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initial post due by April 17, 2021
2 peer responses due by April 18, 2021

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Pgs. 67-127  (Chapters 5-9)
Prompts:
1. In chapter 5, “Whiteness at Work,” ACB discusses the mechanisms by which blackness is continuously and repeatedly expected to assimilate with whiteness. What are the ways that PK-12 schools participates in this expectation? What kind of disjunction exists between what PK-12 teaches, how it prepares students for after graduation for BIPOC (Black, Indigenous, and people of color) individuals?

2. In chapter 7, “Nice White People,” ACB talks about the “Relational Defense” and continually being placed in the position of being “a priest for the white soul.” What does she mean? ACB asks the question: “What are you going to do differently?” So, what will you do differently?

Textbook Connections:
Reference at least one specific way the ACB book and textbook connect (confirm ideas presented, strengthens ideas, and/or challenges ideas).

Free Responses (optional):
Examples you could discuss/post: *new ideas or impressions from the book that extend your thinking.
*what's challenging or confusing that you read from the book

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1. ALL book club members complete reflection together.

2. ONE reflection (single-spaced and 2-3 pages) submitted on BOLT's Assignments by Friday, May 7 at 11:59 PM                       (member submitting must include ALL book club members' names).

3. Collaborative Reflection Content is to include the following:

*Text-to-text CONNECTIONS (minimum of 3 well-developed and referenced connections between book and text concepts)

*Explanation of how the group's thinking has been EXTENDED and CHALLENGED.
Group revisits Week #1 assignment and together review/discuss their baseline ideas about multicultural education/role of multicultural educator (or professional, if not teaching program).
Group reconsiders how their thinking about culture, equity, power, and influence (with insights gained from the book club book and CONNECTIONS) have gotten them to EXTEND and CHALLENGE initial ideas of multicultural education/role of professional. Group should reference and cite specific ways their thinking has evolved (been extended and/or challenged) and in specific terms/ways

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initial post due by March 27, 2021
2 peer responses due by March 28, 2021

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Pgs. 1-66 (Chapters 1-4)

Prompts:
1. In chapter 1, ACB asserts white people are exhausting. How have her experiences informed this perspective?

2. In chapter 4 "Ain't No Friends Here", ACB speaks of her intention to be a "change agent". What are ways you can do this in your personal/professional lives?

Textbook Connections:
Reference at least one specific way the ACB book and textbook connect (confirm ideas presented, strengthens ideas, and/or challenges ideas).

Free Responses (optional):
Examples you could discuss/post: *new ideas or impressions from the book that extend your thinking.
*what's challenging or confusing that you read from the book

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#1 In Chapter 1 Austin Channing Brown was a black women growing and many of the perspectives she holds is based off of that.  For example the lady was shocked when she found out she had a male name "Austin".  She also grew up in a many white schools, organizations, and churches.

#2: There are many ways we can be a change in the world especially as educators.  Many children come from different backgrounds and we are to make school the safe place for them to want to be.  For example a child may come from a broken family life and we must make them feel loved and cared for.
When reading, it was shocking to me that she stood out so much to other people just because of skin color. In todays world I see everyone as equal despite differences. I believer everyone should be treated equal and for Austin to grow up that way i want to make my classroom an inclusive space despite the issues.

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initial post due by May 4, 2021
2 peer responses due by May 5, 2021

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Pgs. 128-182 (Chapters 10-14)    Due by May 5
Prompts:
1. ACB repeatedly mentions the idea of whiteness=goodness, with blackness being its opposite. She uses the phrase "truest offense" (chapter 11, pg 146) in "A God for the Accused." How can we combat these associations?

2. In the final chapters, ACB demonstrates several ways in which America pays a lot of lip service about the distance it has come. How do we continue to move the needle on issues of racial equity, while knowing that seeing true change may not be in our immediate future?

Textbook Connections:
Reference at least one specific way the ACB book and textbook connect (confirm ideas presented, strengthens ideas, and/or challenges ideas).

Free Responses (optional):
Examples you could discuss/post: *new ideas or impressions from the book that extend your thinking.
*what's challenging or confusing that you read from the book

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due by May 7, 2021

https://docs.google.com/document/d/1zxGIvkXavuFkO5U6dP7WutWrtYdwdx8NBlFJBr-Mdcg/edit?usp=sharing

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Response to prompts:
1. I think that there are a lot of ways that pk-12 schools can participate in this expectation. A majority of teachers in schools are white, meaning they bring their culture into the classroom with them. It can effect how they communicate with others, how they teach and how they interact in the school or classroom. In this situation blackness is continuously and repeatedly expected to assimilate with the mostly white culture in schools. In pk-12 schools students are taught a specific curriculum. Students learn about the history of America, slavery and more. But they are not taught as much about Native Americans. This contributes to the preparedness of BIPOC students after graduation. Most of the time BIPOC students are not learning much about their own culture and background, they are learning about white culture.

2. When Austin Channing Brown mentions relational defense she is referring to the way some well respected white individuals are caught saying racist comments. Instead of confronting or admitting to what they said, they tend to attempt to cover up their actions by defending who they are. When Austin Channing Brown says "a priest for the white soul," she is referring to the white individuals who expect ACB to be understanding and forgiving of their previous racist comments and actions. To be different and to make changes I would first start by recognizing my biases. Also, as a teacher I can work on making the curriculum more multicultural so every student feels welcome and encouraged to learn.

Textbook Connection:
Chapter 8, Instructional Approaches Needed By Multicultural Educators, of the textbook discusses many instructional approaches teachers can use. This connects to a lot of what we have read in the previous chapters of "I'm Still Here," by Austin Channing Brown. In "I'm Still Here," ACB discusses how pk-12 teachers participate in the expectation that blackness is continuously and repeatedly expected to assimilate with whiteness. By using some of the instructional approaches that are mentioned in Chapter 8 of the textbook, teachers can create a more multicultural curriculum and environment for students. This will also help BIPOC students become more prepared for after graduation.

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initial post
- answer prompts
- textbook connection
- free responses (optional)

2 peer responses

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ASYNCHRONOUS Groups:  Each member is  responsible for posting individual responses to required prompts AND making textbook connections by group-established deadlines. Members should make sure their name is included with their post/responses (names post automatically and is visible - if you signed up for free "basic" Padlet)

Each individual member of asynchronous book clubs must make a minimum of 2 peer responses for EACH book club meeting.

ALL book club members - Feel free to use video, add links to explain posts and/or to respond. Padlet tutorial explains how or you can experiment.

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Responses to prompts:
1. In chapter one, Austin Channing Brown asserts that white people are exhausting. Many of her perspectives on life have been formed based off her experiences as a black woman growing up. One experience that has informed her perspective that white people are exhausting occurred when she was seven years old. She stepped up to the library desk to check out a couple books when the lady checking her out was astonished by her name. The lady could not believe that a young black girl could have a male name such as Austin. Many of her experiences after this continued to build on her perspectives. Austin became accustomed to white people expecting her to be male.

2. I believe there are many ways I can be a "change agent" in my own life. This can include speaking up against racism. Instead of being a bystander I can speak up and take charge against racism. Another way I can become a change agent in my own life is by becoming aware of what is going on around the world. In my future classrooms, I can even make my students aware of what is going on around the world. Anyone can step up and become a "change agent" if they put their mind to it.

Textbook Connection:
Chapter four, Foundational Knowledge for Culturally Responsive Teaching, has many sections that discuss racism, white privilege and understanding racism.  White privilege is advantages enjoyed by European Americans based on the color of their skin, with a disadvantage to people of color. This connects to a lot of what we read in chapters one through four of "I'm Still Here." Austin Channing Brown grew up aware of white privilege and racism. In "I'm still here," ACB discusses her experiences of seeing white privilege and racism in her own life. Austin became accustomed to white people expecting her to be male. If she was a white woman her experiences growing up may have been much different.

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1. By reading this chapter as well as taking other classes that are based off of inclusion and acceptance I think that there are a plethora of ways that PK-12 schools are able to participate in this expectation. Some examples for them to be able to participate in this expectation is education ALL students on the situations at hand. Telling students honestly how they should be acting around BIPOC and the appropriate ways to face issues that come their way is an awesome way to prepare students. Another way this is possible is if the students are able to explain the experiences they have went through in order to inform and teach other students right from wrong. Depending on how teachers teach PK-12 can leave a lasting impact on students. Students may lack the ability to be able to communicate effectively about their wants and needs. If students are not educated they may not be able to educate others and be aware of the situations after graduating.

2. When ACB talks about being "a priest for white souls" in this chapter it really opened my eyes to things I have never noticed before. When ACB says this she means that she is the one who addresses a situation that a person not of color says and preaches to them ways they can change. When a slander is said about a person of color or a joke is made, she is the one who asks them why they said that and the ways they are able to change from that mistake. Not everyone realizes what they are saying is wrong but it is important for them to be confronted about the situation in order to learn from it which is exactly what ACB does. Personally after reading this chapter what I will do differently is confronting a person that makes a racist joke or slur and ask them what was their reason of saying that. I will also make sure they are aware what they said was wrong and offer them suggestions in ways that they can change their behavior towards people of color.

3. One way that the book and the textbook directly relate is when Chapter 6 "Developing Awareness of All Humans as Culture Beings" of the textbook and Chapters 5-9 of the book open up about the experiences people have gone through and the outside perspective of someone who is not a person of color. In the textbook it mentions the stages racial identity formation in young people. This is extremely important because in Chapter 5 of the book it mentions heavily about ways that PK-12 teachers can teach their students on ways to decline racist slurs, jokes, and stereotypes. These two connect because it informs everyone that BIPOC face these challenges every day and if people are taught at a young age right from wrong then they will be heavily educated and able to educate others on this serious issue.

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#1 In Chapter 1 Austin Channing Brown explains her experiences as growing up as a black woman. She grew up in a predominately white neighborhood, but in her Christian school all of the students learned every color is equal. This has changed her view because it allowed her to see other peoples true colors as they were acting around her.

#2 There are a plethora of ways that someone can be a "change agent". Racism is an extreme issue in todays society. A few ways that I am able to be a change agent is sticking up for people getting bullied about racism, protesting in appropriate ways, and making every single person feel loved and appreciated.

#3 One way that the textbook and ACB book connect is that they both talk about uncovering our cultural identities. The textbook talks about negative and positive ways that people discover their identities. The book speaks about Austin Channing Brown and her experiences identifying and accepting her own cultural beliefs as living as a black woman in a world made for whiteness.

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Response to prompts:
1. Austin Channing Brown's description of blackness being the "truest offence" reflects the negative stereotypical judgements individuals with dark skin have experienced. To combat these associations it is important that as future educators we identify our own biases and become aware that everyone had different experiences and perceptions of life, culture, etc. We should not let our biases effect our decision making, problem solving or teaching. Which is why it is so important that we are able to identify and become more aware of our own biases. To combat these associations we can also speak up rather than being a bystander. A lot of the time we are bystanders of bullying, racist remarks, etc. Instead of sitting back and watching something unfold we need to begin to speak up against what is happening.

2. In the last few chapters of the book, Austin Channing Brown demonstrates many ways in which America pays a lot of lip service about the distance it has come. In order to continue to move the needle on issues of racial equity we must keep bringing up the issues that need to be changed and discussed. Change does not happen immediately, it can take many years. We have to come to terms that the progress we make now will only benefit the change that is to come in our later future.

Textbook connection:
Chapter six of our textbook discusses developing cultural awareness. This goes a long with combatting against the associations that is mentioned in the book and prompts above. The textbook also discusses how we can deal with bullying, hate crimes and harassment in schools. This goes along with working to move the needle on issues of racial equity by standing up for others rather than being a bystander.

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1. In Chapter 11, when Austin Channing Brown used the phrase "truest offense" to refer to the description of blackness it represented the racist, negative, and stereotypical judgments of people of color. I think there are some really important ways to combat these associations. One way to do so is educating students about the struggles and every day occurrences that people of color deal with. Showing students videos, having them read articles, and listen to podcasts or readings about some of the experiences that people of color deal with is a great way to combat these associations. Another way to do this is to teaching any age person how to stand up to someone in an appropriate way. Doing this will allow them to educate others as well as making a difference in their community.
2. Austin Channing Brown mentions heavily about the several ways in which America pays a lot of lip service about the distance it has come. To continue to move the needle on issues of racial equity it is extremely important to make sure the topic of discussion does not die down. It is beneficial to always be able to stand up to this in your own ways such as posting on social media or educating your friends. Another way is to educate yourself on the issues at hand, if you see something on social media you can look it up to learn more about what is going on way and the ways you are able to help.
3. The first two chapters that came to mind when connecting the textbook and this book were Chapter 5 and Chapter 6. Those two chapters of the textbook were surrounded by AWARENESS. I think this connects perfectly to the book at hand because it specifies the ways of understanding different cultures, ways it impacts school settings, the responses to different stereotypes, hate crimes, and so much more. These chapters connect with the specific chapters of this section of the book because ACB mentions the different struggles people of color deal with on a daily basis as well as ways to change the future.