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Implementing opportunities for students to interpret, analyze, and share their perspectives with peers and the class as a whole allows them to develop their analytical skills. Applying content-specific activities to real world situations allows them to frame context and consider multiple points of view.

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The classroom and curriculum should reflect the students that enter and exit the door. Empowerment and validation result when students see themselves in what they are learning. Motivation and engagement will undoubtedly increase, but so will their awareness of the contributions that people like them have made and the existential struggles other groups face that they may not have known about or taken as a matter of fact.

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In order to create an environment where students feel confident and comfortable enough to share their viewpoints, clear expectations of mutual respect must be outlined. Designing class and teacher expectations in tandem with students at the beginning of the year creates a sense of belonging to the class community as well as a sense of responsibility for maintaining the mutually agreed upon rules. With student "buy-in," more critical and analytical discussions can begin to take place in a respectful way.

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Building a classroom that revolves around student-centered activities and student-led discussions increases student responsibility in their own learning. Multiple, repeated exposures to instances of collaborative work and reflective, perspective-aware curriculum can begin to break down implicit biases and stereotypes that students may hold about other groups.

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Discussing & Supporting Arguments with Evidence

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Discussing & Supporting Arguments with Evidence

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In the field of science, professionals engage in respectful discourse over the results and proposals put forth into the literature. In a science class, students will engage like scientists when they conduct investigations or contribute to a discussion. The identification and use of appropriate evidence to support their perspective or results is emphasized in a student-centered classroom. Why does this occur? How do you know? Does your data support your conclusion? Applying these key pillars of science discourse, students will be able to identify and discuss racial biases as well as defend their perspective with solid evidence.

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History gives extensive opportunities to give students skills and knowledge to combat biases against different minority groups but also through the content itself as well. Curriculum serves to the majority/norm but when incorporating sources by POC, we can present a history that covers content areas in curriculum but also serve students in providing rich knowledge.
The skills learned through history, include historiography and critical analyzes which enables students to question sources, information, and interpretations of pieces of texts. This leads to students being exposed to texts that talk about those who have been marginalized, which brings up topics and social issues otherwise ignored in curriculum.

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By pointing out or creating connections between lessons and content to student lives and realities, we are engaging them! It gives meaning to content presented and makes it that much more relatable, engaging, and makes for effective learning. Issues that could be potentially controversial also creates important discussions that need to be had.

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-History talks about the past, but we see reoccurring themes in today’s world that also happened decades ago. By connecting current issues to history lessons, we create discussions that give students a better understanding of the world they live in.
-Science: Many issues that are heavily debated today can be easily argued using scientific facts. One of them being climate change. There is a wide range of issues that can be addressed in science classes. Climate change, genetics and race, the AIDS epidemic and the gay community are some examples of educating students on issues through knowledge that goes against biases and discriminatory beliefs and attitudes.
-World Language:
The US does not have an official language, yet we constantly hear about white Americans telling others to speak English in belittling forms. Creating dialogue that focuses on changing the stigmas against foreign language speakers while including CRP.
-Music: CRP can be incorporated into lesson plans by incorporating musical works by minorities and marginalized groups. Various types of current social issues can be incorporated into the lesson plan.

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Through world languages, students learn skills such as listening, reading, writing and speaking. Along with these skills, teachers can enable students to be empathetic to others who's first language is not english. This refers to students in the school who speak a foreign language as well as other people students happen to encounter on their day to day lives.
We also need to consider the way we address spoken languages and how they reflect culture. One of the topics we can cover in world language courses is that of accents and ebonics which is a language in its own right. The way we address these can send a huge message to students about racial biases. Moreover, incorporating topics such as Afro-Latinidad confront those racial biases towards whiteness being superior across the Spanish community, specifically.

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Depending on the type of music class, many different topics and skills can be taught according to the curriculum. Music is rich with history, knowledge, and even the backgrounds of how some music started such as Rock n Roll touch on social injustices and racial biases/issues. Aside from that, music teaches students to work in collaboration, strengthening their abilities to connect with others and further develop communication skills.

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Being aware of white-privilege as teachers allows us to navigate our school knowing that their will be an agenda favoring one curriculum over another. For example, forwarding a curriculum that focuses solely on the white perspective instead of considering other perspectives such as the: Asian-American, African American, or Indian-American. James Baldwin warns that by pushing this white-centered curriculum, children are being fed the idea that their community “has never contributed anything to civilization”(Baldwin, 1998, p. 679).

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In hand, white privilege reveals the systemic racism that is ever-present across the American educational system. As teacher, we are not advocating for students of all races and ethnicities when allowing for the same curriculum to be taught or contributed to by the same groups of people. An issue that stems from systemic racism is equitable funding. For example, when considering the Parent-Teacher Association (PTA) in schools there is a substantive numerical difference when comparing the amount of donations from programs receive. In Brooklyn, New York there was a parent, Rob Hansen that helped raise $800,000 in one year for his son's school in comparison to $2,000 that a nearby school raised. James Baldwin says that children notice when leaving their "ghetto" neighborhoods the difference between where they live and the "white world". He says children "instinctively know" that none of "this is for [them]...[they] know this before they are told"(Baldwin, 1998, p. 680). In other words, children do not need to know the $798,000 difference in funding to feel the inequity.

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When dealing with racism in our school as teachers, it is important to not be color blind and understand that there will be students who experience life differently outside of school, which will follow them into our classrooms:

“…a black child, looking at the world around him, though he cannot know quite what to make of it, is aware that there is a reason why his mother works so hard, why his father is always on edge…He is aware that there is some terrible weight on his parents’ shoulders”(Baldwin, 1998, pg. 680).

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Race is something that can be undeniably seen by everyone, whether they admit it or not. People already have implicit biases about our skin color engraved in their minds because of what they grew up learning and watching.

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Having conversations about race in the classroom is important because it allows students to be seen, to be heard. In order for students to take stake in the content they're learning, they need to see themselves within that content area.

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By having conversations about race in the classroom, we're creating an open dialogue that allows students to learn about others' experiences. Students can develop empathy and strive to make the classroom a more equitable place of learning for all students.

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VAPA: Select pieces of art created  by BIPOC to learn about in class. Have an discussion with students about the purpose of the art and why it's important.

ELA: Choose texts written by BIPOC about the experiences of BIPOC. This will allow students to see themselves in the texts they're reading about.

Hxstory: Reading primary source documents written by BIPOC about their lived experiences during times of oppression/happiness. Seeing BIPOC in success stories allow students to view themselves in a more positive light other than just whatever cis-white people portray them to be.

STEM: Acknowledge the achievements that BIPOC have made in the field, and motivate students to think big and strive for success. "If they can do it, you can do it too!"