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My American Melting Pot - Lori L. Tharps

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My American Melting Pot - Lori L. Tharps

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This biweekly podcast is hosted by Lori L. Tharps who talks about "the intersection of race and real life."

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My American Meltingpot is a biweekly podcast about the intersection of race and real life. From technology to travel, from music to motherhood, we have conversations and tell stories from a multicultural perspective. Is Black hair still political? Why is K-Pop so popular? How do I raise confident Mixed-Race kids? Can technology be racist? Hosted by award-winning author, journalist and mom of three, Lori L. Tharps, the MAMP podcast will give you the information and inspiration you need to better navigate America's diverse society.

My American Meltingpot is a biweekly podcast about the intersection of race and real life. From technology to travel, from music to motherhood, we have conversations and tell stories from a multicultural perspective. Is Black hair still political? Why is K-Pop so popular? How do I raise confident Mixed-Race kids? Can technology be racist? Hosted by award-winning author, journalist and mom of three, Lori L. Tharps, the MAMP podcast will give you the information and inspiration you need to better navigate America's diverse society.

Gracias!

Thank you for this platform for these conversations, particularly on being black in Spain. Bendiciones!

Informative and sensitively presented!

I was lucky enough to see Lori perform at a podcast festival and was completely sold by her intelligence, sensitivity, and humor. She has such a passion for this subject, and she navigates difficult (and often surprising) topics with ease. What a fantastic podcast find!

Immediately hit subscribe!

Absolutely love My American Meltingpot. Poignant issues discussed in an energetic and engaging way. Her topics make this podcast a must-listen! Lori's voice is great too, could listen to her all day!

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‎My American Meltingpot on Apple Podcasts

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‎My American Meltingpot is a biweekly podcast about the intersection of race and real life. From technology to travel, from music to motherhood, we have conversations and tell stories from a multicultural perspective. Is Black hair still political? Why is K-Pop so popular? How do I raise confident Mi...

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Opportunities for White People in the Fight for Racial Justice
Moving from actor --> ally --> accomplice.

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WhiteAccomplices, Curated by Jonathan Osler: “Opportunities for White People in the Fight for Racial Justice: Moving from Actor to Ally to Accomplice.”

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A 501(c)(3) nonprofit, WNDB aims to create a world where every reader can find themselves in the pages of a book. To reach this goal, we've created programs to mentor diverse writers and illustrators, support diverse publishing professionals, and provide books to classrooms nationwide.

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Opinion writer Jonathan Capehart talks with newsmakers who challenge your ideas on politics, and explore how race, religion, age, gender and cultural identity are redrawing the lines that both divide and unite America. 'Cape Up' is a podcast from Washington Post Opinions.

Opinion writer Jonathan Capehart talks with newsmakers who challenge your ideas on politics, and explore how race, religion, age, gender and cultural identity are redrawing the lines that both divide and unite America. 'Cape Up' is a podcast from Washington Post Opinions.

Much Needed Perspective

I have seen Jonathan on many different news shows and found the podcast. I appreciate his perspective as well as when he challenges my perspective with his conversation.

White Fragility

Jonathan's interview with Robin DiAngelo was very moving for me. As a white person, being confronted with the ways in which I benefit from racism every single day and the subconscious biases is extremely uncomfortable. But part of doing to work to interrupt racism within myself and in the community means holding myself accountable and getting uncomfortable. Thank you for this interview.

White Fragility

Each time I listen to Jonathan Capehart, be it on his podcast or on the news, I learn so much, and I'm motivated to search for more information on the topics. As a white woman of a certain age, I was able to identify with the comments and situations presented. I left the podcast with the intention of purchasing her book and working harder to continue to overcome my conditioning.

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‎Cape Up with Jonathan Capehart on Apple Podcasts

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‎Opinion writer Jonathan Capehart talks with newsmakers who challenge your ideas on politics, and explore how race, religion, age, gender and cultural identity are redrawing the lines that both divide and unite America. 'Cape Up' is a podcast from Washington Post Opinions.

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Look at what we won in 2019 with your help. See how we're building Black power, Black joy, and winning justice.

OUR MISSION

Color Of Change is the nation's largest online racial justice organization.

We help people respond effectively to injustice in the world around us. As a national online force driven by 7 million members, we move decision-makers in corporations and government to create a more human and less hostile world for Black people in America.

Our campaigns and initiatives win changes that matter. By designing strategies powerful enough to fight racism and injustice-in politics and culture, in the work place and the economy, in criminal justice and community life, and wherever they exist-we are changing both the written and unwritten rules of society. We mobilize our members to end practices and systems that unfairly hold Black people back, and champion solutions that move us all forward.

Until justice is real.

Our Work

Color of Change leads campaigns that build real power for Black communities. We challenge injustice, hold corporate and political leaders accountable, commission game-changing research on systems of inequality, and advance solutions for racial justice that can transform our world.

Criminal Justice

Culture Change & Media Justice

Voting Freedom & Democracy

Tech Justice

Right Wing Politics & White Nationalism

Economic Justice

RACIAL JUSTICE: AN INTEGRATED APPROACH

The forces that shape our lives are interrelated. We cannot end racism in one area without tackling it in all areas. Racist policing is propped up by racist media narratives on crime and justice. Political inequality is reinforced by economic inequality. Unlivable wages and unfair hiring practices make it easier for corporations to continue to exploit Black workers and consumers.

We design winning strategies to change the written and unwritten rules in the industries that affect Black people's lives the most and have the greatest potential to advance racial justice.

Strategic Initiatives

Beyond The Statement

Since 2020's racial justice uprisings, corporations have continued to present messages of solidarity with our movement - yet many of these same companies have policies and practices that harm Black people and undermine a commitment to justice. Valuing Black lives is not a trend to exploit. It requires real action, a commitment to dismantling corporate cultures and profit structures that put profit above Black lives. Empty statements are not the change Black people need. That's why we launched #BeyondTheStatement. It's our campaign to hold companies accountable for the ways they perpetuate white supremacy, and press them to make a firm commitment to creating structural change - including by investing in Black leadership and paying their workers a living wage.
beyondthestatement.com

Change Industries

Film, music, TV, and fashion are bedrocks of American culture that deeply impact people's perceptions of the world. Just as they're baked into the fabric of our society, so are racism and inequity baked into the industries. #ChangeIndustries our initiative to hold cultural industries accountable. #ChangeMusic, #ChangeFashion and #ChangeHollywood are an invitation for creatives to step into their full power and make sure their industry is working for justice and equity for Black people, rather than against it.

With a 5-step roadmap, we guide studios, agencies, labels, and production companies to:

1. Invest in Black talent and careers

2. Commit to transparent reporting and equitable representation of Black people

3. Invest in content that advances racial justice

4. Invest in Black safety

5. Invest in the growth and prosperity of Black communities

Winning Justice

No one holds more power in our justice system than prosecutors. They decide who to prosecute, what the charges will be, and routinely make decisions that destroy Black people's lives.

We are ushering in a new era of prosecutor accountability by mobilizing Black communities across the country. Already, we've pushed prosecutors and candidates in a dozen cities make pledges to put an end to mass incarceration.

We continue to build momentum to end the most unjust, destructive and racist practices underpinning our criminal justice system from money bail to over-sentencing, over-policing, and sending our children to adult prisons.
winningjustice.org

Not To Be Trusted

Reliability in the news is more important than ever. Who can we trust? Not surprisingly, when it comes to information about Black people, most news outlets that influence the thinking of decision makers and the public are not to be trusted. They inaccurately represent Black people as drivers of crime, mischaracterize and demonize Black protestors, under-play Black contributions to society, single out and attack Black mothers, and the list goes on.

These inaccuracies and mis-representations are dangerous. They increase demand for disproven public policies that harm us. They also create warped perceptions of Black people that lead to real-world harms: when applying for jobs, seeking health care, interacting with police and prosecutors, trying to pass better laws, or just being a kid in a classroom. Through our News Accuracy Ratings & Report Card, we are exposing this deeply unfair pattern of inaccuracy, and creating a roadmap for improving standards and practices in the news.

OrganizeFor

Justice for Black communities has never been automatic: we speak up to demand it, and organize to attain it. It often starts with a small group of people who see injustice locally-police violence, racist media, discrimination by a business, de-funding of our schools-and feel they can no longer remain silent. And in every era, Black people have pioneered new ways to build the power we need to get the justice we deserve. Today, more people than ever are ready to step up, but they don't always have the tools and experience to leverage technology effectively and win.

OrganizeFor is a petition platform and training resource launched by Color Of Change to help people in our communities effectively challenge the injustices affecting the people they care about-family, neighbors, friends and allies. We have also launched the Movement-Building Partnership Program to provide expert training, and a dedicated channel on our platform, for staff at ally organizations.
organizefor.org

Color Of Change is building a new, effective strategy for changing the rules society lives by, and ending the injustices Black people face.

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About Us | Color Of Change is the nation's largest online racial justice organization

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Color Of Change is the nation's largest online racial justice organization. We help people respond effectively to injustice in the world around us.

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The Conscious Kid is an education, research and policy organization dedicated to reducing bias and promoting positive identity development in youth. We partner with organizations, children's museums, schools, and families across the country to promote access to children's books centering underrepresented and oppressed groups.

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The Leadership Conference on Civil and Human Rights

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The Leadership Conference on Civil and Human Rights

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The Leadership Conference on Civil and Human Rights

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The Leadership Conference on Civil and Human Rights is the nation's oldest, largest, and most diverse civil and human rights coalition. From the beginning, we were forged to fight the intractable - together.

Our history

Urgent Action!

Fight for Democracy

That so many Americans - particularly Americans of color - had to overcome countless barriers to the ballot box during the 2020 election is shameful. Tell your representative to vote "yes" on H.R. 1, the For the People Act, and make voting fair and accessible, get big money out of politics, and hold public officials accountable.

NEW: With 100+ groups, we urge @POTUS to protect the health & safety of incarcerated people. To advance racial justice & criminal justice reform & to confront the pandemic, he must use existing authorities to aggressively reduce jail & prison populations. https://t.co/lGZn7u5x8Z https://t.co/zVzu9j3Cut
24 minutes ago

Depopulating Prisons Must Be Part of Biden's Commitment to Racial Justice and COVID-19

Justice Reform Resources / February 26, 2021

House Passes Equality Act To Protect LGBTQ People From Discrimination, Senate Must Follow

Equal Opportunity News, Equal Opportunity Resources, Human Rights News, Human Rights Resources, Media / February 25, 2021

Nine years. #TrayvonMartin should be here. All of us owe it to Trayvon to keep fighting for justice - every single day. #BlackLivesMatter https://t.co/OB3NG2Xgya
about 1 hour ago

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The Leadership Conference on Civil and Human Rights

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The Leadership Conference on Civil and Human Rights is the nation's oldest, largest, and most diverse civil and human rights coalition. From the beginning, we were forged to fight the intractable - together. Our history Urgent Action! That so many Americans - particularly Americans of color - had to overcome countless barriers to the ballot box during the 2020 election is shameful.

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The Innocence Project, founded in 1992 by Peter Neufeld and Barry Scheck at Cardozo School of Law, exonerates the wrongly convicted through DNA testing and reforms the criminal justice system to prevent future injustice.

The Innocence Project's mission is to free the staggering number of innocent people who remain incarcerated, and to bring reform to the system responsible for their unjust imprisonment.

We are a diverse group of people with a deep passion for justice and reforming our legal system.

Find your local group

The Innocence Network is a group of independent organizations that exonerate and support the innocent, and redress the causes of wrongful conviction.

Find your organization

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The Innocence Project, founded in 1992 by Peter Neufeld and Barry Scheck at Cardozo School of Law, exonerates the wrongly convicted through DNA testing and reforms the criminal justice system to prevent future injustice. The Innocence Project's mission is to free the staggering number of innocent people who remain incarcerated, and to bring reform to the system responsible for their unjust imprisonment.

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"Honestly, I feel as though no statement I write could be quite effusive enough to express my gratitude not only for being a part of the initial run, but that something of this nature even exists and is accessible in a tangible way. When I applied, I wasn't sure whether it'd actually come to fruition and it happening was a uniquely lovely surprise."

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"Honestly, I feel as though no statement I write could be quite effusive enough to express my gratitude not only for being a part of the initial run, but that something of this nature even exists and is accessible in a tangible way.

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What Anti-racist Teachers Do Differently

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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.
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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Workshops

In many ways, the racial injustice being highlighted at this time in history is not new. What IS new is the way racial justice is now being covered by the mainstream media and discussed in just about every forum. Students are looking to their teachers to help navigate and make sense of what they are seeing. In our workshops, we help educators develop the knowledge and skills to support students in this process - and to work with colleagues in developing inclusive, antiracist curricula and school communities.

Some of our newest workshops include:

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In many ways, the racial injustice being highlighted at this time in history is not new. What IS new is the way racial justice is now being covered by the mainstream media and discussed in just about every forum. Students are looking to their teachers to help navigate and make sense of what they are seeing.

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Nicole Hannah -Jones Pulitzer Prize winning essay

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Brene Brown with Ibram X Kendi on How to Be an Antiracist

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Brene Brown with Ibram X Kendi on How to Be an Antiracist

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https://brenebrown.com/podcast/brene-with-ibram-x-kendi-on-how-to-be-an-antiracist/

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Resources for Building Racial Justice and Equity

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Resources for Building Racial Justice and Equity

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Resources for Building Racial Justice and Equity

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Resources for Building Racial Justice and Equity

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A lot of great articles listed in here-

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A Conversation with Ibram X. Kendi

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KidLit4BlackLives Rally took place on June 4, 2020, led by Kwame Alexander, Jacqueline Woodson, and Jason Reynolds, the Rally featured inspiring words, music, and numerous calls to action in support of equity and justice.

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Talking to Kids about Racism and Justice

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Talking to Kids about Racism and Justice

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A list for parents, caregivers & educators

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Talking to Kids about Racism and Justice - Oakland Library

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Abolitionist Teaching and the Future of Our Schools

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Abolitionist Teaching and the Future of Our Schools

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Abolitionist Teaching and the Future of Our Schools

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Stamped by Jason Reynolds and Ibram X Kendi

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Stamped by Jason Reynolds and Ibram X Kendi

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I highly recommend reading this alongside How to Be Antiracist. As a white New Englander, I'm shocked and horrified about how much history I never learned, and how many lies my teachers taught me.

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An Indigenous Peoples' History of the United States for Young People

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An Indigenous Peoples' History of the United States for Young People

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I've been reading this aloud to my daughter (she's 10 yrs old), and it pairs really well with Stamped and How to Be Antiracist, deepening my understanding of how our country got to where we are today.

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WORKING TOGETHER FOR REAL CHANGE

With the help of a vast grassroots network, we will provide the necessary organizing and legal support to transform justice in America.

We will create change by confronting key decision makers-elected officials, prosecutors' offices, police departments, and others-and applying massive public pressure to draw national attention to cases that normally go overlooked by national media.

But it's not enough to fight injustices one at a time. We will push for bold policy changes to dismantle systems of injustice and replace them with policies, committees, and resources that support healing and community care.

Using grassroots organizing and legal expertise, The Grassroots Law Project will radically reform the American legal system to end abuses of authority used to unjustly injure, arrest, convict, and sentence.

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We are the team behind the campaigns to free Rodney Reed, free Michael Thompson, stop the execution of Nate Woods, and get justice for Ahmaud Arbery, Breonna Taylor, and George Floyd.

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A must read.

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As more schools consider restorative practice in areas of discipline, Talking Circles, a core component of the restorative justice process, enter the conversation. A Talking Circle, sometimes called a Peacemaking Circle, uses a structural framework to build relationships and to address conflict within a community. But Talking Circles serve other purposes as well: They create safe spaces, build connections and offer teachers a unique means of formative assessment.

The Talking Circle Process

Begin by gathering in a circle and creating norms that will help build trust in the space. In my class, we write our norms on a poster board placed in the center of our Circle. A talking piece, an object of significance chosen by Circle members, is passed around inviting equal participation. Whoever holds the talking piece is invited to speak, while all others listen to and support the speaker. To familiarize students with this process, you might ask them, "What does it look and sound like to listen respectfully?"

The Circle Keeper facilitates the Talking Circle by selecting the time and place, inviting members and preparing introductory remarks. Once the group reviews its established norms, the Circle Keeper can read a short piece of text to set the tone or just dive into the first question or reflection. Although the Circle Keeper is the facilitator, she participates as an equal member of the group. Once students learn the process, they can be invited to be Circle Keepers-an empowering process.

Restorative Justice in Schools

Restorative justice is a philosophy that recognizes that alternative approaches are needed in our criminal justice and school disciplinary systems. As research shows, suspensions and expulsions are often linked to higher rates of future involvement with the criminal justice system. This impact, often called the school-to-prison pipeline, disproportionately impacts students of color and students with disabilities.

A Talking Circle can be part of restorative justice when used as an alternative to traditional suspensions and expulsions. To begin, invite students who have been involved in a conflict at school to participate in the Circle. In this confidential process, students can invite an ally to attend. As the Circle progresses, the students are welcomed to speak openly about their experiences, as well as to seek support and plan action steps to repair the harm done. All in all, the Circle space is about accountability to one's community.

Building Connections in a Safe Space

My middle school made a clear decision that we wanted all students to have a close connection with at least one adult in our building. Thus, we began using Talking Circles in each of our advisory periods once a week. Students and advisors select questions that are meaningful to them or that connect to a relevant current event or community need. Often students raise concerns about inequities, bullying and conflicts within their classes. When appropriate, and with students' permission, we create action plans to help alleviate the stressors in their lives and intercept systemic injustices.

I have been amazed at the strong relationships that develop. One student expressed, "I began to realize that you all [teachers] are real people too and that you have gone through some of the same stuff we have." Another student reflected, "You know, I didn't really know some of you before the year began. Now I feel like each of you has become a part of my family." The Circle allows students to feel vulnerable, to take risks and to speak their truth. Thus, I believe Talking Circles, used in partnership with appropriate actions, have the potential to help restore justice to our youth.

Formative Assessment Tool

In my reading class, I often use Talking Circles to gauge my students' background knowledge of a topic or to assess their understanding of key concepts or text. For example, I might say, "Let's think a little more about the poems we read during our close reading yesterday. What is the author's message about injustice? How do the characters convey this message?" As the Talking Piece moves around the Circle, I mentally monitor students' progress, asking myself, "Did they get this? What surprises me? Where do we need to look more closely? What do we need to reread later?" Because each student is able to voice his or her thoughts, I'm able to differentiate and plan next steps accordingly.

As you can tell, Talking Circles are a cornerstone of my classroom practice. They allow children to see their community as a place of significance, a place of positive change and a place where their voices are heard. How might you use them in your practice?
Bintliff is a reading teacher at Oregon Middle School in Oregon, Wis. She is also a recipient of the 2014 Teaching Tolerance Award for Excellence in Teaching.

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Talking Circles: For Restorative Justice and Beyond

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As more schools consider restorative practice in areas of discipline, Talking Circles, a core component of the restorative justice process, enter the conversation. A Talking Circle, sometimes called a Peacemaking Circle, uses a structural framework to build relationships and to address conflict within a community.

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This tool is designed to help design teams review prototypes to ensure that they are culturally relevant and advance racial and other forms of equity (e.g., gender, LGBTQ, English language learners and people with disabilities).

Creating healthy learning experiences means continuously examining where our own unconscious and conscious biases are showing up in our work. We do this by strengthening our individual and collective abilities to hold brave spaces to interrogate our own work. This protocol is designed to help build those muscles amongst a team.

We created this protocol based on several existing protocols that we have used over the years from the School Reform Initiative. It was originally designed for internal use on our team as we advance design work for the K-12 field, so it is oriented around students, but feel free to adapt it for your own contexts. While we identified five specific student identity groups, you may also want to add others based on your context.

This resource is designed to enable collective reflection. Therefore, it is best used:

Within a team that has already engaged in some training and courageous conversations about equity, identity, and privilege.

In a regular practice (for instance, scheduling a recurring monthly meeting for this purpose and having team members sign up in advance for slots).

In accompaniment with other individual and team activities for continuous learning aimed at elucidating unconscious and conscious biases, and with consistent reflective practice, such as journaling.

This protocol requires a presenter (one member or a small subset of your team) who comes prepared to succinctly share a prototype. It also requires a separate facilitator who helps hold the group norms and keeps time.

Tips for facilitation:

Work with the presenter beforehand to frame a good question - meet before the session to make sure the presenter is prepared to succinctly share their prototype.

Stick to the time for each section - if you need help with keeping time, ask another team member (not the presenter) to volunteer to help you and/or use a timer.

Don't be afraid to keep the group focused on the protocol - if someone raises a great question that is not relevant to the particular stage of the conversation, gently ask the participant to write it down and wait until you have moved on to the 'final thoughts' stage.

Resist the urge to skip the debrief - the debrief is a crucial way to deconstruct the conversation and improve the quality of our dialogue w/colleagues over time.

Be courageous and confident - strong facilitation is the key to having successful dialogue about our work and is appreciated by everyone in the group. If it helps to literally read each step to the group, by all means do so.

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Critical Lens Protocol - Stanford d.school

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This tool is designed to help design teams review prototypes to ensure that they are culturally relevant and advance racial and other forms of equity.

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The Seven Steps To Complete Your Curriculum Scorecard

1. Get your child's/school's curriculum.
Go to your teacher, principal, or district office, and ask to see your child's or school's curriculum. In many districts, there is a Parent Bill of Rights that gives parents the right to access their child's curriculum. If the school is using a commercial curriculum, ask for a copy or the name and publisher so you can look it up online. (If you need to purchase it, NYU Metro Center can help). If the school is using a homemade curriculum, ask for a copy, or at least a sample of a few months of lesson materials. If they refuse to give you the curriculum, take your request to a higher level in the district, or discuss with your team to decide next steps.

2. Select your curriculum evaluation team.
The curriculum scorecard will work best if you have a team of at least 3 people with diverse identities (racial, gender, age, sexuality, class, national origin) and roles (parent, student, teacher, administrator, community member) who work together to evaluate the curriculum. These people do not have to be education professionals or have prior experience with evaluation. The more people, the better!

3. Choose the grades, units, and lessons to analyze.
Curricula can be thousands of pages, so you will need to select one or a few grades, units, and lessons to focus on (a sample of the larger curricula). The units you choose should not focus specifically on diversity and multiculturalism; they should be typical units. If you are able to cover more than one grade, select at least one lower and one upper grade.

4. Pull out keywords that represent each statement that the evaluation team can look for.
Once you have your curriculum and the scorecard in hand, review the statements for the scorecard you will begin with (Representation, Social Justice or Teachers Materials). Make sure the team understands each statement, and refer to the Glossary and Explanations with any questions. Chart key words, ideas and qualities from the statements that you will be looking for as you read the curriculum. This will help ensure that as you read, you are focused on the information you'll need in order to effectively score.

5. Conduct the evaluation.
The scorecard asks for your level of satisfaction with the curriculum on various measures. There is no right answer; this is just your opinion as someone who cares about culturally responsive education. As you answer each statement, use the Scoring Guidelines to help you decide your ratings.

6. Score the evaluation.
Tally your score for each section of the scorecard. A curriculum may excel in one area and fall short in another, and it is important to record those differences. You should come out with one score for each of the following sections: + Character Tally + Author Tally + Representation + Social Justice + Teachers Materials

7. Discuss with your team.
Discuss the process with your team: Did anything new come up? What was easy and what was hard? Did some items seem more important than others? This is also an opportunity to strategize about next steps: Do you think this evaluation provides an accurate picture of the curriculum? Does additional information need to be collected? Is there anyone you want to meet with to discuss the results?

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Please share the results of your scorecard through
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Culturally Responsive Curriculum Scorecard - EJ-ROC

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Get your child's/school's curriculum. Go to your teacher, principal, or district office, and ask to see your child's or school's curriculum. In many districts, there is a Parent Bill of Rights that gives parents the right to access their child's curriculum.

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Assessing Bias in Standards and Curricular Materials

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Assessing Bias in Standards and Curricular Materials

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Great Lakes Equity Center

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This tool provides guidance in reviewing standards and curricular materials using equity-oriented domains. It also includes a scoring and analysis guide to assist with the evaluation process.

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Assessing Bias In Standards And Curricular Materials

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This tool provides guidance in reviewing standards and curricular materials using equity-oriented domains. It also includes a scoring and analysis guide to assist with the evaluation process.

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Most of us will do anything to avoid being wrong. But what if we're wrong about that? "Wrongologist" Kathryn Schulz makes a compelling case for not just admitting but embracing our fallibility.

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The "Black-ish" clip that every American should see

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Don't Just Read About Racism -- Read Stories About Black People Living

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Don't Just Read About Racism -- Read Stories About Black People Living

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D'Ara Nazaryan | @dnaz.tv

I was 7 years old the first time I saw white people up close.

Second grade. We'd moved from Tucker, Georgia (which was #BlackityBlack in the early '90s), to my mama's hometown, Kansas City, Kansas. New state, new school. New experience of daily encounters with people whose skin would turn pink and peel if they spent too long in the sun.

White teachers, white students, white bus driver. And it didn't take a PhD-level expert on the history and machinations of American race relations for my little brown-skinned self to figure out who ruled the roost. I'd been a reader for three years by then. There were a lot of books about animals-talking cats who didn't get the concept of "consent" or bears who lived in a bomb-ass tree house but low-key needed their claws clipped. Plenty about sentient trains and the like. But the books I'd read about people never really had people like me.

Looking back, my rapid development of crushes on white boys like Jared and Dustin was right in line with my love of books like Wayside School Is Falling Down and Encyclopedia Brown. Up through elementary and into middle school, it was Mrs. Piggle-Wiggle, Harriet the Spy, and the vast canon of Judy Blume: Tales of a Fourth Grade Nothing, Fudge, Blubber, Deenie, and Are You There, God? It's Me, Margaret.

I also longed for straight hair and proportions like Cindy Crawford. (Enter chemical relaxers and body dysmorphia issues. At 12.)

Up until that point, required reading was either minimal or animal-shout-out to Mrs. Frisby and her NIMH-ish rats-but then eighth grade hit.

And I started to disappear.

D'Ara Nazaryan | @dnaz.tv

It seems that people don't realize how much the stuff we read and watch shapes the way we see the world and the people in it, ourselves included. Anyone who's ever heard me speak has heard me mention that I met three African-American characters in books between 8th and 12th grade. The first was a Black man falsely accused of a horrific crime-literally because of #WhiteWomanTears-who despite his innocence suffers a horrific fate (Tom Robinson in To Kill a Mockingbird). The second was a Black man with a role so minor, most people don't remember he was Black or don't remember him at all (Crooks from Of Mice and Men). And the third was an escaped Black slave written (by a white man) in vernacular so dense that half the time, I had zero idea what homie was trying to tell me (Jim from The Adventures of Huckleberry Finn).

I hated all of it.

The stuff I could actually get into as a teen: Harry Potter and Gossip Girl? I wasn't in it.

It seems that people don't realize how much the stuff we read and watch shapes the way we see the world and the people in it, ourselves included.

As far as I knew then, Black girls like me didn't exist in books. And as physics would have it, people who don't exist can't go on adventures or solve mysteries or fall in love or save the universe. Which meant that I, as a nonexistent entity, wasn't capable of any of those things.

And I wasn't the only person getting this message. Anyone reading books without me in them was getting it too. Black kids don't go on adventures. Solve mysteries. Save the universe. Fall in love. Black people's stories aren't important and shouldn't be read if they don't have to do with slavery, racism, oppression, or hardship. Black lives didn't matter in books unless they were fighting their way out of abusive relationships or killing their children to keep them out of the bonds of slavery. Black people were sidekicks. Lesson bearers. Plot devices to teach the white son and daughter of the failed white lawyer that racism is real.

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On May 25, 2020, a Black man named George Floyd was held down on the concrete, at the neck, by the knee of a white police officer. For eight minutes.

Eight. Minutes.

He called out. He said he couldn't breathe. He (literally) cried for his mother. Who is deceased.

No one did anything.

At this point, literally millions of people have watched George Floyd die in a video taken by a bystander on the scene. And the race and racism books-mine, Dear Martin, included-are flying off the shelves. Everyone wants to learn more about American race relations. Everyone wants to know how to be and what to do now. How to fix it.

And that's really great.

But I can't help but wonder how different the world would look if we'd all grown up seeing Black people do the stuff white people did in books. Going on adventures. Saving the day. Falling in love. Solving mysteries. Dealing with a broken heart. Getting caught up in a riveting love triangle. Taking down oppressive regimes. (I mean, HELLO, a bunch of farm animals took down a dictatorial pig in a book that's been on middle school curriculum lists for decades. Yet Black people can't survive the first book in a dystopia trilogy?)

What if we'd seen Black people in books just being human?

I talked about it on Instagram here but I want to reiterate: As we read all the race and racism books, we must also read books about Black people-especially Black children-just...living.

Read The Mothers by Brit Bennett. by Dhonielle Clayton. Tristan Strong Punches a Hole in the Sky by Kwame Mbalia. This Is Kind of an Epic Love Story by Kacen Callender. Red at the Bone by Jacqueline Woodson. Overturned by Lamar Giles. The Proposal by Jasmine Guillory. On the Come Up by Angie Thomas. The Opposite of Always by Justin A. Reynolds. Heads of the Colored People by Nafissa Thompson-Spires. Let Me Hear a Rhyme by Tiffany D. Jackson. by Kwame Alexander. When You Were Everything by Ashley Woodfolk. The City We Became by N. K. Jemisin. A Song of Wraiths and Ruin by Roseanne A. Brown. You Should See Me in a Crown by Leah Johnson. by Tochi Onyebuchi.

Because the more we see Black people living-loving and doing and being and feeling and going on adventures and solving mysteries and being the heroes-the more we come to recognize our shared humanity.

D'Ara Nazaryan | @dnaz.tv
Illustrations by D'Ara Nazaryan.
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Don't Just Read About Racism-Read Stories About Black People Living

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D'Ara Nazaryan | @dnaz.tv I was 7 years old the first time I saw white people up close. Second grade. We'd moved from Tucker, Georgia (which was #BlackityBlack in the early '90s), to my mama's hometown, Kansas City, Kansas. New state, new school.

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For years teachers have been looking for ways to improve the academic performance of all students, especially students of color and those from culturally and linguistically diverse backgrounds. While some of these efforts have been successful, many more have had lackluster results.

In the past, we've explored different approaches teachers can take to do a better job of reaching all students: interviews with Dena Simmons, Zaretta Hammond, Pedro Noguera, and Hedreich Nichols, to name a few. In these conversations, we looked at more effective ways of relating to students, strategies for working toward equity outside the classroom, and instructional methods that are more culturally responsive.

This post continues that work with a fresh response to the question of how to better serve diverse students. It's a framework that deals directly with the curriculum side of things, the standards, the actual content we teach in our classrooms. The framework is called Historically Responsive Literacy, and it was developed by Dr. Gholdy Muhammad, a professor, a former middle school educator, and the author of the book Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy, where she makes the case for this framework.

In short, Muhammad believes we're not reaching many of our students, especially Black students, because our curricula and standards are lacking. The emphasis in our current standards is mainly on skills-skills that can be measured easily on standardized tests-and not a whole lot else. Some teachers go beyond the tested material, pushing students to think critically, exploring social emotional competencies, and designing opportunities for inquiry-based learning; unfortunately, the standards themselves don't require those things.

But there was a time in history when a more complete, more human form of "curriculum" did exist, and it energized and inspired its students-all of them Black men and women-to read, write, speak, and publish with the kind of passion and dedication we would want all of our students to have about learning. This curriculum evolved within the Black literary societies of the 19th century. These groups met regularly to read, write about, and discuss a wide range of texts and ideas. Their goals were far loftier than basic skill development or scores on a test, and engagement-to borrow a term we use in modern education-was at an all-time high.

These societies were the inspiration for Muhammad's Historically Responsive Literacy framework, a four-layered pedagogical model that places skills on an equal plane with three other learning pursuits: identity, intellect, and criticality.

The framework was designed with Black students in mind, but it will benefit all students. Muhammad explains it this way: "If we start with Blackness (which we have not traditionally done in schooling) or the group of people who have uniquely survived the harshest oppressions in this country, then we begin to understand ways to get literacy education right for all" (p. 22).

In our interview, she unpacks all four layers of her framework and helps us understand what it looks like to implement them in the classroom. What follows is a summary of our conversation.

First, Two Clarifications

Is Historically Responsive Literacy Just for "Literacy" Teachers?

No. In the book, Muhammad explains that in the past, "literacy was synonymous with education, so although I name 'literacy,' these four pursuits can be used and layered with math, science, ELA, social studies, or physical education/health" (p. 57).

In other words, this is not just a framework for ELA teachers, and in the book, Muhammad explores how to implement HRL in many different subject areas.

Is HRL different from Culturally Responsive Teaching?

Think of HRL as living under the broader umbrella of Culturally Responsive Teaching, which includes relationship-building, instructional strategies, and curriculum. "My work is taking a more historic look back and putting a practical model to the theory," Muhammad says.

The Four Layers of Historically Responsive Literacy

Historically Responsive Literacy is built on four layers, four "learning pursuits" that Muhammad believes should receive equal priority

1. Identity

For students to be fully engaged in school they must first find it relevant, and that starts with identity.

"Identity is who you say you are, who others say you are... (and) who you desire to be," Muhammad says. "I feel like children are trying to make sense of all three areas, and the curriculum and the pedagogy should be an opportunity for students to know themselves."

Muhammad believes this is especially important for children of color because "when we look at representation in children's literature, in society oftentimes, and historically, they are invisible or represented in negative ways. So the classroom needs to be a space for students to affirm and celebrate and validate who they are, so that they know they are enough, so they know they are brilliant and excellent and beautiful. Because society doesn't tell us that all the time."

Along with self-knowledge, the learning pursuit of identity should also include knowledge of others who are different from ourselves. "When students learn about the lives of other people," Muhammad says, "they are less prone to hate, to treat them in harmful or hurtful ways."

What it looks like in the classroom: Start by asking yourself, "How does my teaching and learning help students to learn about themselves and about others?"

From there, plan instruction and write learning goals to satisfy that question. Muhammad gives an example from science. "Some teachers have written it (in language like) Students will understand their environmental identity and their roles and responsibilities regarding the planet. Then in the lesson or unit there are opportunities for students to deeply reflect about how they recycle or (whether) they take care of the earth and the planet and the environment."

Finally, be sure to assess for it. "Kids know that if my teacher values it that she or he or they are going to test it," Muhammad says. "You can assess it in discussion, in a quiz, or a summative kind of test at the end: What are five things you can do to take care of the planet? Or Name five roles that humans play on climate change. So it could be a qualitative or a quantitative assessment, but if you value it enough, you can assess it."

2. Skills

So much of our current curricula and standards already focus on skills, so this part of the framework is nothing new; what's important is to not throw it out when the other three layers are added.

Muhammad explains that this abandonment of skills is a common problem when new approaches to schooling are introduced. "That's a way of thinking that we have to dismantle," she says. "Sometimes we think that when we add identity or when we add voice and freedom of expression, that somehow we don't focus on skills at all. But that's just simply not true. You can have it all. You can have voice and fun and engagement and skills."

What it looks like in the classroom: Teaching skills is more or less what you'd expect typical school content to be, what our current standards are already prescribing. "In math it can be learning equations. In ELA it can be citing textual evidence. In social studies, it can be questioning the source. In physical education it can be learning to play basketball."

So the skills themselves may be taught in whatever way works best for your students. The difference now is that in terms of class time and assessment, their weight will be equal to that of the other three layers.

3. Intellect

Along with identifying the skills students need to acquire, Muhammad urges us to ask What do we want our students to become smarter about?

Because our recent standards have been so skills-driven, knowledge has fallen by the wayside in a lot of schools, and that can strip away the joy that comes from simply learning new things about the world. But the Black Literary Societies of the 19th century valued knowledge as a vital part of a person's development. "So I'm pushing this idea of intellectualism," Muhammad says, "of treating young people as if they are scholars and intellectuals and thinkers."

She sees the loss of intellectualism even in how we prepare and treat teachers. "It's like we're sucking the power out of them by telling them to read a script in a curriculum. We need to go back to teacher as intellectual, teacher as scholar, reserving the field for the brightest among us who are knowledge-seekers."

And Muhammad's definition of intellectualism goes beyond simply gathering facts. "Intellectualism is when you do something with that knowledge, where you apply it somehow, in your discussion, in your activism, in your actions."

What it looks like in the classroom: When developing lessons and units, ask yourself, "How does my teaching and learning help to teach students new knowledge and concepts? New histories, new people, places, and things?"

Muhammad cautions teachers not to confuse skills for knowledge. "You shouldn't say they became smarter about equations or citing textual evidence," she says. "That's not intellect. Those are skills."

4. Criticality

"Criticality is helping students to read, write and think in active ways," Muhammad explains, "as opposed to passive-when you ask a question and there's one correct answer, and you just take it in. We don't want them to be passive consumers of knowledge. We want them to question what they hear on the news."

"We see the word critical and sometimes our minds can go to critical thinking," she continues. "But it's more than just deep and analytical thinking. Criticality is deep and analytical thinking to understand power, equity, anti-racism and other anti-oppressions. This is where we help students to be woke."

This fourth layer is essential "because oppression exists in the world. Period. We want students to leave our schools not contributing to more oppression or wrongdoing and hurt in their relationships and with strangers. We also don't want them to be silent. If they see oppression, we want them to actively respond to it."

What it looks like in the classroom: "With criticality," Muhammad says, "the teacher is asking, How does my teaching and learning help students to understand power, equity, anti-racism and anti-oppression? So (students are) reading, writing, thinking in active ways to understand power, inequality, equity, oppression. They're investigating different standpoints, especially the marginalized point of view, and reading between the lines. In other words, reading for what's not being said and for what's not there.

The brilliance of the framework is revealed when Muhammad explains that the four layers are not separate, but progressive, each one building on the layers that came before it, starting with identity: "They see themselves, they validate themselves, they're learning about other people, which creates a safe space to learn the skills. If you learn the skills, you can learn the intellect. You cannot learn the intellectualism without first having those skills to do so. If you have the intellectualism and that knowledge, you can critique the knowledge. Because of all the layers that came before it, you now have the capacity to disrupt and to dismantle. If you're just woke without the identity and the skills and the intellect, you're not going to be able to make change in ways that you could with those things."

Tough, but Possible

Making this kind of shift-especially if our standards still don't reflect these four layers-will not be an easy task to take on. This concern has been expressed when Muhammad presents her framework to teachers. But despite its challenges, she feels this type of curriculum is exactly what any parent would want for their child.

"It's not a matter or a question of if it's tough," she says. "The question is, is it possible? Everything is tough. And if you had your own child, if you're a parent, parents are going to equally value the beautiful ways that their child loves themselves: identity, the skills they have, the intellect they have, and the social consciousness they have. I don't see parents saying No, let's just talk about my child's reading skills. They talk about their emotional intelligence, they talk about the whole child."

"And that's what we're trying to get to," she says. "This is humanizing work."

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Historically Responsive Literacy: A More Complete Education for All Students

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Based on the work of 19th century Black literary societies, this fresh approach to curriculum focuses on identity, skills, intellect, and criticality.

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Mirrors, Windows, and Sliding Glass Doors

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Mirrors, Windows, and Sliding Glass Doors

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The Name Jar by Yangsook Choi: 9780440417996 | PenguinRandomHouse.com: Books

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A heartwarming story about the new girl in school, and how she learns to appreciate her Korean name. Being the new kid in school is hard enough, but what happens when nobody can pronounce your name?...

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Scene On Podcast Season 2: Seeing White 

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Scene On Podcast Season 2: Seeing White 

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A documentary podcast

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Just what is going on with white people? Police shootings of unarmed African Americans. Acts of domestic terrorism by white supremacists. The renewed embrace of raw, undisguised white-identity politics. Unending racial inequity in schools, housing, criminal justice, and hiring. Some of this feels new, but in truth it's an old story.

Why? Where did the notion of "whiteness" come from? What does it mean? What is whiteness for?

Scene on Radio host and producer John Biewen took a deep dive into these questions, along with an array of leading scholars and regular guest Dr. Chenjerai Kumanyika, in this fourteen-part documentary series, released between February and August 2017. The series editor is Loretta Williams.

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Just what is going on with white people? Police shootings of unarmed African Americans. Acts of domestic terrorism by white supremacists. The renewed embrace of raw, undisguised white-identity politics. Unending racial inequity in schools, housing, criminal justice, and hiring. Some of this feels ne