. "Given what we know of how pervasive bias is, ... I didn't suspect that either the selection process [of who becomes a teacher] or being in school [with children of different races] would be strong enough to curb that pervasive bias."

First, the researchers examined data from Project Implicit, which collects hundreds of thousands of results from self-administered Implicit Association Tests, as well as explicit measures. Researchers gathered a dataset of 1.6 million respondents, which included 68,930 teachers. (The average age among teachers was about 35, while the average age of non-teachers was 29.)

The test measures how quickly and accurately respondents pair white faces with positive words and black faces with negative words in comparison to the inverse. Seventy-seven percent of teachers demonstrated implicit bias, compared with 77.1 percent of non-teachers. Then, researchers subtracted respondents' reported warmth toward black people from their reported warmth toward white people to measure explicit bias. They found that 30.3 percent of teachers showed explicit bias, compared with 30.4 percent of non-teachers.

Since Project Implicit is not nationally representative and relies on self-selected participants, the researchers repeated their study with a second national dataset, the American National Election Study in 2008. The researchers analyzed a nationally representative sample of 1,984 people, which included 63 teachers. (The average age of teachers was 43.2 years, while the average age of non-teachers was 47.4 years.)

Respondents were asked to judge Chinese characters as "pleasant" or "unpleasant" after being shown pictures of a black or white young adult male face. The researchers found no significant association between occupation and level of bias.

"Teachers are probably more well-intentioned than the general population, but they still have the same bias levels," Starck said.

The researchers controlled for demographic factors, including level of education. While in general, white people are more likely to have racial biases than black people, Starck said the researchers did not compare white teachers' levels of bias to those of teachers of color.

What Biases Look Like in the Classroom

This study comes in a moment of reckoning over race, with protests sweeping the country over police killings of unarmed black men and women. Teachers are grappling with how to talk to their students about racism and white privilege. Eighty percent of teachers are white, while about half of students are.

See Also: 15 Classroom Resources for Discussing Racism, Policing, and Protest

Starck said teachers' racial biases tend to influence the expectations they have for their students, the quality of their teaching, and the choices in how they manage their classrooms. Past research has found that black students are less likely to be placed in gifted education classes and more likely to receive exclusionary discipline (such as detentions and suspension) when they have white teachers. White teachers also tend to have far lower expectations for black students than they do for white students, which can contribute to high school graduation and college-enrollment rates.

"Teachers' bias levels are related to student outcomes-the more biased teachers are, the worse students' outcomes are," Starck said. "Teachers perceive, evaluate, and treat students differently on the basis of their race, and there's a big role for bias to play in those disparities."

Teachers are more likely to act on their biases when decisions are ambiguous, Starck said, like when they write up a student for insubordination-an infraction that has no clear definition. They also are more likely to act on their biases when they're tired, he said.

"The more tired we are, the less we override [our biases] and the more likely we are to rely on stereotypes," Starck said. "The more we ask of our teachers, the more likely they are to rely on biases even against their own will. They don't have the cognitive resources to override the biases."

'Good Intentions' Not Enough

These findings are not meant to "be read as blaming teachers," Starck said. Instead, they highlight a need for more resources and more support to manage racial biases.

"This isn't a battle for teachers to fight themselves," he said.

Instead, Starck and other researchers said, school leaders should both provide in-depth professional development to teachers that asks them to address their own biases and put in place policies to prevent those biases from harming students.

"The first thing principals can do is to educate themselves and their staff that racism exists," said Tracey Benson, an assistant professor of educational leadership at the University of North Carolina-Charlotte and the co-author of the book Unconscious Bias in Schools.

And with the current national conversation on racism, he said, "it's a perfect opportunity-a large part of America is waking up finally."

But awareness only goes so far. "Teachers believe that good intentions will mitigate their biases, and that's just not true," Benson said. "Consciousness- and awareness-raising doesn't lead to better action."

Some districts have started to hold trainings that aim to make teachers aware of their unconscious biases and reflect on how to change their behaviors in the classroom. This sort of professional development that asks teachers to critically examine their own identity and actions is a step beyond what has traditionally taken place in schools, experts say.

"Schools still overwhelmingly focus on professional development that centers diversity, equity, and inclusion efforts, which are often ways of approaching schooling as a place for everyone to belong and for everyone to appreciate each other," said Kathleen King Thorius, the executive director of the Great Lakes Equity Center in Indianapolis. "It sounds good and nice to address diversity and equity and inclusion, but those often just scratch the surface."

School leaders need to facilitate conversations where teachers explicitly examine the ways racism manifests in school policies and processes, she said. These discussions should be ongoing and happening in conjunction with other policy changes, researchers say.

"It's a tall task to ask a diversity trainer to come in and reduce people's biases-that's going to take a lot of time, and it might not even be possible," Starck said. "But what we can do is manage the biases in our schools that exist, so they have less of an impact on students."

For example, Benson said school leaders should look at all student data-including test scores, attendance, discipline records, advanced course enrollment, and dropout rates-through a racial lens to pinpoint discrepancies. They should also conduct classroom observations through a race and gender lens: Who are teachers calling on? Which students are getting in trouble?

Even so, Starck said, individual schools can only do so much. A growing percentage of schools are becoming racially segregated once again, and schools that are predominately black and Hispanic are almost always schools with high concentrations of poverty. Those schools often have fewer experienced and effective teachers than schools with a more affluent student body.

"There needs to be advocacy for a larger societal change, or the same sorts of biases will keep perpetuating themselves," he said.

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Teachers Are as Racially Biased as Everybody Else, Study Shows

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Teachers are just as likely to have racial biases as non-teachers, a recent study finds-suggesting that schools need to do more work to combat stereotypes and discrimination. In a paper titled " Teachers Are People Too," which was published in April in the peer-reviewed journal Educational Researcher, a team of researchers from Princeton and Tufts universities compare teachers' explicit and implicit biases with those of other American adults.

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A list of podcasts for families and kids of all ages featuring Black voices.

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In these podcasts for families and children, Black hosts and voice actors spotlight fairy tales, historical figures, activism, and Black Lives Matter.

When actor Melissa Victor thought about where she learned the stories that shaped her-important things about life, and how to braid hair-she realized that a lot of that education took place on the Baltimore stoop where she grew up. Victor is deeply spiritual, and at a certain point, as her theater parts started to dry up, she asked God for guidance. His advice, she says: Create a podcast for children of color. Create stories for them because they need to be represented. Victor published the first episode of Stoopkid Stories in January 2020 so that young Black children could hear themselves reflected in audio stories. This Black Voices playlist includes voices from Stoopkids Stories and other Black kidcasters, storytellers, authors, poets, activists, musicians, and leaders.

Click here to access the Black Voices Playlist and episode links.
So Get Me: Alphabet Rockers: "Shine In My Beautiful Skin"
Ages 5-12-The So Get Me podcast shares the music from the Alphabet Rockers, a hip-hop children's music collective with a focus on activism. In this episode, hosts Kaitlin McGaw and Tommy Shepherd discuss ways to honor the work of ancestors, activists, and artists. Listeners hear the Alphabet Rockers sing "Shine," from their album Rise Shine #Woke, and learn how families are working to create a more equitable world by discussing skin color and ways to keep "shining in our beautiful skin."
Girl Tales: "Anansi and the Sky Goddess Asase Yaa by Bleu Beckford-Burrell"
Ages 5-12-On the Girl Tales podcast, executive producer Rebecca Cunningham pulls from fairy tales, folk tales and myths, rewriting them with a feminist twist. In this episode, Black playwright Bleu Beckford-Burrell transforms an Anansi tale about how Asase Yaa invented all the stories in the universe. The story is brought to life by voice actors Barron Bass, Rama Orleans- Lindsay, and Cristina Pitter. Kids who love this episode will also want to explore other Girl Tales episodes including fairy tales rewritten by Black playwrights, as well as episodes about people including Bessie Coleman and Katherine Johnson, and more.
Goodnight Stories for Rebel Girls "Michelle Obama Read by Pearl Thusi"
Ages 5-12-Kids familiar with the books Goodnight Stories for Rebel Girls will also enjoy the podcast. This brand seeks to empower girls by sharing the stories of pioneering women from across the globe. Here, voice actor Pearl Thusi spotlights former First Lady Michelle Obama. While librarians may be familiar with Obama's book and documentary Becoming, this episode aims to introduce young listeners to her in an inspiring, engaging way, and highlights Obama's challenges of balancing family and career during the path led to the White House. The series offers many empowering stories of women leaders from around the world and throughout history, including an episode about reader Pearl Thusi herself.
Stoopkid Stories: "Seeing McKinley Pt. 1"
Ages 8-12- Stoopkid Stories is a story podcast written and read by actor Melissa Victor. The episodes feature Black characters experiencing and overcoming the obstacles of life. In "Seeing McKinley, Pt 1," listeners meet Mickey, a girl on the receiving end of microaggressions, which are hurtful comments or actions based on race, gender, or religion, at school. Kids gain an understanding of the term and hear how Mickey handles these comments. They also learn why it's important to not just amplify Black voices during Black History Month, but all year long. Kids who like this episode will want to tune into part 2 of the story. Families who listen together may naturally talk about when they've experienced microaggressions and ways to handle them.
Activist, You!: "Racial Justice with Nupol Kiazolu"
Ages 8-12- Activist, You! is a podcast amplifying the voices of young activists fighting for social justice. In this episode creator and host Lindz Amer interviews the president of the Black Lives Matter Greater New York, 19 year-old Nupol Kiazolu. Listeners will learn about Nupol's first fight for the right to wear a hoodie at her school when she was 13 years old. Nupol provides young listeners with many ways to support Black Lives Matter in the fight for social justice.
This Day in History Class: "Gwendolyn Brooks born June 7, 1917"
Ages 8-12-Yves Jesscoat, writer and podcaster based in Atlanta, hosts This Day in History Class, a podcast where "history waits for no one." This short episode is about the first African American to win a Pulitzer Prize, Gwendolyn Brooks. Listeners learn about Brooks' pathway from having her first poem published to honing her craft and speaking out more boldly around issues of race. Yves highlights how Brooks drew her inspiration from what she saw and heard on the street. Her story can encourage kids to express their thoughts about what they are seeing and hearing through poetry. Jesscoat also hosts the adult podcast AfroPunk Solution Sessions, with discussion about challenges Black people face and steps that can be taken in response.
Flyest Fables: "Constellations of the Sky"
Ages 8-12- Flyest Fables is written and read by trans-Black story teller and audio producer Morgan Givens, who describes his show as an "interconnected fiction anthology" with "hopefunk fables for the 21st century." "Constellations of the Sky" will give new listeners a feel for the show. In this story, the magical world of "The Book" is handed over to a new storyteller. Givens's hope is that these fables help listeners cope with the problems of the real world by empowering them with magic and story. Kids who like this tale will want to go back to the beginning of the series and enjoy the full journey.
Book Club for Kids: "On the Come Up by Angie Thomas"
Ages 9-17-The Book Club for Kids podcast primarily focuses on middle grade books, but in this episode features Angie Thomas's YA novel On the Come Up. Host Kitty Felde talks with three eighth graders from Washington, D.C. about the book, and listeners hear how rap and hip-hop shape the story of main character Bri. Actor Tallie Johnson reads from On the Come Up, and the students ask Thomas about her writing process. Kids will also want to listen to the episode where she shares the playlist that inspired On the Come Up. Other episodes spotlight books by Kwame Alexander, Nikki Grimes, Christopher Paul Curtis, Varian Johnson, and Walter Dean Myers, just to name a few.
Code Switch: "On the Shoulders of Giants"
Ages 9-17- Code Switch is an adult podcast discussing race and racism, but recently the hosts curated a series of episodes for kids and families. In this one, hosts from NPR's Throughline, a podcast exploring present events through the lens of the past, focus on the activism of Colin Kapernick kneeling during the National Anthem at NFL games. Listeners travel back to learn about the activism of boxer Jack Johnson, sprinter Wilma Rudolph, and basketball player Mahmoud Abdul-Rauf.
ReadMore Podcast: "Brittney Morris"
Ages 13-17-The ReadMore Podcast interviews authors about their books and writing process. Here, host Marva Hinton, also a writer and editor, interviews author Brittney Morris about her YA novel Slay. Morris discusses how the movie Black Panther motivated her to write in 14 days. She talks about how the feeling of living a double life at the time-working in a place where she was one of only two black employees, and going home to be surrounded by Black friends and family-helped her develop the theme for her book. Slay explores the effects of marginalization through the lens of video gaming, and what it means to create inclusionary, safe spaces in the virtual realm and beyond, and can open up discussions on those issues.

For podcast resources to help grownups talk about race with their kids, see Bello Collectives recent list. For more resources about social justice see SLJ 's Antiracist Resouces and Reads and The Brown Bookshelf's KidLit Rally for Black Lives: Anti-Racist Resources for Children, Families and Educators.

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In these podcasts for families and children, Black hosts and voice actors spotlight fairy tales, historical figures, activism, and Black Lives Matter. When actor Melissa Victor thought about where she learned the stories that shaped her-important things about life, and how to braid hair-she realized that a lot of that education took place on the Baltimore stoop where she grew up.

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Educators Addressing Their Own White Privilege

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Educators Addressing Their Own White Privilege

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A challenge for educators to see their own white privilege and work to disrupt culture in education.

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The night of June 26, 2018, Layla Saad was unable to sleep. The previous year had been a taxing one for the writer, life and business coach, and spiritual advisor. The deadly Unite the Right rally in Charlottesville, Virginia, had unsettled her deeply. It wasn't just the hatred and the violence; it was also the reaction from the online coaching community she inhabits.

"People who are dominating this industry that I'm in are largely white women," she explains. "And they're never talking about this. They talk about, 'We want to change the world,' 'We want to transform people's lives,' 'We want freedom,' 'We want liberation.' You're using that language, but what that means is so limited to who it applies to."

So, in August 2017, Saad posted an essay titled " I need to talk to spiritual white women about white supremacy," encouraging the women in her field to look more deeply at how they benefit from-and even uphold-conscious and unconscious biases and institutional racism. Her post went viral, catapulting her into a spotlight that was often painful.

"I triggered a lot of people," she says. "I was having my social media posts constantly censored and removed because people didn't want to hear what I was talking about. I felt like I was fighting every day."

It took almost a year of introspection, mentorship and self-care, but by the time that sleepless June 2018 night rolled around, Saad was ready to raise the issue of white supremacy again. She now felt stronger and more centered. She noticed her community gradually becoming less defensive. And, despite all the negativity, the viral post had expanded her online platform significantly.

So on June 26, Saad posted on Instagram, "White folks: Time for some radical truth-telling about you and your complicity in white supremacy. Not those white people 'out there.' Not white people as a collective. But you. Just you. We start tomorrow."

And with that, the "Me and White Supremacy" challenge was born.

The First 28 Days

The challenge was an experiment-and it worked. Each day for 28 days, Saad asked the participating white members of her Instagram audience to respond publicly to prompts about how they benefitted from white privilege, engaged in tone policing, denied seeing color and assumed white superiority. The audience responded publicly, and she pushed them-just as publicly-to go deeper.

"It was very gut-wrenching for everyone involved," Saad remembers.

Each day of the challenge looked at a specific form of white supremacy and offered examples of how it shows up-recognized or not-in daily life. Based on how offended readers were by her 2017 essay, Saad knew the learning curve was going to be steep, so she kept the process manageable.

"It's a very simple format. It's kind of reliable: 'I do one, then I do two, then I do three,' all the way through to 28," she explains. "You're given the understanding of 'Why do you need to look at this thing? How does this specific thing contribute to white supremacy?' Because people think white supremacy is KKK, people in hoods. So, what does white silence have to do with white supremacy? Break that down. 'This thing contributes to white supremacy in this way.' Then you're given these questions to help you dig within."

Saad worried about harming her followers of color, so she posted trigger warnings and encouraged self-care. But, ultimately, many black and Indigenous people of color (BIPOC) in her online community thanked her for what she was doing. Some even participated by helping hold the white participants accountable and encouraging them to look harder at themselves.

"I had so many black women specifically who showed up and volunteered to hold the space with me," she says. "I was like, 'I took this on. You don't have to take this on.' But they showed up to give that accountability."

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You and White Supremacy: A Challenge to Educators

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It started as a series of Instagram posts; then it became a downloadable workbook. Now, the "Me and White Supremacy" challenge is reaching the mainstream-and creator Layla F. Saad hopes all teachers with white privilege will find the courage to take it.

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A downloadable guide along with a series of webinars to help educators address topics like racism and sexism during discussions.

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A list of books that can start important conversations about race. It’s curated by award-winning children’s and teen author Jacqueline Woodson.

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These Children’s Books About Race Can Help Start Essential Conversations With Your Kids

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These reads selected by author Jacqueline Woodson will help us “decide whose narrative we will not only choose to see, but choose to believe.”

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What Anti-Racist Teachers Do Differently 

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What Anti-Racist Teachers Do Differently 

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It’s more than just the content that makes anti-racist teachers different.

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They view the success of black students as central to the success of their own teaching.

Editor's Note: In 1988, a teacher most commonly had 15 years of experience. In recent years, that number is closer to just three years leading a classroom. The "On Teaching" series focuses on the wisdom of veteran teachers.
Ask black students who their favorite teacher is, and they will joyfully tell you. Ask them what it is about their favorite teacher, and most will say some version of this: They know how to work with me. So much is in that statement. It means that these students want to work, that they see their teachers as partners in the learning process, and that they know the teacher-student relationship is one in which they both have power. In other words, black students know that they bring intellect to the classroom, and they know when they are seen-and not seen.

As the principal of San Francisco's Mission High School and an anti-racist educator for more than 30 years, I have witnessed countless black students thrive in classrooms where teachers see them accurately and show that they are happy to have them there. In these classes, students choose to sit in the front of the class, take careful notes, shoot their hands up in discussions, and ask unexpected questions that cause the teacher and other classmates to stop and think. Given the chance, they email, text, and call the teachers who believe in them. In short, these students are everything their families and community members have raised and supported them to be.

I have seen some of these very same students walk into another teacher's classroom, go to the last row of desks, and put their head down. I have seen them sit frozen in their seat, staring at an assignment-when earlier I had heard them make jokes, talk excitedly about the content of their history class, celebrate solving a vexing algebra equation, or shake a test tube with authority, waiting for a result. Their report cards often reveal this disparity in classroom experiences: A's and B's in classes where they feel valued and C's, D's, or even F's in classes where they don't.

When black students' academic strengths are overlooked, black students are marginalized. They are kept out of advanced courses, given bad grades, and sent to the dean's office. Over the years, the power that they initially bring to school is siphoned off by educators at every level of the educational system who do not respect, and in some cases do not wish to respect, the intellectual contributions of black students.

Anti-racist teachers take black students seriously. They create a curriculum with black students in mind, and they carefully read students' work to understand what they are expressing. This might sound fairly standard, but making black students feel valued goes beyond general "good teaching." It requires educators to view the success of black students as central to the success of their own teaching. This is a paradigm shift: Instead of only asking black students who are not doing well in class to start identifying with school, we also ask teachers whose black students are not doing well in their classes to start identifying with those students.

I spent the majority of my career in the classroom, and I loved it because-to do it well-it required that I call on all aspects of my humanity. Standing in front of my black students, I knew that it was my responsibility to invite them into the classroom and then to see, push, and protect them once they were there. Over the years, collaborating with other anti-racist educators, I co-developed an approach that was successful-and it showed in the students' attendance, grades, and quality of work.

We read articles and books, and we attend workshops centered around black pedagogy. That helps us examine cultural differences in discourse styles, so we can better understand black students' analytical approaches in essays. We learn how to integrate oral language into our curriculum, such as adding a debate unit or a poetry-recitation assignment, and to provide ample opportunities for students to work together. And we learn that nothing goes without saying and that praise and direction should be plentiful. In essence, we do what works for black students, which also works for all students.

Educators who are committed to black students use evidence in their own classrooms to find ways to improve. They analyze the assignments handed in, identifying ways in which their teaching reached-and didn't reach-all of their students. They recognize the brilliance of a black student's contribution to a class discussion and seize on it. They disaggregate data such as grades and attendance by ethnicity, look for patterns, and problematize their own practice-rather than assume that their students weren't motivated or sufficiently prepared to engage with challenging material. They ask themselves: Why did Taylor get a C on the final when he earned an A or a B on all of his other assignments, many of them equally demanding? Why is Vince silent in his group? What inspired Hile to write multiple drafts of her essay, each time asking for more detailed feedback? They seek support from colleagues who are effective teachers for all of their students, including black students, because they know that the changes they make to their teaching practice will have an impact on their students' achievement. All of this makes them better educators.

Teachers who do not value black students will shift the discussion away from their own practice when they see that black students are not succeeding in their classes. They will create bonds that eventually turn into factions with fellow educators who are also unwilling to change their approach.

To fight against systemic racism means to buck norms. Educators at every level must be willing to be uncomfortable in their struggle for black students, recognizing students' power and feeding it by honoring their many contributions to our schools. Teachers need to insist on using their own power to consistently reveal and examine their practice, and seek input from black stakeholders; they must invite black parents to the table, listen to their concerns and ideas, and act on them. Principals must clearly and consistently communicate the anti-racist vision for their school, create professional-development opportunities for staff, recognize teachers who successfully teach all of their students, and intervene when they see problems. District-level administrators must more firmly root their anti-racist messaging in black students' school experiences, making expectations for educators clear. And school-board members need to listen to educators who have shown efficacy in educating black students. They must enact policies that hold us all accountable to our black families. We must make demands of ourselves and work together in our communities.

The only measure of our anti-racist teaching will be the academic success of all of our students, including our black students.
This article is part of our project "On Teaching," which is supported by grants from the William and Flora Hewlett Foundation, the Spencer Foundation, the Bill & Melinda Gates Foundation, and the Panta Rhea Foundation.

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What Anti-racist Teachers Do Differently

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They view the success of black students as central to the success of their own teaching. Editor's Note: In 1988, a teacher most commonly had 15 years of experience. In recent years, that number is closer to just three years leading a classroom. The "On Teaching" series focuses on the wisdom of veteran teachers.

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Because summer reading should be for ALL the people.

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Abolitionist Teaching and the Future of Education 

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Abolitionist Teaching and the Future of Education 

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Bettina Love, Gholdy Muhammad, and Dena Simmons speak about abolitionist teaching and more

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Abolitionist Teaching and the Future of Our Schools

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Books to Help Build Inclusive Classrooms

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Books to Help Build Inclusive Classrooms

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The Conscious Kid has a list of book recommendations by grade levels along with teacher tools.

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Article for NEA about practices that encourage open discussion and create community

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Anti-Racist Educator Questionnaire and Rubric

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Anti-Racist Educator Questionnaire and Rubric

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A series of questions about your beliefs as an educator with articles for additional information and a rubric that highlights anti-racist practices.

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Anti-Racist Educator Questionnaire and Rubric

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Thought provoking look at the picture that had originally helped so many understand equality vs equity.

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We've all seen this picture, right?

In a picture-is-worth-1,000-words kind of way, this image simplifies the profound difference between equality and equity. From this picture people have actually begun to understand that treating everyone equally doesn't lead to equity, and in fact, equal treatment often perpetuates and justifies racial hierarchies. Yes, this picture has taught us a lot.

But, it's time to move on.
This picture -the noble imagery of the equity movement - is white supremacy at work.
Sorry folks. But it's true.

First and foremost, the shortest boy is positioned as the problem. He needs multiple boxes to see over the fence. He's the one who is the pathology: he's literally less than the others. The shortest boy is - by sheer presentation alone - not whole, not normal, especially compared to the tallest boy. And because he is shorter he is seen as the problem, he needs more help. He is by fact, needy.
Dominant and oppressive narratives about people of color bleed into this picture: people of color are less than and thus, need more.
This is white supremacy. This feeds into the oh-so-familiar racist politic - people of color have little to offer, and yet take so many public resources. Heard that before haven't you?

Even those who "center equity" feed into this framework - people of color need our resources because they're too broken to have their own. Volunteered with that organization maybe?

It is high time to rid ourselves of these white supremacy-laden "equity" ideas, and actually recognize the full humanity and capabilities of people of color.

Imagine if you will, 3 people -all the same goddamn size. The ground beneath them slopes, buckling beneath one person so significantly that person cannot see over the fence at all. The foundation on which these people stand is unequal, and that foundation, might we even say systemic, difference leads to some being able to watch the baseball game, while others cannot.

Yes, the person who is on the slope requires a box or two to stand on, but it is only because they are on lower ground to start - not because they are shorter to begin with.

As useful as the picture was in starting conversations around "Equality vs. Equity," we are basically blaming the person for being short, when in reality, we aren't standing on a level playing field to start. We aren't *allowed* to stand on a level playing field.
In fact, we are - by reason of policy, practice, prejudice, and bias - forced to stand on a lower level ... AND then told we should be happy to be near the game at all. All while not given enough boxes to see over the fence.
The unequal ground we are forced to stand on is the aspect of the picture we need to change. Understanding that those boxes are necessary because of the sloping ground is key to undoing white supremacy. With this new picture, let us decolonize the rules of where we stand and why.

That is equity.

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This 'Equity' picture is actually White Supremacy at work

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In a picture-is-worth-1,000-words kind of way, this image simplifies the profound difference between equality and equity. From this picture people have actually begun to understand that treating...

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Don't Just Read About Racism, Read Stories About Black People

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Don't Just Read About Racism, Read Stories About Black People

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Popular author Nic Stone shares her experiences and the power and importance of reading books about Black lives.

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Connecting Our Reading Lives to the World

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Connecting Our Reading Lives to the World

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A collection of reading recommendations for YA and middle grades as well as other resources for kids.

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Expanding Perspectives books & resources

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Connecting Our Reading Lives to the World With the many events going on across the nation, you might want to check out a book that expands your perspective. The following slides offer some resources and suggestions. Each title/book/list is “clickable” and links to GoodReads or other websites with...

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Array 101 presents a series of videos about the Exonerated 5 in NY. The newly added guides can be used to explore systemic injustice and reflect on individual, institutional and systemic practices. They could be used with older students.

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WHEN THEY SEE UStells the harrowing story of New York's Exonerated Five. A film in four parts, the series chronicles the wrongful arrest and incarceration of teenagers Antron McCray, Kevin Richardson, Yusef Salaam, Raymond Santana Jr. and Korey Wise. It explores how the five innocent teens were prejudged as guilty by a powerful criminal justice machine and examines how The Exonerated Five, their families and communities were rendered powerless against a biased criminal justice system, coercive police interrogation practices and sensationalist media coverage.

The film is a commentary on long-standing institutions and systems within the United States that were built to oppress and control citizens. These institutions and systems falsely accuse and wrongly persecute vulnerable citizens and their communities. They have created long-lasting and far-reaching implications for physical, emotional, financial and psychological safety.

In 1989, The Exonerated Five, all seventh and eighth-grade students of color from Harlem, were wrongfully arrested and incarcerated for the rape and beating of Patricia Meili, a white female jogger in Manhattan's Central Park. This four-part series, directed by Ava DuVernay, tells the story of The Exonerated Five for the first time from the perspective of the innocent teenagers and their families.

Although no fingerprints, DNA nor other physical evidence ever confirmed the teenagers were guilty of the brutal crime, all five were sentenced to between five and 15 years in prison and juvenile detention centers. As The Exonerated Five have described in their civil lawsuit, the city's detectives coerced them into giving false confessions and statements. In 2002 - 13 years after the crime - DNA evidence and a confession from the lone attacker, Matias Reyes, proved their innocence.

New York City vacated the convictions of the young men, and they were all fully exonerated. In 2014, The Exonerated Five settled with the city for an unprecedented $41 million.

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WHEN THEY SEE UStells the harrowing story of New York's Exonerated Five. A film in four parts, the series chronicles the wrongful arrest and incarceration of teenagers Antron McCray, Kevin Richardson, Yusef Salaam, Raymond Santana Jr. and Korey Wise.

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Philippe Lazaro created these incredible graphics of what you should read, watch, and who to follow based on the areas of anti-racism you want to explore and learn more about. He designed antiracist maps as pathways to learning and growth.

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37 Picture Books that Celebrate #BlackJoy

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37 Picture Books that Celebrate #BlackJoy

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A collection of gorgeous books that share and celebrate the lives and joy of Black children and families

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There is danger in a single story: Rich, multifaceted cultures, communities, and individuals are flattened into a monolith. Likewise, the Black experience is not defined by suffering. In A Burst of Light: and Other Essays, Audre Lorde wrote, "Caring for myself is not self-indulgence. It is self-preservation, and that is an act of political warfare." When living in an oppressive society that protects and upholds white supremacy, joy can be a radical act, a reclamation of autonomy. These picture books, with their exuberant illustrations and positive prose, offer portraits of Black joy, within and beyond the African diaspora.

Mo Jackson joins the neighborhood football team. However, no one expects him to play well. Then one special play saves the game, and Mo wins it for his team.

Mo Jackson is a little kid with a big love for baseball. Unfortunately, he is smaller and younger than the rest of the players on his team. Yet Mo defies expectations; he gets a home run and wins the big game.

This charming story has many funny and relatable moments for sports lovers and underdogs, and shows the power of practicing and having the support of family, caring adults, teammates, and friends.

Barnes's rhythmic text describes the experience of a young African American boy as he gets a "fresh cut" and how a trip to the barbershop changes the way he feels about the world and in turn how the world perceives him.

Joyful and empowering, this picture book celebrates the first day of kindergarten.

A little African American girl eagerly awaits her grandma Mimi's arrival, because when Grandma comes, there is always a treasure in her purse!

As a boy and his father take a walk through the city, they revisit some of their special experiences together, including dressing up like syrup and waffles for Halloween, and pretending to be statues in the park.

Young Rocket, an admirer of astronaut Mae Jemison, never stops telling others to "Look up!" Rocket is preparing herself to be the "greatest astronaut, star catcher, space walker who has ever lived."

A beloved grandmother and granddaughter prepare a bubbling pot of Freedom Soup, which celebrates Haiti's liberation. This book is a start-to-finish celebration of family, history, and culture.

A wonderful slice-of-life tale about family support, Black hair, and embracing individuality.

Jabari has completed his swim lessons and is ready to jump off a diving board. His story will help assuage the fears kids experience when faced with a new and daunting adventure.

Parker Looks Up: An Extraordinary Moment by Parker Curry & Jessica Curry. illus. by Brittany Jackson. Aladdin. ISBN 9781534451865.

Based on a true story, this book follows Parker, a young African American girl, as she visits the National Portrait Gallery in Washington, DC, with family and friends.

A family of four, which includes a dark-skinned mother, son, and daughter, and a light-skinned father, eat dinner sitting on the floor in front of a roaring fireplace while the snow quietly deepens outside the window. This warmhearted story of family and community, filled with goodwill and hope, will have children wishing for a snow day.

An inquisitive young boy named CJ and his nana travel through their urban neighborhood. This lovely narrative highlights topics such as urban life, volunteerism, and thankfulness, with people of color as the main characters.

Filled with heartfelt homespun sentiment, Derby's picture book is an homage to imagination and familial love.

Young Macy stands proudly in front of her seated classmates and states: "I'm going to tell you all about my family's hair!" A sweet exploration of family and expressing love through hair care rituals.

This refreshingly original story follows Kameeka, who is determined to beat the neighborhood competition and become the Hula-Hoopin' Queen of 139th Street.

Sophie's grandfather lives in her house, and while his mobility is restricted, his tender feelings for his granddaughter know no bounds. An appealing story about a dynamic intergenerational relationship.

Young Julián lives with his abuela and is obsessed with mermaids. His grandmother takes Julián to a mermaid festival, where he finds a newfound community.

This simple but charming tale depicts a girl who is determined to photograph an elusive fox.

This fun book by Bob Marley's first-born daughter, Cedella, pairs her father's beloved song with images that explore the ups and downs of a child's typical day.

Leo (of Lola Reads to Leo fame) loves the water. Hearson's colorful acrylic illustrations are as fun and playful as McQuinn's text.

Leo loves to go to Baby Time at the local library. There, he and his young peers participate in all kinds of baby-friendly activities with their caregivers and with each other.

Lola and her daddy go to the library every Saturday to pick out books. An engaging depiction of a child's enthusiasm for being read to.

Lola loves her book of garden poems. She and her mother look at flowers in books at the library, and she chooses her favorites.

Ava cherishes the one day each week she gets to spend with her working mother. A story that weaves mindfulness, appreciation of family time, and the lesson that parents are human, into a gorgeously produced package.

In her apartment on the top floor, Omu (Igbo for queen) makes a tasty, thick red stew for her dinner. A memorable tale of community and the unexpected rewards of sharing.

Collier's characteristic watercolor-and-collage masterpieces bring joy and gravity to Perkins's inspirational poem.

Carter wants a puppy, but when he receives a truck instead he doesn't let it stop him for a moment. A sweet story that depicts the limitless wonder of imagination.

A joyful tribute to, for, and of Black children everywhere.

A smiley, brown-skinned brother and sister narrate this tale, which follows their beloved dachshund, Rosie, as she goes about her busy day.

A fun and lively read-aloud about a budding fashionista named Mary.

A young girl discovers a world of exuberant rhythm in her neighborhood.

A handsome and helpful primer on self-reflection for Black and brown children.

A boy spends the summer with his grandmother in her apartment in Spanish Harlem listening to her records. A book that celebrates and brings light to the Afro-Latinx experience.

An Afro-Latino boy searches for his missing stuffed toy. Velasquez's warm oil paintings illuminate in obvious and not-so-obvious ways the family's love of music, literature, and their African roots.

This charming summer tale of creativity and discovery features a young boy and his father at the beach.

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37 Picture Books That Celebrate #BlackJoy | Summer Reading 2020

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There is danger in a single story: Rich, multifaceted cultures, communities, and individuals are flattened into a monolith. Likewise, the Black experience is not defined by suffering. In A Burst of Light: and Other Essays, Audre Lorde wrote, "Caring for myself is not self-indulgence. It is self-preservation, and that is an act of political warfare."

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Addressing Race and Trauma in the Classroom: A Resource for Educators

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Addressing Race and Trauma in the Classroom: A Resource for Educators

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A guide from the National Child Traumatic Stress Network to understanding how historic and racial trauma affect students at different ages. It also has resources for what educators can do to lessen trauma in the classroom.

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This video discusses different types of microaggressions that happen to BIPOC and other marginalized groups in the classroom.

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Click the link below for additional resources about microaggressions to aid in discussion following viewing: http://bit.ly/microaggressionsintheclassroom also visit www.yolandafloresniemann.com for additional readings and information. Produced by Dr. Yolanda Flores Niemann Yolanda Flores Niemann is Professor of Psychology at the University of North Texas (UNT).

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PBS and KQED's Above the Noise discuss what anti-racism is. Is it enough to just be not racist?  Or should people do more?  Anti-racism is a term that's been around for awhile but has been appearing more in conversations lately.  It's the idea that people of all races, but especially white people, need to step up when they see explicit or structural racism.

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What Does it Mean to be Anti-Racist?

Discussion

After the murder of George Floyd by a Minneapolis police officer, people around the world began asking the question: Is it enough to just be not racist? Or should people do more? Anti-racism is a term that's been around for awhile but has been appearing more in conversations lately. It's the idea that people of all races, but especially white people, need to step up when they see explicit or structural racism. So, what are you doing in your schools or communities to combat racism? Or what do you want to do?

Make & Share

Elevate the discussion with a Make & Share. Create an infographic to share with others that offers some ideas about what people can do to be anti-racist.
Web-based tools for creating infographics include: Canva, Piktochart or Google Drawings.

View and Share Citations

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After the murder of George Floyd by a Minneapolis police officer, people around the world began asking the question: Is it enough to just be not racist? Or should people do more? Anti-racism is a term that's been around for awhile but has been appearing more in conversations lately.

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A set of 2 graphics that show what a system of inequity is and how history, culture, and identity intersect with power and economics.

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A video with concrete examples of what white teachers can do to promote equity in their classrooms and empower Black students.

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Super librarian Jennifer LaGarde created this book ladder that scaffolds books relating to racism, history, and the value of Black lives.

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This article from Teaching Tolerance offers resources to look at how dress code policies can be discriminatory and reinforce negative stereotypes.

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An elementary student is sent home from her Texas school for wearing her hair in Afro puffs. A Louisiana senior is forbidden to wear her tux to prom. Three students in Pennsylvania are told they can't use the bathrooms that match their gender identities. An Illinois school releases a dress code flier that features two young women, one labeled "distracting" and "revealing," the other "ladylike."

These are not isolated incidents. Similar stories have been reported in K-12 schools across the United States, and more unfold every day. Nor are they unrelated. Each situation was the result of a policy that treats students differently based on their identities.

These policies may be based on good intentions and rely on aspirational words like "respectable," "safe" or "appropriate." But when, for example, a hair policy disproportionately affects black students, it reveals a harmful bias: the perception that natural black hair is none of those things.

"[W]hile I teach my daughter that her natural beauty is perfect, this assistant principal is giving my daughter the message that her natural beauty is not good enough!" lamented the mother of the Texas student in an April 2016 Facebook post.

Gender-based dress codes and regulations preventing students from using gender-aligned facilities send a similar message to students: "Your identity is a problem."

A Culture of Respect

Thomas Aberli, former principal at Atherton High School in Kentucky, says it's important for school communities to consider what it really means-on a practical level-to respect someone whose identity is different from yours. Making sure school policies are inclusive is a reflection of "how we should treat one another in society," he says.

In 2014, a freshman student at Atherton High School approached the teacher sponsor of the school's gay-straight alliance looking for help telling the administration that she was transitioning. Under Aberli's leadership, Atherton High School assessed how to make its bathroom, locker room and dress code policies more inclusive-a process that drew some criticism from the wider school community.

Opposition to the policy changes was more philosophical than practical, says Aberli. He recalls a conversation with one parent who said, "My daughter will not see a penis until her wedding night!" Aberli says he responded, "You know what, I have no control over that, but I will tell you that this policy is not going to permit your child to see sexual organs of any child of any gender in the restroom. That's not what the intent of this is, and if that becomes an issue, then we can deal with that from a disciplinary standpoint."

"By the end of a 15- to 20-minute conversation like this," says Aberli, "most parents were like, 'You know what? Not only do I respect the decision that you're making, I feel like this makes our school safer for every child in the building.'"

Fear of the unfamiliar or threatening is often at the heart of policies that target traditionally black hairstyles as well. Attorney Anna-Lisa F. Macon, who has written about racialized hairstyle prohibitions, says educators may not be consciously targeting black students with their hair policies, but they need to stop and consider why a certain hairstyle seems disruptive or inappropriate. Is it truly disruptive, or is it just different? If the answer is different, says Macon, then "educators should adjust their perception of what is appropriate rather than requiring students to fundamentally alter their bodies and identities."

Putting Policies in Context

School policies reflect the culture of a particular school and community, but they also-often inadvertently-reflect both the good and the bad aspects of our larger society.

Macon says problems arise when appropriateness is judged by schools in a way that favors certain ethnicities and races. "Race in America is about more than just skin color. It extends to certain traits and stereotypes that become inescapably intertwined with how we view certain groups," she says. "Afros, dreadlocks, Afro puffs, cornrows, et cetera, are correlated with prototypical 'blackness,' and any associated negative connotations. In banning black hairstyles because of those subconscious associations, educators implicitly devalue black students."

The impact of these policies goes beyond individual students. Denigrating hairstyles connected historically with marginalized groups sends the message that it's OK for institutions to decide whose bodies are acceptable and whose aren't.

Joel Baum, senior director of professional development at the nonprofit advocacy group Gender Spectrum, says the same principle applies when students aren't allowed to use bathrooms and locker rooms that align with their gender identities. These restrictions can amount to an endorsement of discrimination by schools. "If the institution specifically says you don't get to use the spaces that the other boys and girls get to use ... [i]t's not just saying you're stigmatized," says Baum. "It's saying, 'We not only think you're different-we think you're dangerous. We think you're a problem. We can't expose the other students to you.'"

Baum finds gender-biased dress codes equally harmful, particularly if they imply that a student's body is shameful or if they focus on preventing sexual arousal in boys. "Some kids have vulvas and some kids have penises. It's OK to see one person's belly button, but not the other's?" he says. "And what are we saying to our girls? It further objectifies them, further sexualizes them."

It is easy to get caught up in the intentions or conventions underpinning a given policy; taking a step back and thinking more broadly, say Baum and other experts, allows a school to evaluate whether its policies demand that students conform their bodies to a dominant-culture expectation. Such policies undermine the school's obligation to support all students and guide them toward becoming adults able to function in and appreciate a diverse society.

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Teaching Tolerance 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.

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A series of conversations between strangers about various types of bias.

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Let’s #TalkAboutBias: A Social Experiment by P&G

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How to Be an Ally in the Library: Recommend Black Authors

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How to Be an Ally in the Library: Recommend Black Authors

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An article from EdSurge about the power of recommendations from librarians, but this rings true for classroom teachers as well.

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The past couple of weeks have been a serious wakeup call on a nationwide scale as well as in my own heart. While I've always considered myself an ally for my black students and others who have been marginalized, I've taken this moment to more closely examine what that means, and I know I've come up short.

I'm saddened by that, and I'm learning to sit with the tough emotions.

Ultimately, I know something has to change.

Ever since I became a school librarian, I thought I had been inclusive in our offerings, but now that I've learned more, I see that until recently, my work in that area was weak.

I had lots of stories with black characters, but upon closer analysis, I discovered that more than half of those were stories with civil rights or the civil war as the backdrop. Black students want the stories everyone else wants-stories about friendship, stories with a little sass, stories with some high adventure, twists and turns or spooky ghosts. And they deserve to see their own experience, their own faces, reflected in those stories.

I have had the good fortune to participate in implicit bias and equity training as part of our district equity team and have learned so much. But that's just the tip of the proverbial iceberg.

My knee-jerk reaction to what's going on in the world is to speak up, to try to find common ground with those who experience racism as they simply live their daily lives. But when I start to do so, I'm smacked in the face with this stark reality: I cannot find common ground there. I have never experienced it. My privilege protects me from it.

When that reality hits, I feel like I should go silent. What do I have to offer the conversation? I do not want to misstep, to misspeak, to make things worse.

And that's when my path forward starts to come into focus.

I don't need to talk. I need to listen.

I need to consider the stories, ponder the words and let them sink in. I need to read widely, talk at length with others who want to join the ranks of allyship and examine my work through the lens of deep and meaningful inclusivity. Along the way, I need to pause, reflect, and take in what I hear with love and avoid defensiveness.

But I'll do more than just listen. I will take it upon myself to learn, starting with moving " Stamped: Racism, Antiracism, and You: A Remix of the National Book Award-winning Stamped from the Beginning " by Ibram X. Kendi and Jason Reynolds to the top of my summer reading stack. After that, I want to dig into more works by black authors. I have my favorites, of course-Jason Reynolds, Jacqueline Woodson, Nikki Grimes, Renee Watson, Kwame Alexander and N.K. Jemison come to mind-but I want to explore others.

I want to be able to offer these materials and talk about these authors (with integrity) to my students. If I've read them, I can speak to their power when working with my students.

I will continue to be inspired by events such as the KidLit Rally coordinated by Kwame Alexander, Jacqueline Woodson and Jason Reynolds. I'll fill up my Twitter feed with resources like The Brown Bookshelf and We Need Diverse Books. And perhaps most importantly, I will continue to engage with black students and listen to what they are asking for.

Sometimes that will mean I am uncomfortable. I will learn to pause and sit in that discomfort. I'll need to take a deep breath and recognize that right now the most important thing isn't to find a way to make me feel better. The important thing is to do my part in changing the system.

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How to Be an Ally in the Library: Recommend More Black Authors - EdSurge News

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The past couple of weeks have been a serious wakeup call on a nationwide scale as well as in my own heart. While I've always considered myself an ally for my black students and others who have been marginalized, I've taken this moment to more closely examine what that means, and I know I've come up short.