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I'm excited for round 2 with This Book is Antiracist!

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I'm excited for round 2 with This Book is Antiracist!

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Hi, everyone! Thanks so much for joining this book study with an open mind and growth mindset! I'm thinking that I'm going to read this book through a different lens than I did last year because I feel like I"m a much different person than I was this time last year. I'm also excited to make connections with people who are prioritizing this essential work.

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This is my first real book study so I’m starting with few expectations, but I’d like to walk away from this with some knowledge of how to address and prevent situations in my classroom that make students uncomfortable.

I’ve been fortunate to not experience racism first hand directed at me, but I’ve heard my students make racist comments (and I may have inadvertently created racist thoughts in my classroom) and not know how to appropriately address their comments or attitudes. I want to create an environment where all students feel respected, valued, and safe.

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I want to walk away having learned about acknowledging black justice, humanity, freedom and happiness. I teach at the elementary level and I want to make sure that my classroom is a space where all children feel welcomed and safe in a fun learning environment.

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As I read this for the second time I will be trying to read it through the eyes of my students and how I will share this work with them. This past year, I was back in a classroom after a few years. Many questions came up from my fifth grade students in regards to this work. I found myself referring to this book over and over, trying to help facilitate these challenging discussions.

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I'm looking forward to beginning a journey on a topic that I am passionate about.  I hope that I can take away new language, strategies and inspiration from this Book Club that will create a ripple effect! Change can start anywhere, anytime. Our students -and our society - needs our support to take action and help dismantle racism.

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Hi all, I am really excited to be learning alongside others that are actively interested in DOING something now that we know better.

Five summers ago before I started my masters in social work, we were assigned a summer read. I read "Between the World and Me" by Ta-Nehisi Coates. I was outraged, confused, challenged, etc. etc. Since then, I've read and listened to just about everything I could on this topic and in my mind, I've been "doing the work." However, when I look super honestly at what I've actually DONE with what I have learned to be anti-racist, it's not enough. We have such an awesome opportunity to actually do the work as educators!

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I am very much looking forward to starting this book study. I have never been a part of a book study before, however I hope to gain a deeper understanding of how to combat racism and challenge oppression within our school. As an advisor of the No Place for Hate Club and a future advisor of a diversity club in the high school, I hope that this book will give me ideas to incorporate into the clubs and a framework of how to talk about these deeply rooted issues with students.

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Hi everyone! This is a first read for me too, but I've been looking forward to opening up this book for some time (since Abby shared it!). The author's video message that we as educators should be thinking about what our students are learning about racism from us is a message I want to hang on to throughout this book and more importantly, my work. I remember thinking in grad school that one class on "diversity" just didn't seem enough to prepare for work in an institutional setting such as schools. I joined this book study to be part of a space to hold conversations and discuss how I can take inaction/learning/asking questions and turn it to action.

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I love that this section highlights how we all hold MANY identities and how some of these hold power and privilege, while others may be oppressed. Initially when I think of my identity as privilege, my immediate reaction is of course I'm not privileged! As a biracial person living in the United States I am hyper aware of my identity anytime I am in public. I have been called several racial slurs, followed while shopping, and gotten used to my least favorite question, "What are you?" which I seems open-ended but definitely is not. As a women, I have been overlooked and underestimated.
However, I also encompass identities that do give me power and privilege. I am an English speaking, American citizen living in upstate New York. This allows me to communicate in most areas of the country and not fear deportation. As a heterosexual individual I can hold hands with my partner in public without fear of being the victim of a hate crime. I am able-bodied. My socioeconomic statues provides me with stable housing, food, clean water, and transportation.
No single one of these identities defines me. They are all pieces of the puzzle that once put together make up my identity. Some eliminate me from the dominate culture while others fit right into it and give me privileges within our society.

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I really like that this section has us examining many different parts of our identity as a means to examine where we align with the dominant culture and where we may not. I feel like this is a really powerful tool -perhaps especially for someone that may still be a bit defensive about acknowledging privilege- because it allows for all parts of a human to be SEEN. For example, a close family member of mine struggles with acknowledging that BIPOC "had/have it harder" than he did growing up. He is an able-bodied, heterosexual, white man, in mid-upper mid socioeconomic class but he identifies very strongly with the hardship that came from his childhood growing up in poverty. When you look at the whole human like in this exercise, his struggle is validated: he grew up outside of that dominant culture in terms of socioeconomic status and at the same time, it's clear that there where still areas where he was very much within the dominant culture. Both can exist at the same time.

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I enjoyed reading about social identities. I learned a lot from this small section of the book. Privilege is an interesting concept. I also took the buzz "quiz" How Privileged Are You? I was surprised by some of the questions and I thought I would have scored higher on the quiz.
My maternal grandparents came to America from Italy for a better life. My Italian ethnicity was a big part of my life growing up Large family gatherings with a ton of Italian food. I always felt that my mother wanted to be as American as she could be. She always told me how hard it was growing up in a large family (11 siblings) and her mother could only speak Italian. My mom was the 3rd youngest. When she was in school it was her older sister who dealt with the teachers because her mom couldn't speak English. After reading this section I had a ton of "a-haa " moments about the difference between race and ethnicity.

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This was one of my favorite identity exploration activities in this section. I feel like the more I learn about social identities and labels, the less they make sense and actually fit everyone! I want to use this with students this year to confront stereotypes that are associated with different social identities. I think it's helpful when exploring my own identity, and also in order to gain perspective on those with identities that are different from mine. I've seen similar activities, but they're usually structured more as "I am BUT I am." Replacing the word "but" with "and" feels more appropriate to me, especially as we talk about the importance of small language shifts that make a big difference.

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One of my goals with this book study is to hopefully discover new tangible ways that I can improve my global history course and the environment in which students are learning. I want to make sure that every student no matter their journey in life, enters my class and has a chance to learn history in a meaningful way. I found the activity on p. 29 very interesting, because it is something very grounded in global history. Each family and therefore each student will have had different conversations about their cultural and familial history. Some students will have had the opportunity to sit with grandparents or great grandparents and learn about where in the U.S. or around the world their family is from. Other students will have limited or no awareness of their ethnicity. This made me think about a few different questions. How many of my students will have learned negative stereotypes of their ethnic identity? How are different ethnic groups, races, and religions discussed in social studies or not discussed!? How has the emphasis on European history and perspectives shaped the worldview of American students in class?

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When I first started at the middle school, we completed the Identity Map activity. I loved it so much that I started using it with my counseling groups since it fit many different goals (self-exploration, ice breaker, finding commonalities and differences, engaging group members, etc.). So for this chapter, it was really interesting to go back and make a new identity map for myself. A lot has changed for me personally in the time since my old map and now, but some stayed the same. I reflected on how much understanding who I am allowed me to grow since then. What are the parts that I found empowered me? Which of those social identity categories give me power and privilege? Lastly, the book presents a great question: "How much of yourself do you share with others?" I want to bring this back to my student groups, especially working over the course of three years with them.

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Throughout my time getting my masters in social work, we did a lot of inner exploration and every time I do things like this, I am excited by the different things I remember, discover, and connect. Now that I think about it, I am not sure why I haven't brought these kinds of explorations into my social group with the kids?! What a perfect way to start the year - getting to know each other and ourselves and beginning these important conversations! The new piece of this exploration that I had not ever done was the last activity...exploring the stories told in your family about racism and whether they've stories of contributing to the hate or resisting the hate. At first thought I didn't think my family had any of these stories but after some time and reflection I was able to remember quite a few attitudes that have come across from different stories told. This activity really reinforces how much words and stories MATTER. There were a few stories of resisting racism but many more stories that convey more of an "it is what it is" attitude in reference to my grandparents on both sides.

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What do you know about your Ethnic Identity?

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What do you know about your Ethnic Identity?

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For years, I've done a "Where I'm From" poem with my ELA students.  I've never thought to include my Ethnicity; mainly German.  Page 29 inspired me to do some research.  My mother's great grandparents immigrated much like the Pilgrims, for religious freedom.  I did not realize that the Mennonites in Germany were mistreated, and many of them located in Lancaster and its surrounding areas.  The theme of mistreatment of people by people resonates, and is a platform, to support anti-racist conversations.  I'm finding that as I discuss this novel/Book study group with friends and family, they have a lot of questions.  It opens the door for them to share about themselves and their experiences.  Its made me realize that there is such a strong need for the reflective activities in this novel in our school curriculum.... !

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I really enjoyed how one of the writing prompts for this section encouraged us to write our own history. Initially this made me a bit uncomfortable because I was adopted when I was born and don't know the history of my biological relatives. However, this section made me realize that I started making my own history from the time I was born and the history of my family that I was adopted into was is just as much, if not more a part of my history as those biological relatives I have never met. Relating my family history to racism was an eye opening activity for me. As a biracial person being raised by an all white family, I have always thought of my family as being anti-racist. However, when I think about the stories told by my parents, my grandparents, my aunts and uncles, and really think about the language being used and the manner in which race is talked about, the sentiment leans more towards promoting racist ideas and stereotypes than I would have expected. My grandparents use of racial slurs are viewed as a nature of the times they grew up in and are presented as comical by my parents, aunts, and uncles. In thinking of myself as a creator of my own history, I feel empowered to bring attention to this language and end this cycle of viewing racism as something from the past or something to joke about within my own family.

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I started writing activity #2 to reflect about my history, that of my family, and the stories told. This activity ended up being more a "free flow" writing prompt for me. I look back at what a wrote and, on paper, am fully aware of how much generational and community whiteness I have lived in. From the small town where I grew up, where few classmates were BIPoC and reflecting on the microaggressions/SAE these peers faced, to pushing myself to travel most of my college career to expand my experience (and exactly why I did and the privilege I had to do so), and even my role as a white educator (part of the 80% Jewell shares) in our district. This chapter brought a lot of reflection of past experiences and family stories.

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I am truly learning a lot from the readings. The last writing activity really got to me. It made me look at my extended family through a different lens. I will admit that I do have some older family members when they tell stories I can hear how they contributed to racism. I will no longer just listen, I will now speak up.

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I do not know much about my history from before my grandparents, however, I was able to have a wonderful conversation with my mother that led to some interesting reflections.
We discussed how my grandfather was able to open his own business and receive an education after fighting in WWII. He ended up becoming a pharmacist and opening his own store. A lot of this was possible because of the GI Bill.
My mother helped highlight that this was a privilege that was not always offered equitably or fairly in the 1950's. This is something I was not aware of. This knowledge has expanded my understanding of systemic racism and how it can have long term impacts on the lives of individuals, families, and communities.

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This story was told to me from my mother. It made me think of many immigrant stories and the reasons for changing their surname or when someone else decided for them that their name needed to sound more American.

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I decided to share a story from my notebook of one time when I observed a microaggression. At the time I did not have the courage to discuss this with my friend. I hope if it were to happen today I would be BRAVE and call her out.

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What stood out to me the most about this section, other than microaggressions, was the pieces of our history that we're not taught in school. There's always the heritage project, explored in elementary school. But thinking about all the history that I've learned about our country recently because it was not included in History Curriculums - The Black Codes, Japanese Internment, colonial rule, white saviorism, residential schools and how education has been used as a weapon throughout time. This in particular, is something I'm always thinking of.

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I highlighted a lot of information in this chapter as I read. I went into it knowing that taking action is where I'm at and need to work. I am the type of person who likes visuals, so I rewrote some of the words in bold in my notebook that I wanted to hang on to... things I could rehearse and memorize and push into my long-term memory for when I need to use my voice and privilege. I want them to be there to rewrite some of that history I learned in school. Things like: "silence is not an option," "it's not enough to be nonracist," and "that's not okay" when people say they can't "see" color. I worked on the activity to reflect on what actions I'm comfortable taking and my antiracism toolbox. I know I'm comfortable using my voice, especially privately, but I need to practice, rehearse, keep this dialogue going in my head and my conversations after this book study. I need to work on being comfortable with not being liked when others are uncomfortable with being called in/out. I know I need to make my voice bigger. I love the metaphor of a toolbox to hold on to after we're done (this book is in my toolbox for sure!).

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Throughout the past year, I've kept a notebook in which I take notes and record reflections on the antiracist books I've read. I can't remember the last time I filled a notebook cover to cover! It's helped me process the bias in my own life and given me the confidence to speak up and call people out. I'm someone who needs facts to back up an argument, even if the person I'm arguing with has ZERO facts to support their side. I definitely recommend this strategy if you're someone like me who feels like you need to build confidence and learn all the facts before you speak up. I now know that I'm never going to know ALL the facts, but keeping a notebook and reflecting has helped me get there. And I am much more likely to speak up after a year of learning, listening, and reflecting.

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One direct takeaway from this book that I can see helping me in terms of "calling out/in" is the definition of racism to include system oppression and racism vs. prejudice. In conversations with family members I have had trouble articulating why "reverse racism" does not exist and I always end up pointing them toward books I've read or a social media account that I follow but expanding the definition of racism beyond the dictionary definition makes this clear.

more tools! - I've also started keeping thoughts and observations (expanding on the microaggressions activity) in the notes section on my phone throughout the day to read and reflect on later in the notebook I started for this book club.

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This has been the most eye-opening section of the book for me so far. I have witnessed and am able to identify racism and injustice as it is taking place but I often feel at a loss of what to do about it. The first activity of how to respond to four police officers surrounding 2 black men forced me to brainstorm multiple actions I could take in that scenario. I am a very cautious person and often think in terms of safety. In this scenario, my first instinct was you could go up to the officers and ask them what the problem is but I immediately followed that thought with, but you could be putting yourself in danger. I appreciated that this activity allowed me to acknowledge my own safety but also encourage me to keep searching for alternative actions. It may not be safe to insert myself directly into the situation, but I have the power to call attention to the injustice by alerting others on the street, calling for help, or calling out from a safe distance away.
My thought process is similar when it comes to calling out racist language, actions, or microaggressions. My own fear is what is limiting me from calling out. I don't want to burn bridges or hurt someone's feelings. But in not calling out or calling in, I am allowing this behavior to continue and silently affirming what is being said. The consequence of not speaking up whether in a group or privately it far more detrimental than my temporary discomfort and that is what I need to focus on and keep in mind. Additionally, the guiding questions to determine whether calling in or out is most appropriate were extremely helpful, particularly questioning whether you are calling out a person or a system that perpetuates injustice. Calling out a system has the potential to be more effective as it targets the source of the problem and may allow for a larger conversation.

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I really got a lot out of this section of the book.  I think it's very important to know how to stand up. I now feel that I feel that I have the tools to do this effectively. I felt that the questions that she had on pg 116 were very useful. I could also relate to the article "What If I Say The Wrong Thing?" I feel that my lack of self-confidence prevents me from speaking up and from calling people in/out. With this book and these new tools this is something that I am working on.

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Calling in and calling out. This is a very interesting dichotomy that I found myself reflecting upon from a few different perspectives. At first, when I was reading this section, I kept thinking back on various post observations, college classes, and educational experiences. I have noticed that, I have a tendency to support teachers who "call-in" when dealing with students who make offensive remarks. It is the method of communicating that I use the most in my classroom. I believe that, teachers and students develop year long relationships and "calling-in" helps strengthen and maintain respect between students, teachers, peers, and colleagues. I remember as a student, the times when students were called out. These moments were often uncomfortable and ran the risk of souring the relationship between students and teachers. However! As page 101 says in bold letters. Comfort does not end racism. As we discuss this topic more, I hope I can develop a stronger understanding of the nuances of communicating about racism and injustice both in the classroom and beyond the walls of the school.

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After reading this section, I realized how little I knew, or remembered, about the history of immigration, colonization and education. The actions explained provide such a clear picture as to the civil injustices throughout time. I can't help but wonder what more there is to learn from our history and how it has affected racism over time.

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The chapters in the section by Tiffany Jewell made meaningful connections for me as an ELA teacher. In being knowledgeable and conscientious about privilege and power, the responsibility in using it purposefully makes me think carefully about my anti-racist "toolbox". The lake analogy, seeing color and the importance of being willing to interject by calling in, or calling out for justice resonates. I do worry about saying the wrong thing and making someone uncomfortable, but change & progress cannot occur without some risk taking on my part. As I look back over my notes in my reflections, especially after listening and responding to today's podcast, I feel more confident in being able to hold conversations with others about prejudice and human rights. I'm also enjoying learning from others and reading the posts in this Padlet along the way - thank you!

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Freedom by Beyoncé ft. Kendrick Lamar (2016 BET Awards Performance)

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Freedom by Beyoncé ft. Kendrick Lamar (2016 BET Awards Performance)

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The quality of this video is so bad but Viacom has taken it down everywhere else! Love this song so much and this performance is so powerful.

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Beyonce and Kendrick Lamar 2016 BET Awards

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Beyonce's and Kendrick Lamar's openning performance at the 2016 BET Awards. This video is embedded at Court.rchp.com to be used for educational purposes and a fair use exception is being claimed.

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What to My People is the Fourth of July? - Daveed Diggs

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What to My People is the Fourth of July? - Daveed Diggs

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The video that went viral last year - inspired by Frederick Douglass' "What to the Slave is the Fourth of July?"

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Daveed Diggs asks: “What to My People is the Fourth of July?”

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Follow @the_rebellious_history_teacher on insta for tons of inspiration.

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I just love Koby's art and I want to buy this print for my apartment. Follow her on insta - @mkoby_ or see her Etsy shop here: https://www.etsy.com/shop/MKobyArt?ref=simple-shop-header-name&listing_id=976652913

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My biggest takeaway from this section was the advice to “Find your people.” This is so important because creating change can often feel like you against the world but that simply is not true. Creating an antiracist society cannot be done alone and we need to find our tribes to support each other in this mission because it is exhausting work to redefine what is normal. My song that keeps me moving forward is “Glory” by Common and John Legend. This song was featured in the film Selma but is still so relevant to the work that lies ahead. https://m.youtube.com/watch?v=HUZOKvYcx_o

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I'm not an art teacher, but I remember coming across this last year from https://www.antiracistartteachers.org/ and need to print it for my office. I studied graphic arts in college before going to grad school for education, so the message stuck with me. The website also includes great resources for conversations with colleagues and students.

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My biggest take away from this book is that I need to actively challenge racism in our daily lives. In school, this means having the courage to call in or out racist language and actions with colleagues or students. It means creating space for folx outside of the dominant culture within our school community and allowing their voices to be heard. I met with a couple of students yesterday to discuss the Diversity club that we are beginning and their passion was incredibly inspiring. Last week I spoke about finding my people and I was thinking of the adults in the building. However, my meeting yesterday reminded me that our students can and should be included in that category. We need to honor the students' perspective and listen when they call us out. I know that undoing racism that has been upheld throughout our history will not take place over night, but this book has provided me with tools and encouragement to embark on a journey to create an antiracist community.

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I am inspired by the voices of young people around the world who have vision! My students were astounded by Amanda Gorman and I have her photo posted in the classroom.  I hope to have many opportunities to celebrate more inventions and ideas of the BiPoc community; in Science and ELA.
When it comes to "seeing color", I like to visit Louis Armstrong's song "What a Wonderful World".  This particular clip is great to get kids thinking... writing... and talking about how beautiful color, and diversity, is.
https://www.youtube.com/watch?v=UFlHVchd5Vc

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WATCH: Amanda Gorman reads inauguration poem, 'The Hill We Climb'

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There has been a lot to take away from the past six weeks, and as I sit here reflecting and reading through past Padlets, I know there is much more to do. My biggest takeaways are to own my privilege, use my voice (sit in the discomfort), and know it's not about me. My language, my questions, my voice all have impact on students. Thank you for sharing all the valuable resources and encouraging reflections that are needed NOW in our roles as educations.