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https://www.amazon.com/How-Be-Antiracist-Ibram-Kendi/dp/0525509283

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#1 NEW YORK TIMES BESTSELLER * From the National Book Award-winning author of Stamped from the Beginning comes a "groundbreaking" ( Time ) approach to understanding and uprooting racism and inequality in our society-and in ourselves. "The most courageous book to date on the problem of race in the Western mind."- The New York Times (Editors' Choice) ONE OF THE BEST BOOKS OF THE YEAR- The New York Times Book Review, Time, NPR, The Washington Post, Shelf Awareness, Library Journal, Publishers Weekly, Kirkus Reviews How to Be an Antiracist , Kendi takes readers through a widening circle of antiracist ideas-from the most basic concepts to visionary possibilities-that will help readers see all forms of racism clearly, understand their poisonous consequences, and work to oppose them in our systems and in ourselves.

Antiracism is a transformative concept that reorients and reenergizes the conversation about racism-and, even more fundamentally, points us toward liberating new ways of thinking about ourselves and each other. At its core, racism is a powerful system that creates false hierarchies of human value; its warped logic extends beyond race, from the way we regard people of different ethnicities or skin colors to the way we treat people of different sexes, gender identities, and body types. Racism intersects with class and culture and geography and even changes the way we see and value ourselves. In

Kendi weaves an electrifying combination of ethics, history, law, and science with his own personal story of awakening to antiracism. This is an essential work for anyone who wants to go beyond the awareness of racism to the next step: contributing to the formation of a just and equitable society.

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How to Be an Antiracist [Kendi, Ibram X.] on Amazon.com. *FREE* shipping on qualifying offers. How to Be an Antiracist

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https://alphabetrockers.com/podcast

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THE ALPHABET ROCKERS' PODCAST FOR FAMILIES MAKING CHANGE!

SO GET ME is the Alphabet Rockers' podcast for families making change. Meet your host, Samara Atkins who takes you backstage with Kaitlin, Tommy and all the Rocker kids! Listen to Lily and Maya share their black girl magic while Lil' Tommy and Kali throw shine on the skin they're in. Special guest stars include 10-year-old activist, Kaia, RAD New York Times Best-Selling author, Kate Schatz and 11-year-old Michaela whose parents gave her all the love she needed to come out as transgender. Each episode of Season One features a danceable track from the GRAMMY-nominated Alphabet Rockers album, Rise Shine #Woke. Tune in with your family to hear how American kids stand up to hate and love their brave and beautiful selves. You know I got you...

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Alphabet Rockers | Grammy Nominees | Music That Makes Change

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THE ALPHABET ROCKERS' PODCAST FOR FAMILIES MAKING CHANGE! SO GET ME is the Alphabet Rockers' podcast for families making change. Meet your host, Samara Atkins who takes you backstage with Kaitlin, Tommy and all the Rocker kids! Listen to Lily and Maya share their black girl magic while Lil' Tommy and Kali throw shine on the skin they're in.

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https://www.tolerance.org/classroom-resources/teaching-strategies

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Build literacy and social emotional skills while exploring meaningful texts. Unlike conventional or scripted lesson plans, these strategies allow you to select and combine vocabulary, reading, and speaking and listening activities, customizing a pathway that supports your instructional goals. Each strategy is Common Core-aligned and includes a special note about English language learners and connections to anti-bias education.

"Many of my colleagues believe our fourth-graders are too young to hold discussions around issues of race, place, class and gender equity. Asking open-ended, higher-order, standards-based questions around these topics is much easier thanks to your work!"

Grades K-2

Foster a love of reading in early-grades students with strategies that build familiarity and confidence with texts. Each Common Core-aligned strategy includes explicit connections to anti-bias education and adaptations for English language learners.

Grades 3-12

Meet the demands of the Common Core State Standards with strategies that foster vocabulary, close reading, and speaking and listening skills. Each strategy includes explicit connections to anti-bias education and adaptations for English language learners.

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Build literacy and social emotional skills while exploring meaningful texts. Unlike conventional or scripted lesson plans, these strategies allow you to select and combine vocabulary, reading, and speaking and listening activities, customizing a pathway that supports your instructional goals. Each strategy is Common Core-aligned and includes a special note about English language learners and connections to anti-bias education.

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https://www.instagram.com/banksy/

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https://www.leadingequitycenter.com/podcast

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Welcome to the Leading Equity Podcast

The Leading Equity Podcast focuses on supporting educators with the tools and resources necessary to ensure equity at their school. On this podcast, listeners can expect to hear interviews and stories from voices of equity in education today. Be sure to subscribe to the podcast on iTunes, Google Play, Stitcher, and Spotify!

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The Leading Equity Podcast focuses on supporting educators with the tools and resources necessary to ensure equity at their school. On this podcast, listeners can expect to hear interviews and stories from voices of equity in education today. Be sure to subscribe to the podcast on iTunes, Google Play, Stitcher, and Spotify!

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https://www.tolerance.org/classroom-resources/one-world-posters

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The One World posters featured in Learning for Justice magazine are a reader favorite, which is why we're making them available for download.

Click the thumbnail for an image file, suitable for your device wallpaper or using in your teaching materials.

Or click the "Download PDF" link for a high resolution version suitable for printing these 11" x 17" posters at school or your local office supply store, then post them in your classroom to inspire students and teachers alike.

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The One World posters featured in Learning for Justice magazine are a reader favorite, which is why we're making them available for download. Click the thumbnail for an image file, suitable for your device wallpaper or using in your teaching materials.

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https://teachingwhilewhite.org/podcast

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Shelly Tochluk and Christine Saxman have been investigating White supremacist organizations and their tactics for recruiting White youth. Join us for a discussion about the importance of having explicit conversations about race and what teachers and parents can do to support White students.

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Shelly Tochluk and Christine Saxman have been investigating White supremacist organizations and their tactics for recruiting White youth. Join us for a discussion about the importance of having explicit conversations about race and what teachers and parents can do to support White students.

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REFLECTING ON GEORGE FLOYD’S DEATH AND POLICE VIOLENCE TOWARDS BLACK AMERICANS

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REFLECTING ON GEORGE FLOYD’S DEATH AND POLICE VIOLENCE TOWARDS BLACK AMERICANS

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On May 25, 2020, George Floyd was suffocated by a police officer in Minneapolis, while three other officers looked on. George Floyd has joined a long list of black men, women, and children who have been killed in recent years by police officers. Here is a list of some of the names of black people killed by the police between Eric Garner's murder in 2014 and George Floyd's murder this year. Protests have erupted across the United States-and even across the world-in response to these deaths.

This Teaching Idea is a guide for teachers to begin conversations with their students about George Floyd's death and the events that surround it. Such conversations are always difficult for teachers to facilitate, and distance learning presents added challenges to teaching sensitive material. Despite these challenges, it's critical to make space for students to process the difficult and deeply painful events of the past week.

1. Start with Yourself

Self-reflection is important preparation for facilitating sensitive conversations with our students. As educators, we have to process our own feelings and become aware of the way our own identities and experiences shape the perspectives we hold. Read the "Start with Yourself" section on page 2 of our Fostering Civil Discourse guide. Then reflect on the following questions:

What emotions do the recent events surrounding the death of George Floyd raise for you?

What perspectives will you bring to your reflection on these events with your students?

What can you do to ensure that students with a range of perspectives are supported in your reflection?

As this story develops, how will you continue to learn alongside your students?

2. Prepare for Teaching

A remote learning environment poses particular challenges for difficult conversations. These ideas will help you to plan a sensitive and effective conversation with your students:

Plan where and how you will hold this conversation. Will it be a live discussion on Zoom or another platform? Will you use a moderated discussion board or other asynchronous platform?

If you don't regularly meet with your students online, consider setting up office hours when students have the option to call or message you to discuss their thoughts or feelings about the killing of George Floyd and the protests that have followed.

Tell students ahead of time what to expect from your conversation about the events surrounding George Floyd's death, so that they can emotionally prepare. For example, let your students know if they will be assigned to break out rooms or other discussion forums. Consider giving students the opportunity to opt-out of talking during the conversation, in order to provide students who need it space to process what they are experiencing and learning.

Determine whether you might be able to refer students to school wellness staff for additional support if needed.

Consider communicating with parents and caregivers about the conversation you are planning to hold. How might you help to bridge and support connections between school conversations and those happenings in students' lives outside of school?

3. Create Space for Student Reflection

In the midst of traumatic and violent events, it can be beneficial to focus first on emotional processing, addressing the "heart" before the "head." Give yourself and your students space to reflect on your emotional responses to the event.

Let your students know that their learning environment is a safe space. Begin with a brief Contracting activity if you have not already forged that safe space in your distance learning environment. Invite your students to add to or modify the contract to support this conversation. Then follow with an acknowledgment of the event and its emotional impact.

Consider sharing a resource from a trusted news outlet to establish baseline knowledge of the events and dispel misinformation. You might choose to share an article from a local news source to focus on the impact of recent events in your area. (Many students may have watched the video of George Floyd's murder. We do not recommend showing this graphic video to your class, in part because it risks retraumatizing students.)

Give your students an opportunity to reflect individually in their journals. Students should have the option to keep their journal reflections private. Potential journal prompts include:

How is the news of the past week, including the murder of George Floyd and the resulting protests, affecting you?

What would you like others to know about what you are thinking, feeling, and experiencing?

What do you need from others to understand, cope, process, and be safe as this story continues to unfold?

What can you offer to others to support them in how this story is impacting them?

Invite students to share any reflections they wish to, but also give students the option to keep their reflections private. Possible ways to share include:

One-on-one or small group office hours with teacher

Small group discussions among students on a video or chat platform

Voice recordings (sent directly to the teacher or shared in a student forum)

Excerpts from journal entries, chosen by students (sent directly to the teacher or shared in a student forum)

4. Go Deeper: Learn about the History of Police Violence towards Black Americans

The following resources can help your students better understand the historical roots of police violence towards black Americans:

You might have students synthesize what they have learned from one or both of these resources by having them create an iceberg diagram. At the top of the diagram, students can write "the murder of George Floyd by a Minneapolis police officer." Next to the bottom part of the diagram (under the water), students should write their answers to these questions: What are the historical roots of police violence toward black Americans? How does this history impact policing today?

Finally, ask students to share their diagrams. (If students drew their own diagrams, they can take a photo to share.)

5. Go Deeper: Reflect on Protests Today

Play Trevor Noah's video George Floyd, Minneapolis Protests, Ahmaud Arbery & Amy Cooper for your students. ( Note: In the first few minutes of the video, Trevor Noah focuses on the video of Amy Cooper taken in Central Park last week. You may choose to play the video from the beginning or start the video at 5:40, when Trevor Noah begins discussing the death of George Floyd.)

Then, reflect with students:

How is Trevor Noah making sense of the news from the past two weeks? Why does he believe that the pandemic and the series of high profile incidents of racism and racist violence are connected?

How does Trevor Noah define a social contract? How does he use the idea of a broken social contract to explain the protests and unrest we have seen across the United States?

In Martin Luther King Jr.'s speech The Other America, he talks about how "a riot is the language of the unheard." Play a video excerpt of his speech or share the transcript with your students.

Then, reflect with students:

What do you think Martin Luther King Jr. means when he says that "a riot is the language of the unheard?"

What examples does Martin Luther King Jr. give of problems he believes are going unaddressed during his life? What are examples of problems you believe are going unaddressed today?

6. Raise Students' Voices

Conclude your discussion by inviting students to step back and consider what is at stake in the aftermath of George Floyd's death and in the midst of widespread protests. Ask students to imagine that they have the chance to communicate directly to one or more of the key figures in this story, such as George Floyd's family, the chief of police in Minneapolis, the mayor of any city where protests are taking place, Joe Biden (the presumptive Democratic nominee for president), President Donald Trump, or another national leader. What questions would they want to ask? What perspectives would they want to share? If students would like to share reflections publicly, our partners at the New York Times' The Learning Network are inviting comments in their Student Opinion section: What Is Your Reaction to the Days of Protest That Have Followed the Death of George Floyd?

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Reflecting on George Floyd's Death and Police Violence Towards Black Americans

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On May 25, 2020, George Floyd was suffocated by a police officer in Minneapolis, while three other officers looked on. George Floyd has joined a long list of black men, women, and children who have been killed in recent years by police officers.

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https://nyti.ms/2jVOYdN

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new video loaded: A Conversation With My Black Son

transcript

A Conversation With My Black Son

In this short documentary, parents reveal their struggles with telling their black sons that they may be targets of racial profiling by the police.

My father's conversation with me was daily. My grandfather talked to me as a black man from Augusta, Georgia growing up in the Deep South. It's probably Rob, my older brother, had this conversation. But then it's more of like, you know... "Wear a condom. Do this." It's like man - it's like little man lessons. When a cop pulls you over - When you get pulled over, not if you get pulled over. At some point you will get pulled over, and here is how you act. As a young black man growing up in New York, I've had a few run ins with the police and being completely innocent. So people to pull us out of the car, throw us on the floor - it's in February, so it's like snow and slush and stuff on the ground - put their knees in our back, put the guns to our head. As I'm putting my hands on the steering wheel so I don't make the police nervous, I realize how nervous I was. And then I realized my children were nervous. The thing that people say is you have to talk to him before he experiences racism himself. But when is that? He is going to turn into a large, scary black man. And that is - that's not who he is, but that's how he will be perceived. I know what this kid is going to be. He's going to look like him. I know what he's going to look like when he's - I'm a large, scary, black man? You are a large, scary, black man. O.K.? That's a problem. That's a problem. I am not large, nor scary. I can't do anything with that. I'm short. Anyway, go ahead. It's frightening. And I'm being very light when I use the word frightening. If something goes wrong, your first line of defense - your parents not being there - is to go to the police. If you're Caucasian. So I mean, still - That's what you teach your children. Unfortunately, it can't work for black children, right? It doesn't mean that every police officer is inherently a bad person. But what it does mean is that the police force, that institution, does not look out for your best interests. There's this unspoken code of white race - of racism and white supremacy that says that my life does not matter. You can put your hands up and say - and cooperate and say that I'm choking and still be killed. And then there's no repercussions. It's maddening. I get so frustrated and angry about having to prepare my kids for something that they're not responsible for. These are conversations that people of other races do not have to have with their children. The conversation with him was really just, look, you're a beautiful young boy. Being an African-American is a wonderful thing. It's a wonderful blessing. You have come from great people, but it's also a hard thing. In America, because of your skin color, as a black boy and as a black man, we are going to be dealing with a lot of danger. Under no circumstance are you to talk to the police if you're arrested until I get there. Do what they say. Don't get into any arguments. Make sure your hands are out of your pockets so they can see. These are the questions you can ask. This is who to call. This is what happens if this bad thing - it's not like, please, master, don't whip me. No. It's like, excuse me, sir, what is your badge number? I'm going to film this. If you want police brutality to stop, if you want police to treat you like a human being, then you have to see yourself as a human being. You have every right in this world that anyone else does. What I love about you, as my son, is I remember when we thought about having you and knowing that we wanted you, and watching you grow. You are the Mohammad Ali. You are the Malcolm X. You are the Martin Luther King. You are an amazing young man, and the future is yours. And I will do my best to make sure you're safe. That's it. I love you. [music]

Recent episodes in Op-Docs: Season 4

A collection of the fourth season from 2015. Op-Docs is the editorial department's channel for short opinion documentaries, produced by independent filmmakers. Learn more about Op-Docs and how to submit.

A collection of the fourth season from 2015. Op-Docs is the editorial department's channel for short opinion documentaries, produced by independent filmmakers. Learn more <a href="http://www.nytimes.com/2015/01/22/opinion/about-op-docs.html">about Op-Docs</a> and <a href="http://www.nytimes.com/content/help/site/editorial/op-video/video.html">how to submit</a>.

Show more videos from Op-Docs: Season 4

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Video: Opinion | A Conversation With My Black Son

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new video loaded: A Conversation With My Black Son transcript In this short documentary, parents reveal their struggles with telling their black sons that they may be targets of racial profiling by the police. My father's conversation with me was daily. My grandfather talked to me as a black man from Augusta, Georgia growing up in the Deep South.

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How Systemic Racism Infiltrates Education

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How Systemic Racism Infiltrates Education

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https://www.benjerry.com/whats-new/2017/11/systemic-racism-education

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October 23, 2023

For 50+ years, the Workhouse jail in St. Louis represented much of what is wrong with the criminal legal system. Here's how activists and community leaders shut it down and turned it into a beacon of progress and hope.

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How Systemic Racism Infiltrates Education

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Getting a good education has proven to be one of the best ways to start on the road to success. But people of color face roadblocks to advancement that most whites never think, or worry, about.

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https://www.meandwhitesupremacybook.com

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21 racial micro aggressions you hear on a daily basis

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21 racial micro aggressions you hear on a daily basis

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https://www.buzzfeed.com/hnigatu/racial-microagressions-you-hear-on-a-daily-basis?utm_term=.ni4bRwobgw#.gwyda5vde5

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Photographer Kiyun asked her friends at Fordham University's Lincoln Center campus to "write down an instance of racial microaggression they have faced."

The term "microaggression" was used by Columbia professor Derald Sue to refer to "brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color." Sue borrowed the term from psychiatrist Dr. Chester Pierce who coined the term in the '70s.

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21 Racial Microaggressions You Hear On A Daily Basis

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The term "microaggression" was used by Columbia professor Derald Sue to refer to "brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color." Sue borrowed the term from psychiatrist Dr. Chester Pierce who coined the term in the '70s.

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21-Day Racial Equity Habit Building Challenge

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21-Day Racial Equity Habit Building Challenge

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https://www.eddiemoorejr.com/21daychallenge

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21-Day Racial Equity Challenge — America & Moore

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In 1996, America & MOORE, LLC was established to provide comprehensive diversity and leadership trainings, workshops, keynotes and consultation for schools, businesses, colleges and universities. After 20 years, our list of challenging and action-oriented sessions includes, but is not limited to White Women Teaching Black Boys, The N!gga(er) Word, America Is Changing: Are You Ready?, The Personal Achievement Gap, #Zero2Hero: An Addiction and Success Story, White Privilege 101, Diversity, Power, Leadership & Moore. Founder, Dr. Moore is recognized as one of the nation’s top motivational speakers, educators and consultants, especially for his work with students K-16.
Dr. Moore is co-founder of the on-line journal Understanding and Dismantling Privilege, co-editor of Everyday White People Confront Racial and Social Injustice: 15 Stories and the forthcoming book, A White Women’s Guide to Teaching Black Boys. Dr. Moore received his Ph.D. from the University of Iowa in Education Leadership. His PhD research is on Black Football Players at D3 Schools in the Midwest. (T): @eddieknowsmoore | (IG): eddiemoorejr

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Anti-racism in the music classroom (Google Doc) Kristin Eley

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Anti-racism in the music classroom (Google Doc) Kristin Eley

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https://docs.google.com/document/d/1LGqUBlj4utW3lilG4ovc1Cv_ZddcTDWzf4mO2kROpCQ/edit

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A young black man posted a moving TikTok video of all the 'unwritten rules' his mother taught him to follow

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A young black man posted a moving TikTok video of all the 'unwritten rules' his mother taught him to follow

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https://www.tiktok.com/@skoodupcam/video/6831990586891930886

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https://www.iste.org/explore/classroom/8-resources-teaching-anti-racism?fbclid=IwAR0U2hOEJLU5sXPgHZQDdHjfK3xXhekqKMG-ygowiZK1L6sTH-bhFYYEhVI

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How do you nurture anti-racism in children? Can educators and parents teach young people to see past their unconscious bias and ingrained beliefs to truly empathize with peers of color? How can white educators teach these topics when they have no personal experience with racism?

These are the questions many researchers and organizations have been grappling with for decades. The answers are complex, but one solution stands out: Knowledge and awareness are the keys to mutual understanding and transformational change.

These organizations collectively offer a deep well of free materials for educators and parents to address racism, inequity and bias and strategies for offsetting the devastating effects of racism on young people.

1. Learning for Justice

This project of the Southern Poverty Law Center and has been around since 1991 with a goal to stop hate and to teach children to be "active participants in a diverse democracy." The Learning for Justice project (formerly Teaching Tolerance) provides a wealth of free resources for K-12 educators to teach tolerance with an emphasis on anti-bias and social justice. It's Social Justice Standards show how anti-bias education works through the four domains of identity, diversity, justice and action. The project offers lesson plans, teaching strategies and materials including texts, films and posters. It also provides professional development for teachers through workshops, self-guided learning, webinars and podcasts.

2. National Museum of African American History and Culture

Talking about Race, a page on the National Museum of African History and Culture, is a great resource for educators, who have an important role in communicating black history and culture. What and how the history of race in America is presented is an opportunity to engage in thoughtful, respectful and productive conversations. This site has tools and guidance to help with these conversations.

3. Common Sense Education

This extensive list of curated resources aims to help both teachers and students build a set of social and cultural literacies via multicultural education, social justice education and culturally responsive pedagogy to navigate difficult conversations, acknowledge and challenge bias and prejudice, create inclusive classroom spaces, and fight for social justice. You'll find links to comprehensive curriculum as well as lessons, videos, downloadables and games organized by topic areas, such as facilitating tough conversations, understanding bias and prejudice, and getting students civically engaged.

4. Teaching for Change

Founded in 1989, this national organization offers professional development, curriculum and curated resources to help K-12 teachers and students build a more equitable, multicultural society, and become active global citizens. It encourages "teachers and students to question and rethink the world inside and outside their classrooms." Programs include anti-bias education for young children, a high school history curriculum based on Howard Zinn's "A People's History of the United States" and a civil rights curriculum that focuses on everyday people instead of a few major heroes and dates. The organization also identifies and promotes "the best multicultural and social justice children's books, as well as articles and books for educators," through the website SocialJusticeBooks.org.

5. Project Implicit

This nonprofit organization seeks to make people aware of their implicit biases, or thoughts and feelings outside of conscious awareness and control. It offers implicit association tests on its website that anyone can take anonymously to identify their own hidden biases. By making people aware of such biases, they are better able to identify their influences on their behavior. The anonymous data also is made available to researchers, journalists, educators and others so they can better understand attitudes and stereotypes. The project was started in 1998 by researchers from Harvard, the University of Washington and the University of Virginia.

6. The Children's Community School

This Philadelphia preschool put together an infographic titled "They're not too young to talk about race" that identifies the development of racial attitudes in young children from 3 months through age 6. The infographic is based on research showing that attitudes about race start forming very early on. For example, "by 30 months, most children use race to choose playmates," according to the infographic.

The goal is to encourage dialogue about race and diversity with young children to develop healthy attitudes. "Young children notice and think about race," the infographic states. "Adults often worry that talking about race will encourage racial bias in children, but the opposite is true. Silence about race reinforces racism by letting children draw their own conclusions based on what they see." Also included is a list of resources for more information and training.

7. The 1619 Project

This ongoing initiative from The New York Times Magazine began in August 2019 to mark the 400th anniversary of American Slavery. The essays, on different aspects of contemporary life, show how various modern phenomena are connected to slavery. The package also includes 17 literary works by black writers on key moments in American history. You'll also see a visual history of slavery and find a link to the 1619 podcast.

The content is gruesome, because the subject is gruesome. Therefore, it might be better suited for older students.

8. The Obama Foundation

President and Michelle Obama started this foundation to create a more just and equitable world. You'll find links to projects and organizations that focus on police violence and anti-racism and suggestions for actions that anyone can take to encourage reform. There's also information about My Brother's Keeper Alliance, which President Obama started in 2014 after the killing of Trayvon Martin, to address the opportunity gaps for young men of color.

9. Ohio University

Designed for social workers, government officials and business leader's, the report In Pursuit of Racial Equity: The Social Worker's Role, includes dozens of resources and data sets on the social impact of racism.

10. ISTE

ISTE offers a wealth of resources for K-12 and higher ed educators, and while the emphasis is on edtech, digital equity and inclusion is at the forefront of ISTE's mission and a hallmark of the ISTE Standards.

Closing the Gap is a two-book series by Regina Schaffer, Nicol R. Howard and Sarah Thomas exploring how to achieve digital equity on campuses, in classrooms and throughout the education system. Closing the Gap: Digital Equity Strategies for the K-12 Classroom, discusses the key challenges facing teachers in today's classrooms, such as access, connectivity, limited resources, the digital divide and the homework gap. Closing the Gap: Digital Equity Strategies for Teacher Prep Programs offers research- and evidence-based vignettes from teacher educators, higher education deans and department coordinators demonstrating best practices.

In this episode of ISTE's Ed Influencer podcast, child psychiatrist Pam Cantor talks about why it's important for educators to focus on relationship-building and students' emotional well-being during times of crisis. Although the focus of this podcast is on the COVID-19 pandemic, Cantor's research focused on the effects of the Sept. 11 terrorist attacks on children in New York City schools. Cantor's study revealed that highly stressful situations cause a double whammy effect on children's ability to learn.

Human relationships, such as those in school communities - friends, classmates and teachers - can buffer the negative effects of stress caused by trauma like racism, turmoil at home or traumatic events, Cantor says.
Jerry Fingal is a writer from Eugene, Oregon, who focuses on education. Samantha Mack is a marketing associate for ISTE. This is an updated version of a post that originally published on June 3, 2020.

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How do you nurture anti-racism in children? Can educators and parents teach young people to see past their unconscious bias and ingrained beliefs to truly empathize with peers of color? How can white educators teach these topics when they have no personal experience with racism?

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https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story

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Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

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Baratunde Thurston. How to deconstruct racism, one headline at a time

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Baratunde Thurston. How to deconstruct racism, one headline at a time

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How to deconstruct racism, one headline at a time

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Baratunde Thurston explores the phenomenon of white Americans calling the police on Black Americans who have committed the crimes of ... eating, walking or generally “living while Black.” In this profound, thought-provoking and often hilarious talk, he reveals the power of language to change stories of trauma into stories of healing -- while challenging us all to level up.

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https://youtu.be/f2z-ahJ4uws

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Jane Elliott on Her "Blue Eyes/Brown Eyes Exercise" and Fighting Racism

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Robin DiAngelo: White Fragility: Why It's So Hard for White People to Talk About Racism

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Robin DiAngelo: White Fragility: Why It's So Hard for White People to Talk About Racism

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https://www.amazon.com/White-Fragility-audiobook/dp/B07D6XQQRY

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New York Times page https://www.nytimes.com/interactive/2019/12/20/magazine/1619-intro.html
Spotify https://open.spotify.com/playlist/1F0QTCH64OT9YMkkSk3bTH
Apple podcasts https://podcasts.apple.com/gb/podcast/1619/id1476928106

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Jennifer Gonzalez. Why White Students Need Multicultural and Social Justice Education

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Jennifer Gonzalez. Why White Students Need Multicultural and Social Justice Education

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https://www.cultofpedagogy.com/white-students-multicultural-ed/

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Ta-Nehisi Coates: Between the world and me

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Ta-Nehisi Coates: Between the world and me

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https://www.goodreads.com/book/show/25489625-between-the-world-and-me

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Beverly Daniel Tatum: Why Are All The Black Kids Sitting Together in the Cafeteria?": A Psychologist Explains the Development of Racial Identity

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Beverly Daniel Tatum: Why Are All The Black Kids Sitting Together in the Cafeteria?": A Psychologist Explains the Development of Racial Identity

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https://www.goodreads.com/book/show/16280._Why_Are_All_The_Black_Kids_Sitting_Together_in_the_Cafeteria_

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Nothing to Add: A Challenge to White Silence in Racial Discussions (link to PDF)

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Nothing to Add: A Challenge to White Silence in Racial Discussions (link to PDF)

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https://www.semanticscholar.org/paper/Nothing-to-Add%3A-A-Challenge-to-White-Silence-in-Diangelo/8bdac3e294861c4a49d42829f7360827c800b26d

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Source: Curious Parenting https://www.facebook.com/curious.parenting/

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6 ways to be antiracist, because being 'not racist' isn't enough

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6 ways to be antiracist, because being 'not racist' isn't enough

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https://mashable.com/article/how-to-be-antiracist/?europe=true&utm_cid=a-seealso

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Ibram X. Kendi is a black man and an award-winning scholar who's studied the history of racist ideas. Conventional wisdom would have you believe that Kendi, by virtue of his identity and life experiences, couldn't be racist himself.

In his 2019 book, How to Be an Antiracist, Kendi doesn't just upend this assumption - he obliterates it with an unflinching examination of the racist ideas and beliefs he previously held, before embracing antiracist values and views.

He writes about once believing that education and hard work would "uplift" black people, no matter the policies that specifically made such success improbable for many black Americans. He confesses to internalizing racist ideas about black youth behavior as a teen, only to realize that the "mind can never be antiracist" when it thinks there is something wrong with an entire racial group.

Kendi's surprising, arguably risky self-critical approach illustrates how easily racist thoughts take root and how they're linked to policies that create harmful social, economic, cultural, and political disparities. One reason racism persists is because most of us cannot see as clearly as Kendi how the mind - and body politic - casually harbors racist ideas.

Kendi argues that without the capacity for honest self-reflection and critical thinking, we'll remain a nation of Americans who, like President Trump, swear they " don't have a racist bone" in their body all while racism and white supremacy persist unchecked, destroying communities and lives.
"I wanted to convey that this sort of striving to be antiracist is an ongoing journey."
As the public searches for fresh answers about how to end institutional racism in the wake of George Floyd's death, who died after an officer kneeled on his neck for nearly 9 minutes, it should turn to Kendi's book for essential insight. Using his own personal evolution as a guide, Kendi lays out the steps we can all take toward confronting the racist ideas we've held and what's required of us to become antiracist instead.

"I think first and foremost I wanted to convey that this sort of striving to be antiracist is an ongoing journey," says Kendi. "I realized that in many ways my sort of story or journey, tracks the journey that many people have gone through or are going through ... I wanted to model for people what each and every one of us can do and should do in terms of how deeply critical we need to be of ourselves."

Below are six steps you can follow:

1) Understand the definition of racist.

Conversations about racism often suffer when participants can't define the meaning of the word. Merriam-Webster defines racism as "a belief that race is the primary determinant of human traits and capacities and that racial differences produce an inherent superiority of a particular race." Few people would admit that definition reflects their views but nevertheless consciously or unwittingly believe in or endorse racist ideas.

Kendi goes further, defining the word racist as: "One who is supporting a racist policy through their actions or inaction or expressing a racist idea." This incisive definition forces the reader to hold themselves accountable for their ideas and actions.

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An antiracist, writes Kendi, is "One who is supporting an antiracist policy through their actions or expressing an antiracist idea."

2) Stop saying "I'm not racist."

It's not enough to say, "I'm not racist," and often it's a self-serving sentiment. Kendi says people constantly change the definition of what's racist so it doesn't apply to them. If you're a white nationalist who's not violent, says Kendi, then you might see the Ku Klux Klan as racist. If you're a Democrat who thinks there's something culturally wrong with black people, then racists to you might be people who are Republicans.

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By reflexively defining yourself as not racist, or beyond racism's firm grip, you're making it impossible to see how your own ideas, thoughts, and actions could be indeed racist. Moreover, being antiracist means moving beyond the "not racist" defense and instead embracing and articulating decidedly antiracist views and beliefs.

So, for example, if you're a white liberal who considers herself "not racist" but you refuse to send your child to a local public school because the population is predominantly African American, that choice is racist. The antiracist position would be to at least consider enrolling your child and/or learning about the disparities and inequities affecting that school in order to fight them.

3) Identify racial inequities and disparities.

Racism yields racial inequities and disparities in every sector of private and public life. That includes in politics, health care, criminal justice, education, income, employment, and home ownership. Being antiracist means learning about and identifying inequities and disparities that give, in particular, white people, or any racial group, material advantages over people of color.
"What an anti-racist does first and foremost is identify racial inequities."
When Social Security was created in 1935, for example, it excluded domestic and agricultural workers, the majority of whom were black. While the Social Security Administration denies racial bias was a factor in that decision, it still meant that black workers had less opportunity over the course of decades to accumulate savings and wealth compared to white workers. Other policies that disproportionately provided " tax-funded wealth-building opportunities" to white Americans produced similar results for black Americans.

"What an anti-racist does first and foremost is identify racial inequities," says Kendi.

So a racist analysis would ascribe poor or worse outcomes for black Americans to the group's behavior or characteristics. An antiracist analysis would make clear that the problem is not the group, but the policies that put racial groups at a distinct disadvantage.

4) Confront the racist ideas you've held or continue to hold.

Once you've begun identifying racial disparities, examine whether your own views, beliefs, or voting patterns have justified racial inequality.

If you're the parent who won't send a child to a predominantly black school, consider how that choice influences your views on discipline policies and charter schools, policy issues that are deeply intertwined with race and racism. Do you vote for school board or city council candidates who don't want to address educational disparities or actually work against local advocates trying to increase educational equity? Do you know that funding policies affect how resources are allocated to schools and why those practices can create racial disparities? To many people, these realities probably seem disconnected from whether or not they're racist, but Kendi argues that remaining ignorant about them, or declining to change policies that produce disparities, is not an option for someone who wants to be antiracist.

Kendi's own journey demonstrates that people can hold racist ideas without realizing they're biased - and while they embrace ideas that are antiracist. If you don't know whether your beliefs or views are racist, listen to frontline racial justice advocates, activists, and organizations that have outlined antiracist positions and policies. Let that listening prompt deeper reflection about why you've believed in certain ideas.

Related Video: How to donate to support the Black Lives Matter movement

5) Understand how your antiracism needs to be intersectional.

Kendi argues that racist ideas and policies target many different people within racial groups. A policy that creates inequality between white and Native American people, for example, also yields inequality between white men and Native American women. If one believes that black men are superior to black women, then that person won't be able to see how certain ideas and policies disproportionately affect black women in harmful ways.

Because race intersects with multiple aspects of people's identities, including their gender, sexuality, and ethnicity, it's imperative to use an intersectional approach when being antiracist.

6) Champion antiracist ideas and policies.

One cannot strive to be antiracist without action, and Kendi says that one way to act is by supporting organizations in your community that are fighting policies that create racial disparities. You can volunteer for or fund those organizations. Kendi also recommends using one's power or getting into a position of power to change racist policies in any setting where they exist - school, work, government, and so on. The point is to commit to some form of action that has the potential to change racist policies.

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Kendi realizes the risk of openly discussing one's own racist ideas or beliefs, and knows that vulnerability can be weaponized against someone. He also has a unique vantage point on this question.

"As someone whostudies racist ideas and upwards of 500 years of people weaponizing racist ideas ... no matter what antiracists say or do, racists are going to figure out a way to weaponize their words and their deeds against them," he says.

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Given that inevitability, Kendi believes in the power of being vulnerable as an antiracist, because it gives the listener an opportunity to be similarly capable of self-critique.

"There are many Americans who believe sincerely that they're not racist," he says.

Kendi's hope is that they'll be open to recognizing the ways in which they're racist if others around them show them what that looks like.

UPDATE: June 2, 2020, 9:30 a.m. PDT This story was originally published in 2019, and updated in 2020.

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6 ways to be antiracist, because being 'not racist' isn't enough

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Ibram X. Kendi is a black man and an award-winning scholar who's studied the history of racist ideas. Conventional wisdom would have you believe that Kendi, by virtue of his identity and life experiences, couldn't be racist himself.

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10 Tips for Reading Picture Books with Children through a Race-Conscious Lens

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10 Tips for Reading Picture Books with Children through a Race-Conscious Lens

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How can caregivers and educators best guide children to and through picture books with positive racial representations? How can we also support kids in resisting or reading against racist content? These tips draw on the Whole Book Approach (WBA, which I created in association with The Eric Carle Museum of Picture Book Art) and other resources to highlight how picture books can provoke meaningful, transformative conversations between children and adults that "embrace race."

1. Draw on expert resources to find and assess diverse books.

In our Talking Race & Kids online conversation, we highlighted We Need Diverse Books and its Our Story App, but suggested many other great resources, too.

2. Conduct a collection/storytime diversity audit.

How many books by/about People of Color and Native/First Nations people do you count? How many are #OwnVoices titles? What goals can you set?

3. Recognize and leverage the difference between reading to children and reading with children.

Storytimes often use performance methods that position children as an audience with adults reading to them. Shifting to instead read with children through co-constructive models like the WBA can support kids' critical engagement with picture book representations of race by affirming that their ideas matter.

4. Ask open-ended questions with embedded art and design vocabulary to engage children's visual literacy.

The WBA uses questions inspired by Visual Thinking Strategies: "What do you see happing in this picture? What do you see that makes you say that? What else can we find?" It also asks questions about art and design, such as why a book uses a portrait or landscape layout, or how endpapers can provide clues about a story. Ensuing discussions expose how creative processes involve choices, which, by extension, can support kids' understanding that words' and pictures' representations of race are ripe for analysis, too.

5. Intentionally integrate discussion about representations of race into shared reading.

Librarian Jessica Anne Bratt offers these tips, adapted from her google doc, "Talking about Race at Storytime":

It's okay to point out racial differences in picture books: "Is that skin color darker or lighter than yours? How would you describe this skin color? Or yours? Or mine?"

Share your feelings about race and racism when reading together: "It makes me sad that laws allowed certain groups of people like African-Americans to be treated differently."

Use "fair/unfair" when talking about racial stereotypes or exclusion in picture books: "Wow, this picture book only includes White male inventors. That's unfair. Did you know that ____ created things, too? Let's read about some famous ____ inventors."

Embrace cultural and racial differences, and reinforce that "different" and "weird" aren't the same. "Why is her hair weird?" "Her hair is different from yours. Some people have straight, curly, or wavy hair. It's great that we're different."

Respect children's curiosity by responding to their hard questions and sometimes embarrassing observations, or by admitting gaps in your knowledge. "Let me think about that for a while," or "That's a good question" or "I don't know" can be great replies.

6. Use other questions (like these adapted from Lissa Paul) to get kids talking about how words and pictures can reflect, reinforce, or challenge systems of power:

Whose story is this?

Who is the reader?

When and where was the book written? By whom?

Who is named? And who isn't?

Who gets punished? Praised?

Who speaks? Who is silenced?

Who acts? Who is acted upon?

Who looks? Who is observed?

7. Paraphrase and link comments to reinforce ideas and model active listening.

Paraphrasing helps kids feel heard and can let them clarify remarks. Linking ideas fosters collaboration so that many voices make meaning of a text.

8. Welcome diverse responses and interpretations.

In "The Acid Test for Literature Teaching," reader response theorist Louise Rosenblatt writes, "Books don't only happen to readers. Readers also happen to books." It follows that one text can elicit many responses grounded in readers' particular experiences and perspectives.

9. Stretch beyond your readings/interpretations to center children's responses.

Scholar, Aidan Chambers, asserts that using open-ended questions and leading with the phrase, "Tell me..." can foster children's comfort in taking risks in their discussions about books.

10. Be mindful of power dynamics at storytime, starting with the fact that all children exist under adult authority.

How can you empower them? Strive, especially, to hold space for children of marginalized identities addressing exclusion, and for those voicing concern about representation of "mirror" characters.

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10 Tips for Reading Picture Books with Children through a...

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How can caregivers and educators best guide children to and through picture books with positive racial representations? How can we also support kids in resisting or reading against racist content?

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Help Your Kids Take Action Against Racism

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Help Your Kids Take Action Against Racism

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https://www.girlscouts.org/en/raising-girls/leadership/civic-action/racism-and-kids.html#parenting

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Whenever we see injustice, we all have a responsibility to confront it. Every day, no matter our background or our age, every single one of us has a role to play in taking on an unfair system while working to build a new one that truly works for all. Guiding our girls in learning to recognize and challenge structures and practices that fuel inequality and cause harm helps them play an active role in creating the positive change our society needs.

While we should be having conversations about race and racism regularly, checking in with your girl is crucial when racist violence claims lives and sparks widespread protest, grief, and unrest around the nation. Kids of all ages, backgrounds, and skin tones are feeling a range of emotions in response. They're sad, scared, angry, and confused.

What's the number-one thing that can help your girl process these feelings? Talking with an adult she trusts and loves-you-and then finding ways to take positive action.

It may be tempting to avoid the topic of race and racism altogether-especially for those who were taught it's something that isn't polite to discuss-but statistics show that justice, health, and education systems aren't fair in basic ways that can negatively affect a girl's life on a foundational level. Her family, education, safety, and well-being make these conversations a must for those who support a just and equal world for all girls.

Race-driven violence against the Asian American Pacific Islander community has skyrocketed in the past year, especially in major cities. Young people under 17 were targets in 12 percent of these reported incidents, and women were more likely to be targeted than men according to Stop AAPI Hate.

Since the start of the pandemic, three in every ten Asian American Pacific Islanders have been faced with racist slurs or racist jokes, according to the Pew Research Center.

In every state, black girls are twice as likely to be suspended from school as white girls even though they don't misbehave more frequently, according to a 2019 study by the National Women's Law Center. These suspensions impact her educational attainment and career prospects.

Children raised in Black, Latinx, and Native American households are more likely to live in homes with higher unemployment and lower incomes than white children. These inequities increase their risk for health problems and make it more likely they will receive less, and lower quality, education, according to the American Academy of Pediatrics.

Youth of color are more likely to be incarcerated than white youth, disrupting their education, impacting their health and emotional well-being, and limiting their options for the future.

Having honest discussions about race is important for all families, and it's vital to have them on a regular basis, even if you find it uncomfortable or you think your kids already know about racism and understand right from wrong. Yet while the discussion is great, it's only one part of it. It's also important to look at how your girl's life is structured and lived every day. Who does she see in her neighborhood, at school, and in positions of power around her?

So, how do you begin?

Be straightforward, ask questions, and listen to her.
For starters, don't avoid the topic. Pressing mute can make your girl think that talking about race and racism is off-limits or that the status quo is acceptable, when real conversation on these topics is actually what she needs most and what will help you both be part of the solution.

In fact, "choosing" whether to talk to your kids about racism and its consequences is not a decision every family gets to make. It's often a necessary, even life-saving, conversation from the earliest ages, especially for black families and other families of color.

Trish Tchume, who works on racial justice issues across communities, remembers her mom initiating a conversation with her when she was just five or six years old about how, as a black girl, she would be treated differently than her white friends.

"She was telling me that when I was with my mostly white friends at the mall or out at the pool, they'd come up with ideas of ways to test boundaries that might be harmless for them, but that would not be harmless for me. She was telling me to think and be more careful because black kids-and adults, too-are treated differently than white kids when they talk back to authority figures or break the rules" like all kids do at some point.

"My mom wasn't trying to hurt my feelings, she was trying to keep me safe," she adds.

You don't need a big speech. Ask what she's seen and heard and listen to what she says. Let her know that whatever she's feeling is OK, including if she's scared, uncomfortable, or angry.

"You might think she'll feel more afraid if you admit you don't have all the answers, but in my experience with kids, and in fact all humans, people feel comforted and better supported when they're met with honesty and emotion," says Ms. Tchume.

Teach her to identify racism.
To make discussion about race and racism a part of "normal" conversation in your home, start when your kids are young. According to Dr. Erin N. Winkler, who studies talking with children about race, it's never too early to start.

Young children start to reflect the bias prevalent in their society. In the U.S. that often means a bias toward whiteness.

"If you look at the media they are consuming and what comes out of that-the princess or character they want to be for Halloween for example-you can see that it starts early," says Dr. Winkler.

So, what can you do? It's important to pay attention to what's in your home. Having toys, books, and shows you watch that feature diverse characters in a variety of roles can help balance a narrative from society that often only places white characters at the center.

Talking about who's left out and who's included, and how they're treated when they are included, is important. When you read a book or watch TV with your girl, are the characters diverse? If there are Black, Latinx, Native American, or Asian American Pacific Islander characters, how are they portrayed? Are they in a lead role? Do they reflect stereotypes or do they have dimension? Beyond characters in books and movies, when she's in school and learning about history, whose history is she learning about?

Whenever you're met with exclusion based on race, ask if she thinks that's fair, how it makes her feel, and how your family might work together to fight these everyday types of racism.

"Fairness is a really great way into this topic with kids. It's a concept they understand," says Dr. Winkler.

Teach her the value of diversity and inclusion, and to embrace our differences.
Saying "we're all the same" or "I don't see color" might be well-intentioned, but it perpetuates racism because it disregards part of people's identities. Plus, saying everyone is the same implies that everyone has the same experiences and is treated the same in our society-which statistics and the everyday discrimination faced by Black people and other people of color show isn't the case.

Instead, talk with your girl about how we can honor and celebrate our differences, and about how we all, with our unique backgrounds and experiences, bring beauty to the world in so many different ways.

"I'm proud and excited to be Black. Anything that causes another person to erase a part of who they are to fit in, to be seen, to be loved? That's not good or helpful," says Ms. Tchume.

Empower her to challenge racism when she sees it.
Racism isn't always violent or overt. It appears in many forms, and it is rooted in the false belief that the white experience is standard and that white people are superior to others.

Your community and what she sees every day in her world counts.

"It's not just what you say, it's also what you do and what she sees and the way everyday life is set up for her. What does she hear at school? Who does she see in your neighborhood? Kids take all of that in and learn by seeing what's around them. It influences how they see race," says Dr. Winkler.

Also, some parents approach racism as a "settled issue," when it's still very much an issue in the everyday lives of many families.

Racism didn't end with the Civil Rights Movement. Showing kids that people like Martin Luther King Jr. and Rosa Parks, as well as everyday people who've taken action against injustice, had roles in making change can help them understand we all have a role to play and that they can help make things better, says Dr. Winkler. It empowers them. "Teaching them to look for the people in the community who are helping, and showing them that there are people out there committed to making change now is also a great way" to engage kids.

Learn and take action together.
Although families of different backgrounds come to these conversations from different places, one thing that can help many parents and caregivers is educating themselves to increase their understanding and comfort level, says Dr. Winkler. "If you can't explain systemic racism to other adults, it might be hard to explain it to young children in a way that feels right to you."

Ms. Tchume suggests being open and talking with your girl about the fact that you're learning at the same time she is. Seeing that grownups don't have all the answers either, and that you often have to do some work to find out the best ways to help, will show her that making meaningful change takes patience and dedication.

You can also talk with her about actions you're taking for positive change as an adult, including voting. Let her know about things she can do or that you can do together as a family. Writing letters to your elected representatives urging them to support anti-racist policies (and holding them accountable for their actions) and connecting with groups in your community that are working for equality are just a few of the many ways you and your girl can help build a just world for all.

Here are some additional resources to support you:

There are few topics more complex than race in the U.S. The resources and conversation starters above represent just that-a start. We're committed to continuing the conversation by bringing a range of voices to the table, listening to each other, educating ourselves, and recognizing that we all start from different places. We all have a role to play in bringing about the world we want to see for our girls. Join us in the effort. -The Raising Awesome Girls team.

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Help Your Kids Take Action Against Racism

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Whenever we see injustice, we all have a responsibility to confront it. Every day, no matter our background or our age, every single one of us has a role to play in taking on an unfair system while working to build a new one that truly works for all.

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https://greatergood.berkeley.edu/article/item/antiracist_resources_from_greater_good

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Our mission at the Greater Good Science Center is to elevate the human potential for compassion. But that does not mean we deny or dismiss the human potential for violence, particularly toward marginalized or dehumanized groups.

© Tony Webster, Black Lives Matter Minneapolis

For centuries, African Americans and other communities of color have been subject to this physical and structural violence, denied their humanity and often their basic right to exist. That's why we are gathering Greater Good pieces that explore our potential to reduce bias and contribute to racial justice. The science we cover reveals the considerable psychological and structural challenges we are up against. But it also gives hope that another world is possible.

You can read our latest coverage on racism, diversity, and bridging differences-or start with the key articles below. We'll continue to update this page with resources for individuals, parents, and educators.

Click to jump to a section:
-The psychological roots of racism
-How to overcome bias in yourself
-Confronting racism
-Reducing bias in criminal justice
-Building bridges
-Resources for parents
-Resources for educators
-More anti-racism resources
The psychological roots of racism

How to overcome bias in yourself

Confronting racism

Reducing bias in criminal justice

Building bridges

Resources for parents

Resources for educators

Resources to Support Anti-Racist Learning: Read a message from the Greater Good Education team along with articles, books, practices for teachers and students, organizations to follow, and other resources to support anti-racist educators.

More anti-racism resources

Greater Good wants to know: Do you think this article will influence your opinions or behavior?

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In response to the killing of unarmed Black people by police, we gathered Greater Good pieces that explore our potential to reduce prejudice in society and in ourselves.

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Let's get uncomfortable: It's time to talk about race. Lori Mayo

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Let's get uncomfortable: It's time to talk about race. Lori Mayo

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https://youtu.be/3m728kmKRJE

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Let's Get Uncomfortable: It's Time to Talk About Race | Lori Mayo | TEDxWCMephamHigh

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What if white people led the charge to end racism? Nita Mosby Tyler

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What if white people led the charge to end racism? Nita Mosby Tyler

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https://youtu.be/VQSW5SFBsOg

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What if white people led the charge to end racism? | Dwinita Mosby Tyler | TEDxMileHigh

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Resources you'll need for raising an antiracist child

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Resources you'll need for raising an antiracist child

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https://mashable.com/article/raising-an-antiracist-child-resources/?europe=true&fbclid=IwAR27TPX938tduGe91LQ0gTLn5gKo3PPXb5EfwAjNZZglR9GrHbtksTg8vc0

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So you've decided to raise an antiracist child. No doubt something profound has brought you to this crossroads. For many parents, the death of George Floyd, who died after an officer kneeled on his neck for nearly 9 minutes, was the catalyst.

For me, it was an evolution that took place over years but culminated in watching an unabashed display of white supremacy at the Unite the Right Rally in Charlottesville, Virginia, in 2017.

I understood then what hadn't been clear to me before: If I raise my children with good intentions when it comes to race - praising equality, dignity, and fairness without actually teaching them how to be antiracist - I will have failed them and this country. I wrote about that awakening last year.

Let's first acknowledge that for countless parents there is no choice, only the reality of knowing how the world will treat your black child or child of color and the overwhelming instinct to protect them, particularly from anti-black racism.

Once you've chosen to embrace the duty to teach your children about antiracism, it's imperative to begin with a reckoning of your own racial identity and beliefs. Being "not racist" simply isn't enough, as I've written here. If you cannot accept that racist ideas are everywhere and that you knowingly or unwittingly hold racist views, have voted for racist policies or politicians, or make racist choices, you will struggle to teach your child to be antiracist.

That's because you cannot raise an antiracist child without honesty and critical self-reflection. This is indeed the trap of good intentions: When you believe your efforts are noble but cannot hold yourself truly accountable, you will continue to perpetuate racism and teach your child how to do the same. The journey you're on now is hard, uncomfortable, and lifelong.

When it comes to books, which are a go-to medium for many parents, I'd urge you to consider a few things. First, have foundational conversations with your children, like the discussions described here and here, before or at the same time you introduce new books on race and racism. Adding to your library may give you a sense of accomplishment, but the real learning happens in conversation with a child - and in answering difficult questions.

Also, be sure your collection includes stories in which black children experience joy, adventure, and love. Otherwise, you may inadvertently portray the black experience as one of just suffering, and not incredible resilience.

The following list of resources to help you move forward isn't an exhaustive compilation. These are starting points from which you can explore and challenge yourself.

Books

1. All the Colors We Are: The Story of How We Get Our Skin Color, by Katie Kissinger, offers a straightforward yet engaging explanation (in English and Spanish) of melanin and why people's skin comes in different shades and hues. It's best suited for older preschoolers and elementary school age children. Knowing these basic facts will help you talk to a child about race.

2. How to Be an Antiracist, by Ibram X. Kendi, weaves together memoir and historical analysis in order to help readers understand how and why racist ideas take root in our minds, hearts, and politics, and what we must do to become antiracist in response. (Read Mashable's coverage of the book here. Kendi has published his own antiracist reading list here.)

3. So You Want to Talk About Race, by Ijeoma Oluo, is a guide to having honest conversations about race and racism for readers of all backgrounds.

4. Something Happened in Our Town: A Child's Story About Racial Injustice, by Marianne Celano, Marietta Collins, and Ann Hazzard, takes place in the wake of a police shooting that leaves a black man dead, and the reader watches how conversations about the tragedy unfold in different households. Written by three child psychologists, the book aims to give all parents, regardless of their racial or ethnic identity, tools for having tough conversations with elementary school age children about police violence. (Read Mashable's coverage of the book here.)

5. Stamped: Racism, Antiracism, and You, written by Ibram X. Kendi and Jason Reynolds, is a "remix" of Kendi's award-winning book Stamped from the Beginning: The Definitive History of Racist Ideas in America. The collaboration condenses the history of racist ideas and plows through centuries of time in a snappy 246 pages. Chapters are typically no longer than 10 pages. Sometimes the font is bolded and enlarged to drive home a point, and numbered lists frequently break down complex ideas. It's a great read for both adults and young adult readers. (Read Mashable's coverage of the book here.)

6. White Fragility: Why It's So Hard for White People to Talk About Racism, by Robin DiAngelo, speaks directly to the white reader who may believe that only bad people can be racist, and therefore, can't hold themselves accountable for unintentionally racist behavior, speech, or habits. The book isn't a lecture but an incisive analysis of why a positive attitude about race won't make you antiracist.

Related Video: Want to donate to help the Black Lives Matter movement? Here's how.

Google Docs

7. This antiracism resource guide was written and shared by a user named Tasha K. in the wake of Ahmaud Arbery's death. The list offers numerous recommendations, including suggestions for topic areas like ethnic studies, teaching, immigration, and voting.

8. Sarah Sophie Flicker and Alyssa Klein compiled this Google doc of antiracism resources for white people. It includes recommendations for parents as well as suggested books, articles, podcasts, and organizations to follow.

9. Sarafina Nance put together this list of resources, which includes information about where to donate, petitions to sign, ways to take action, what to read, and discussion questions.

Online Resources and Websites

10. The Conscious Kid is an organization that focuses on promoting access to children's books that feature "underrepresented and oppressed groups." Its book subscriptions help parents discover stories for all youth age ranges, including infants and toddlers. It also publishes "critical conversations" with authors, academics, and activists.

11. EmbraceRace is a standout source for both white parents who want their children to be thoughtful allies as well as parents of color working to raise confident, resilient children. The site offers webinars, tipsheets, book suggestions, and more.

12. The Girl Scouts' tipsheet on taking action against racism is clear, thoughtful, and direct. It offers readers advice on how to start talking about race with their children, how to teach them inclusiveness, and how to empower them to challenge racism when they see it.

13. The Greater Good Science Center at U.C. Berkeley shared a list of resources to help people understand the the science behind bias and discrimination, and how to reduce or eliminate those impulses over time. It includes a reading list for parents.

14. The National Museum of African American History and Culture and the Smithsonian partnered to produce a website on talking about race. Sections specifically on antiracism and parenting provide valuable information and thought-provoking guidance.

Podcasts

15. The Seeing White podcast is a production from the Center for Documentary Studies at Duke University and is distributed by the public radio nonprofit organization PRX. The second season, which explored the "history and meaning of whiteness," is essential listening for parents.

16. , a podcast from the Grammy-nominated children's hip-hop group Alphabet Rockers, is for families of all backgrounds who want to work for racial justice. In their music and work with school children, the Alphabet Rockers encourage kids to practice intervening when they witness exclusion of any kind in school or out in public, including racism and prejudice.

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Resources you'll need for raising an antiracist child

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So you've decided to raise an antiracist child. No doubt something profound has brought you to this crossroads. For many parents, the death of George Floyd, who died after an officer kneeled on his neck for nearly 9 minutes, was the catalyst.

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Hang each corner in your classroom with a poster that reads, strongly agree, agree, strongly disagree, disagree. Give the students a statement and let them vote with their feet to the corners of the classroom. Start the debate and let students convince each other to walk to a different corner. This activity will help model to students that changing your mind is ok and even encouraged when you hear new information. A skill we need more of outside of the classroom.

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White dude inventor on the classroom walls antidote

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White dude inventor on the classroom walls antidote

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https://medium.com/nevertheless-podcast/stem-role-models-posters-2404424b37dd

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Deutsch: Padlet with resources for primary schoolers

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Deutsch: Padlet with resources for primary schoolers

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Brigitte Hübel-Fleischmann

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#CAREChatEDU is a new weekly chat led by Nicole Jennings @DrJ_757 and Dr Twilch @IamDrTWilch.

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8 manieren om anti-racisme een plek te geven in je klaslokaal

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8 manieren om anti-racisme een plek te geven in je klaslokaal

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Sponsored by Extempore and Participate

For most of my life, I've found myself in the role of the OBF, the One Black Friend in an otherwise white circle of people. While that doesn't qualify me to be The Voice of Black Teachers and Students everywhere, my experiences have taught me a lot about what teachers can do to help students from different backgrounds feel fully included in the classroom, or in some cases, what they do to create the opposite effect.

With all our policies, culturally responsive trainings, and books on cultural diversity, we obviously have the best intentions. But are we reaching desired outcomes, or do our well-intended deeds miss the mark? I could go into statistics about disparities and point to evidence that what we are doing isn't working, but sometimes personal experiences mean more than data. In our hearts, many of us know we are not reaching every student, so I offer this challenge: Is it possible to improve the way you relate to students from diverse backgrounds?

The OBF (or its equivalent for other ethnicities) exists in many classrooms, classrooms where teachers are trying their best to do the right thing for every student. My hope is that my stories and the easy-to-implement strategies I share here will help you improve your practice and avoid some of the faux pas that come with teaching students who may look, think, or opine differently than we do.

Life Through the Eyes of the OBF

My first OBF experience was with my first grade teacher, a gray-haired, gray-eyed "grandma" who looked different than the grandmas I knew. I remember feeling that she didn't like me much but loved the little girl who used to steal my pencils. I knew that the girl who stole my pencils got hugs from the teacher while I got plain pencils to use instead of my fancy ones. I knew it wasn't fair, but it taught me about the value of blonde hair and blue eyes and the lack of perceived value in my brown ones.

As an adult, I moved to Switzerland and my OBF journey continued, first as a teacher, then a mom. Free of American race politics, I learned how to fully enjoy being an OBF with only occasional blips; then I realized that not having "races" or race politics made the Swiss blissfully unaware of the plight of "others." I began to see the hardships of refugees, people with learning or physical disabilities, and even people who were just plain different.

My blissful race-free bubble dissipated with finality the day my 5-year-old son came home with his pants pulled low, excitedly telling me of his neighborhood nickname, Gangsta. Around this same time he came home with a Black-faced, grass-skirted neger for the letter "N" on a worksheet.

It was then that I realized the depth of the "colorblindness" of Swiss society. The fact that there were no colors to see meant that most Swiss had little or no experience "seeing" any other cultures, and when race did come up, the few Brazilians, Tamils, Tibetans and Black and white refugees there were met with a wall of us vs. them as impermeable as the Alps. Without my bubble, the absence of race and race politics were no longer freeing but suddenly a personal affront that led me back home.

After repatriating, I found myself teaching music in a small Lutheran school in Texas. The teachers were welcoming, long tenured, and the school was run by a motherly woman who understood the occasional need to take off for doctor's appointments and sick children. I enjoyed both teaching and the after-hours socializing with my OBF status taking a backseat to the commonality we shared as Christians, teachers, women and mothers. When conversations on local news or social justice issues came up, I used my voice to present another viewpoint, one that women in middle-class white circles had not been exposed to. I felt heard.

Then the 2016 election cycle hit and that was that. Things became uncomfortable. Being Black, divorced, and raising a son alone made me an "other" even in a circle of female believers. We all retreated and gave up on the community. I'm not proud of that, but at the time, I felt too alone and misunderstood to fight to sustain the relationships.

These experiences and others in my OBF journey have framed my teaching practice and provided me with tools to help me better relate to students with various backgrounds and perspectives. I call it my journey because it implies growth rather than an end goal, and the strategies below can help you in your own journey. By making small, intentional changes in the way we relate to the world around us, we can all improve our practice.

9 Ways to Create a More Inclusive Classroom

1. Read, read, read.

There is no shortage of resources, of literature from diverse authors, blogs from minority educators, articles on inclusion from educational magazines as well as scholarly articles from professors and experts. Additionally there are groups that you can join and hashtags you can follow to keep up with actual educators who are working to serve diverse students better.

While you're reading, check your own classroom and school libraries. Book collections should reflect authors from diverse backgrounds and even our youngest students should see picture books with all kinds of people in them. Some of my favorites are Kwame Alexander, Viet Nhan Thien, Sandra Cisneros, Sarah McBride, Samira Ahmed or Poet Laureates Joy Harjo and Maya Angelou

2. Be open to feedback.

I sent a note on that worksheet mentioned above to my son's teacher explaining that there were many N words, and expressed my willingness to help find culturally diverse resources. Her answer? "OK." No expression of regret, no acknowledgement that she needed to do better.

Not knowing is not a criminal offense. Knowing that you don't know and not caring, however, is deeply offensive. If you don't know, ask. If you don't have someone to ask, expand your circle. You'll make mistakes, but if you're sincerely trying to be a better practitioner, people will see that and be generous.

If you do make a mistake-and you will-apologize, learn from it, and do better next time. Just let there be a next time and don't let getting it wrong keep you from learning, growing and trying to build better relationships with all of your students.

3. Expand your circle.

Are you in diverse enough company that someone would tell you when you get it wrong? If not, get involved in the community you teach in. This doesn't mean you have to add more things to your to-do list or take time away from your family. Take them with you to see a student's peewee football game, a church musical or a Juneteenth parade in your school's community. Go shopping there. Pick up dinner from the little restaurant near your school. Find a mentor or make a friend who can help you build bridges to the community you serve. Yes, you will probably be the only white lady at the Black Baptist church and yes you will feel uncomfortable at first, but you will be welcomed. And being the one white face in a sea of brown ones will give you a deeper sense of empathy for your minority students.

When I began teaching in Switzerland, I went to every local event I could. I wanted to know the kids I taught and that meant understanding Swiss culture. It helped me to build deeper relationships and those relationships made me a better teacher. If you really can't manage to get out into the community, start by finding out what your kids did on the weekend. That will provide clues to community life and maybe you'll get an invitation you can't resist.

4. Get comfortable being uncomfortable.

You will teach students who look differently, think differently or represent and believe in different things. You may at times feel challenged, out of step with cultural or modern modes of behavior. You may teach students who represent something you don't believe in. You have to be okay with that and that's not always easy.

My Lutheran school experience resembles challenges that arise in classrooms daily. It's easier to simply relate to the students who are like us and, by default, leave the ones perceived as different, or difficult, by the wayside. It is often unintentional, but always unacceptable. Why should it matter that a child represents different political beliefs, wears a hijab, identifies as non-binary, is another color, or wears "weird" hair? It shouldn't, but it usually does. It's human nature to seek the familiar, so it's understandable that "others" can represent a threat, a challenge to the status quo in some form. But the ability to embrace and enjoy what you think of as new and different is a sign of personal growth and maturity, and who doesn't want that?

Embracing the new and different may come harder if you've been teaching a while and you feel like the goalposts keep moving. That's where the uncomfortable part comes in. Everybody knows if you jump headlong in you get acclimated much quicker than if you wade in bit by bit. Jump in but instead of trying to embrace cultures and ideologies, embrace the child standing before you. Do your best for that one soul. Most of all, realize that you can embrace people who are different without changing who you are. That makes it no less uncomfortable, but it becomes much less scary, much more doable.

5. Don't forget gender.

Teachers are overwhelmingly female. Middle aged, white and female. Our classes are more likely to look like Pottery Barn than a man cave. Yet, we teach students who may feel overcome by estrogen with all the rustic swirls and pretty feminine energy. Is your classroom space an environment with which all genders can identify?

And what about gender and lifestyle diversity? Are we prepared for questions that may come up? Maybe your personal stance is that gender and sexual identity questions should not be a part of primary or middle school education, but what will you do if gender-fluid children or same-sex parents are a part of your educational circle? How will you meet the needs of children who may represent a challenge to your belief system? I don't have the answer, but these questions are worth thinking through-see #4 for advice on how to do that.

Acceptance and empathy are human and our job is to provide a space for all students to feel welcome so they can learn. If you're uncomfortable or unknowledgeable, authors like Bonnie Combs, Rigoberto Gonzales and William Mason can help. Written for littles, without getting into the nuts and bolts of human sexuality, these books teach about diversity and acceptance.

6. Beware "imperceptible" distance.

Sometimes the scars of our collective past come to bear on our classroom interactions. Maybe you were the nerd and you have a hard time dealing with mean girls. Maybe you were the mean girl who has a hard time dealing with nerds. I got beat up in 6th and 7th grade by the mean girls. It shaped me and now I have to work hard at seeing them in all their middle school frailty. They need me as much as the artsy, bookish kindred spirits do, so I work at building relationships with them.

Are you internally putting what you hope is imperceptible distance between you and some students you find less than likeable, or are you leaning in with them? Are you challenging yourself daily to make sure that your actions line up with your intent? Children and young people are incredibly perceptive and they can sense it if you don't like them, so try. Go the extra mile, treat them like your favored student and let your actions say what your heart may not be able to.

7. Validate code switching.

Throughout my early and middle school years, integration became more norm than exception but I never stopped being the Black girl in a sea of mostly white faces; consequently, code switching between two different worlds was my norm.

At home I listened to Motown and Rappers Delight and sang in the Gospel choir. At school I listened to Journey and sang in Madrigal group. I excelled and was well liked. I was smart, pretty, and could sing: the trifecta for Black students in white schools. In high school I reaped my great reward for being a "credit to my race" (btw, not a compliment), where my crowning "accomplishment" was winning "Miss Soul." I couldn't explain then why I felt embarrassed by that award. I know now that it was created so the modest number of Black kids would have a shot at winning something other than Best Athlete or Best Performer. It was the "token" award. You got it if you were Black and whites saw you as not too much unlike the majority culture. You got it if you were a master at code switching. I felt that I was being less than my authentic self until I got to college and found out that code switching is a normal part of growing up a part of two cultures.

You may see your model student get in the car with dad who has Cardi B blasting. If your reaction is to believe that the student is not who you thought he was, think again. Just as we are different as spouses than we are as parents, people fulfill different roles in the diverse communities they belong to. There's an outfit and a language for every setting. On the playground is where Spanglish, urban or southern slang and other regional forms of English are welcome. In the classroom standard English is required. Explain that colloquial forms of English are perfectly acceptable in informal settings but the highest paying jobs (besides ballers and artists) require standardized English. Let them know that code switching is an important soft skill and a necessary one; get them started early.

8. Embrace the elephant in the room.

Race is a complex topic and although it might seem easier to avoid, it's healthier to have open conversations where students can learn to process thoughts and ideas on race in a caring, positive setting. Even the most brutally honest question can be reframed using affirming language. For example, "Why is your skin brown?" could be answered with "Here in America we often see white skin, but the world over most people have skin in shades of brown." "Why do you always wear a scarf?" can be explained with, "That's called a hijab and it's a sign of respect in the Muslim faith." Even requests to touch a student's hair can be redirected by instead having conversations about how exploring different hair textures and products can be fun.

And while you don't want to ask any student to be the Voice of His People, it is perfectly acceptable to acknowledge and discuss cultural differences. Assess in a private conversation if a student feels comfortable talking about Ramadan or Dia de los Muertos with the class, or for that matter, scouting or tuba lessons. If you filter out personal perceptions or opinions about questions that arise and answer factually and calmly, a question will just be a learning opportunity. If, however, you feel that a student question is designed to be intimidating or rude, speak to that as well. Tact and kindness sometimes need to be taught, as does empathy. If tension arises between students, teach respectful conflict resolution using sentence stems.The Big Idea is to create a kinder, accepting society and that can be your guide.

9. Identify and fight bias.

If imperceptible distance is bad, tangible tension is worse. If you are a white teacher teaching minority students, you might feel challenged by a student in a way that feels disrespectful. A racially conflicted history may color the interaction. First, remember that your interaction may have nothing to do with cultural dissonance. Dealing with "attitude" is a part of the job at some point for every teacher, color and culture notwithstanding. Sometimes, however, mistrust and fear need to be overcome on both sides. That can make an interaction feel bigger than it really is and that truth alone can help temper your reactions.

If you really feel there is a racial or cultural disconnect, you might ask a trusted teacher who shares the student's culture or one who has a better rapport with the student to have a meeting with you both. Having a second teacher monitor conflict resolution is helpful even when the issues are not cultural. Finally, if you find that you are having regular conflicts with students who share a similar background, you may want to do some soul searching. Having bias is human. Being biased against certain groups is damaging, to you as a practitioner and to the students you serve.

If you suspect your bias may be keeping your students from feeling truly comfortable in the classroom, I hope you've found strategies here to help. Additionally, both Learning for Justice and Harvard's Project Implicitare great places to gain insight and find resources to help you make a change.

Throughout my journey as an OBF, I'm sure my teachers intended to encourage and empower me, and they often did. But they also told me in hundreds of little and big ways that I was an anomaly and part of a group that was sub-standard. Their well-intended strategies missed the mark. Tomorrow, I hope when you look at your students, you'll remember my one Black friend stories and be able to identify the OBFs-and the equivalent for other ethnicities-in your class. I hope seeing them helps you feel brave, empowered and ready to build stronger relationships. I hope your intentions lead to desired outcomes and that you are able to side-step pitfalls more easily. Most of all, I hope you've learned something that leads you to celebrate all students, starting with the one in front of you at any given moment.

Come back for more.
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Are Your Diversity Strategies Missing the Mark? Nine Ways to Get it Right

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Sponsored by Extempore and Participate For most of my life, I've found myself in the role of the OBF, the One Black Friend in an otherwise white circle of people.

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21 anti-racism videos to share with kids

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21 anti-racism videos to share with kids

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http://www.weareteachers.com/anti-racism-videos/

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The United States has a racism problem. The idea of tackling such complicated and hurtful topics in our homes and classrooms is daunting, but we can't look away. We MUST face it. Fortunately, we live in a time when technology provides resources, such as the anti-racism videos below, designed to support us as we navigate these difficult and painful conversations.

For Parents and Educators

It's crucial that you feel confident and prepared to lead important discussions about what it means to be not only "not racist," but resolutely anti-racist. Here are some resources to help you get ready.

Be Boldly Anti-Racist

Elementary school educator, Naomi O'Brien, asks: "How did I become boldly anti-racist? By following my mom's example. How can you be bold and set an example for your kids and students?"

How to Talk to Kids About Race

In a new episode of Home School, The Atlantic's animated series about parenting, author Jeremy Tisby offers advice on how to have a conversation with children about race, from experiential learning to watching classic animated films.

How I Teach Kids About Racism (Kindergarten and 1st Grade)

This video is about elementary school teachers sharing the lessons they teach each year to introduce the topic of racism to their kindergarten and first grade students.

How Parents Can Help Kids Understand the Protests and Fight Racism

Dr. Janet Taylor shares advice with parents who may be struggling to talk about racism and the unrest that has erupted after the death of George Floyd.

For Kids and Students

Whether you're curled up with your kids at home or leading a group of students, here are some educational anti-racism videos to help get the conversation started.

Let's Talk About Race

The Tutu Teacher made this video for kindergarten students. In the video, she discusses what racism is and how it's impacted the lives of Black and Brown people. She also reads aloud the story Let's Talk about Race.

Sesame Street: Color of Me Song

Sesame Street explores: "What is the color of 'you?' Is your skin color tan, light brown, milky white, or dark dark brown? Whatever color you are, be proud and sing along."

Sesame Street: Song: I Love My Hair

Sesame Street invites children to "...sing along and make the world aware that YOU love your hair!"

Systemic Racism Explained

Systemic racism affects every area of life in the U.S., from incarceration rates to predatory loans, and trying to solve these problems requires changes in major parts of our system. This video offers a closer look at what systemic racism is, and how we can solve it.

Discrimination Explained for Kids

In this video, Pop'n'Olly discover what discrimination means and provide a few examples. They also talk about discrimination and the law.

Sesame Street Explains Racism and Protesting

Sesame Street and CNN worked together to create the "Coming Together: Standing Up to Racism" town hall for kids and families.

Woke Read Alouds: Wings

In this video, Ki reads the story Wings by author/illustrator Christopher Myers. They take readers on a fun, animated, and thoughtful journey through the book, leaving time for think alouds and responses from kids. They also include reading strategies, resources, and tips for parents throughout. This resource serves as a full academic read aloud.

Kids Talk About Segregation

It's been 62 years since Brown v. Board of Education, but the percentage of racially segregated schools in the United States has been growing steadily over the past 15 years. New York has the most segregated schools in the country. This video talks to Bronx 5th graders about what segregation looks like today.

A Kids Book About Racism

This read aloud is, as the title suggests, a kids' book about racism. Inside, you'll find a clear description of what racism is, how it makes people feel when they experience it, and how to spot it when it happens.

A Kids Book About Belonging

This read aloud tackles what it's like when you feel like you belong to a group or family or team and what it's like when you don't. It addresses what it feels like when you don't fit in, or when others don't want you around. This book teaches kids how to belong to themselves and how that helps them belong anywhere.

SAY SOMETHING Read Aloud

This read aloud of SAY SOMETHING helps explain race to kids as well as the importance of speaking up.

Students Learn A Powerful Lesson About Privilege

Using a recycling bin and some scrap paper, this video showcases a powerful exercise about privilege. Do all students have the same opportunities?

Black Parents Explain How to Deal with the Police

Brave parents and their curious kids confront some of life's biggest and most uncomfortable lessons.

Film Kits for Classrooms

These classroom-friendly films and user guides will help you bring social justice topics to life. Incredibly, Teaching Tolerance offers these film kits for FREE for use in K-12 schools, public libraries, schools of education, houses of worship, and youth-serving nonprofit organizations.

Designed for in-service programs, this training tool for early grades educators profiles classrooms in which peace, equity, and justice are guiding themes. (Available for order.)

This film takes viewers to the very communities where heinous acts of violence took place, offering a painful look back at lives lost to lynching and a critical look forward. (Available for streaming only.)

The film tells the story of a courageous group of students and teachers who, along with other activists, fought a nonviolent battle to win voting rights for African Americans in the South. (Available for order.)

This special teachers' edition of the Oscar-winning documentary film tells the heroic story of the young people in Birmingham, Alabama, who brought segregation to its knees. (Available for order.)

A Time for Justice, an Oscar-winning documentary, captures the spirit of the civil rights movement through historical footage and the voices of activists who sat, sang, and marched. (Available for order.)
What anti-racism videos do you feel are important to education? Share in the comments below. Also, 19 Black Teachers on Instagram to Listen To and Learn From.

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21 Anti-Racism Videos To Share With Kids

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The United States has a racism problem. The idea of tackling such complicated and hurtful topics in our homes and classrooms is daunting, but we can't look away. We MUST face it. Fortunately, we live in a time when technology provides resources, such as the anti-racism videos below, designed to support us as we navigate these difficult and painful conversations.

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Deutsch: 11 Tipps wie du schwarze Menschen beistehen kannst wenn du weiß  bist

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Deutsch: 11 Tipps wie du schwarze Menschen beistehen kannst wenn du weiß  bist

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Der Tod von George Floyd hat weltweit Proteste gegen rassistische Polizeigewalt ausgelöst. Schwarze Menschen demonstrieren derzeit rund um den Globus gegen Polizeigewalt und für die Anerkennung ihrer Rechte. Auch Menschen, die nicht Schwarz sind, gesellen sich vielerorts dazu und möchten Schwarze Personen unterstützen. Viele fragen sich derzeit aber, wie sie abseits von Demonstrationen helfen können. Hier folgt eine Liste an Tipps für nicht Schwarze Menschen, die wirklich daran interessiert sind, Schwarzen Menschen in dieser schwierigen Situation beizustehen.

1. Fragt eure Schwarzen Freund*innen, wie es ihnen geht

Diese Zeit ist für Schwarze Menschen nicht einfach. Jeden Tag werden sie mit neuen Bildern von Gewalt gegen Schwarze Körper konfrontiert. Sie werden an Erfahrungen erinnert, die sie selbst mit rassistischen Polizist*innen gemacht haben und sollen jetzt überall als Rassismusexpert*innen herhalten. Schreibt ihnen, fragt sie, ob ihr helfen könnt, oder, ob sie sich auskotzen möchten. Wenn die Antwort Nein lautet, akzeptiert das einfach.

Das bedeutet aber nicht, dass ihr jetzt eure Kontaktlisten durchforsten sollt nach der einen Schwarzen Person, die ihr vor vier Jahren mal auf 'ner Party kennengelernt habt, um sie anzuschreiben. Das ist komisch und wirkt performativ.

2. Sprecht mit und nicht über Schwarze Menschen

Wie man es nicht machen sollte, zeigt Sandra Maischberger. Im vergangenen Jahr erhielt sie von den Neuen deutschen Medienmacher*innen die goldene Kartoffel für eine unterirdische Medienberichterstattung. Jetzt setzte die Redaktion der Sendung noch einen drauf. Sie kündigte auf Twitter ein Gespräch zu den Vorfällen in den USA an und präsentierten dazu eine Gästeliste mit rein weißen Menschen. Als sie darauf aufmerksam gemacht wurde, reagierte Sandra Maischberger mit einem halbgaren Statement, gefolgt von einem Zwinker-Emoji. Erst nachdem es auf Twitter heftige Kritik gab, entschied sich die Redaktion, kurzfristig noch eine Schwarze US-Wissenschaftlerin in die Sendung einzuladen.

Auch ein Tipp für Redaktionen, die jetzt verzweifelt nach Schwarzen Stimmen zu den Vorfällen suchen: Es gibt in Deutschland viele Schwarze Journalist*innen. Sie leisten das ganze Jahr über tolle Arbeit. Es ist Zeit, sich auch außerhalb von Krisenzeiten mit ihnen zu befassen und sie einzustellen.

3. Anti-Schwarzer-Rassismus ist nicht nur in den USA ein Problem

Auch Deutschland hat ein Problem mit Gewalt gegen Schwarze Menschen, ausgehend von der Polizei und Sicherheitskräften. Informiert euch über Oury Jalloh, Laya-Alama Condé, William Tonou-Mbobda, Rooble Warsame und Amir Ageeb. Unterstützt die Intiative Oury Jalloh, KOP Berlin, Reach Out, Black Lives Matter Berlin und weitere Organisationen. Sie helfen Menschen, die von rassistischer Polizeigewalt betroffen sind, erinnern immer wieder an die Morde und greifen da ein, wo der Staat versagt hat. Beschäftigt euch außerdem mit Racial Profiling und damit, wie ihr Schwarzen Menschen helfen könnt, wenn ihr solch einen Fall beobachtet.

4. Hört zu und nehmt keinen Platz ein, der nicht für euch bestimmt ist

All Lives Matter und Mythen von Reverse Racism sind gewaltvolle Narrative und lenken von eigentlichen strukturellen Problemen ab. Hört Schwarzen Menschen zu, wenn sie euch erzählen, wie es ihnen in diesem Land geht. Nicht nur heute, sondern immer. Teilt ihre Artikel, empfehlt sie euren Kolleg*innen, macht sie sichtbar!

5. Informiert euch über Schwarze deutsche Geschichte

Schwarze Menschen sind kein Novum in Deutschland. Trotzdem werden sie in der deutschen Geschichtsschreibung meist übersehen. Dabei gibt es spannende Bücher, die euch mehr über die Schwarze Geschichte in diesem Land verraten können. Da wären beispielsweise Theodor Michael Wonjas Deutsch sein und Schwarz dazu: Erinnerungen eines Afro-Deutschen, Farbe bekennen von den Herausgeberinnen Katharina Oguntoye, May Ayim und Dagmar Schultz und Marion Krafts Kinder der Befreiung. Auch mit dem deutschen Kolonialismus und seinen Kontinuitäten solltet ihr euch auseinandersetzen.

6. Lest mehr Bücher von Schwarzen Autor*innen

Es gibt unzählige Bücher, die sich mit den Lebenserfahrungen Schwarzer Menschen in Deutschland befassen. Darunter beispielsweise Noah Sows Deutschland Schwarz Weiß, Tupoka Ogettes Exit. Racism, Alice Hasters Was weiße Menschen nicht über Rassismus hören wollen aber wissen sollten. Schaut euch um, ob es Schwarze Medien gibt, die ihr konsumieren könnt.

Die Comedienne Athena Kugblenu erwähnt auf Twitter einen weiteren wichtigen Punkt: Stellt sicher, dass eure Leseliste vielfältige Erfahrungen widerspiegelt. Schwarze Lebensrealitäten haben nicht nur etwas mit Schmerz, Wut, Trauer und Rassismus zu tun. Wer sich lediglich auf diese Narrative konzentriert, bekommt ein unzureichendes Bild.

7. Hinterfragt Unternehmen, die jetzt einen auf Solidarität machen

In den Tagen, die auf den Tod von George Floyd folgten, haben viele kleinere und größere Unternehmen ihre Solidarität mit den Protesten Schwarzer Menschen in den USA bekundet. Bei manchen wirkt es aber so, als wollten sie jetzt nur davon profitieren. Vor allem Unternehmen, die in der Vergangenheit mit Diskriminierungen gegen Schwarze Menschen aufgefallen sind, machen sich jetzt mit ihren Solidaritätsbekundungen lächerlich. Dazu gehört beispielsweise der Kosmetikhersteller L'Oréal. Der teilte folgende Nachricht auf Twitter:

Das Model Munroe Bergdorf erinnerte L'Oréal daran, dass sie 2017 von der Marke aus einer Kampagne gestrichen wurde, weil sie sich in einem Facebook-Post zu strukturellem Rassismus und White Supremacy geäußert hatte.

8. Hinterfragt euch selbst

Befasst euch mit den eigenen internalisierten Rassismen und Privilegien, mit Konzepten wie Critical Whiteness und White Fragility. Dazu eignet sich beispielsweise Masken und Subjekte: kritische Weißseinsforschung in Deutschland, herausgegeben von Susan Arndt, Maureen Maisha Eggers, Grada Kilomba und Peggy Piesche.

Lasst euer Leben ein bisschen Revue passieren, fragt euch: Gab es Situationen, in denen ich mich für Schwarze Menschen hätte einsetzen können, aber es nicht getan habe? Vielleicht hat sich eine*r Verwandte*r beim Abendessen mal über die Afrikaner*innen ausgelassen oder im Freund*innenkreis wurde das N-Wort geäußert oder ihr habt selbst mal einen rassistischen Spruch gebracht. Erkennt euer eigenes problematisches Verhalten an und verpflichtet euch dazu, es in der Zukunft besser zu machen.

9. Unterstützt Schwarze Organisationen

Open your purse, wie man im Englischen so schön sagt. Schwarze Organisationen in Deutschland sind oft von Finanzierungsproblemen geplagt. Viel Arbeit wird ehrenamtlich verrichtet. Das kostet Kraft und Energie. Wenn ihr die Möglichkeit habt, spendet an Organisationen wie die Initiative Schwarze Menschen in Deutschland, Each One Teach One und ADEFRA. Sie leisten teilweise schon seit Jahrzehnten wichtige Aufklärungsarbeit und werden Schwarzen Menschen auch beistehen, wenn die Berichterstattung und das Interesse an ihren Erfahrungen in der Mehrheitsgesellschaft wieder in den Hintergrund rückt.

10. Nervt eure Schwarzen Freund*innen nicht mit Fragen

Das sollte sich eigentlich von selbst erklären. Schwarze Personen sind keine Informationsquellen, die ihr zu jeder Zeit anzapfen könnt, wie es euch passt. Über Rassismus zu sprechen, ist anstrengend. Es kann traumatisierend sein. Es gibt genug Informationsquellen im Internet, die euch einen umfassenden Überblick zu Schwarzer Geschichte in Deutschland und weltweit geben können. Überfordert eure Schwarzen Freund*innen nicht in einer Zeit, in der sie möglicherweise damit beschäftigt sind, nicht durchzudrehen, im Angesicht der Flut an gewaltvollen Bildern gegen Schwarze Körper, die gerade überall zirkulieren.

11. Bleibt am Ball

Wir haben nach Hanau gesehen, wie schlecht das kollektive Gedächtnis der Mehrheitsgesellschaft ist. Was heute die Nachrichten bestimmt, ist morgen vergessen. Schwarze Menschen weltweit können sich den Luxus des Vergessens aber nicht leisten. Schreit nicht heute Black Lives Matter, wenn ihr morgen wieder in eure Farbenblindheit verfallen wollt. Postet keine schwarzen Kacheln in Solidarität auf Instagram, wenn ihr den nächsten großen Protestmarsch für Schwarze Menschen in Deutschland ignoriert. Schwarzes Leid ist kein Trend, auf den man mal kurz mal aufspringen kann. Solidarität muss über Sensationsmeldungen und Social-Media-Posts hinausgehen. Sie muss konstant werden.

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Rassismus: Elf Tipps, wie du Schwarzen Menschen beistehen kannst, wenn du weiß bist

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Der Tod von George Floyd hat weltweit Proteste gegen rassistische Polizeigewalt ausgelöst. Schwarze Menschen demonstrieren derzeit rund um den Globus gegen Polizeigewalt und für die Anerkennung ihrer Rechte. Auch Menschen, die nicht Schwarz sind, gesellen sich vielerorts dazu und möchten Schwarze Personen unterstützen. Viele fragen sich derzeit aber, wie sie abseits von Demonstrationen helfen können.

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Deutsch: Die „Situation“ in den USA im Unterricht von Nina Toller

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Deutsch: Die „Situation“ in den USA im Unterricht von Nina Toller

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https://tollerunterricht.com/2020/06/05/die-situation-in-den-usa-im-unterricht/

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Ich habe mich in dieser Woche dazu entschlossen, die Situation in den USA, ausgehend vom Tod George Floyds, im Unterricht zu thematisieren. Ein mitunter schwieriges Unterfangen, da es doch ein von hoher Emotionalität geprägtes Thema ist.

Vorweg: Solch eine Stunde muss nicht perfekt sein, kann sie wahrscheinlich nicht. Ihr könnt damit nicht den Rassismus und die Diskriminierung auf dieser Welt löschen. Aber ihr schafft Aufmerksamkeit. Das bringt uns schon mal weiter 😇
Hier ist der grobe Ablauf:
Einstieg mit „I can't stay silent...", einem Zitat von @teacherintulle auf Instagram.

→ Ich wollte das Thema nicht „aus dem Nichts" behandeln, sondern suchte einen Anknüpfungspunkt an das, was wir eigentlich im Unterricht behandelten. In Englisch lesen wir gerade den Roman A Prayer for Blue Delaney von Kirsty Murray (siehe Literature Project: Australia). Dort sind auch die Aborigines ein Thema und vor allem die Diskriminierung, die sie in Australien (hier in den 1950ern) erlebt haben. Man muss nichts erzwingen, wenn es nicht geht, ich finde es aber gedanklich einfacher, wenn so etwas klappt.
Schritt 2
Vorwissen abfragen - Es ist immer besser, wenn die Schüler sich gegenseitig erzählen können, was sie schon alles wissen. Für die Lehrkraft auch gut zu sehen, wie informiert sie sind und vor allem, inwiefern sie sich mit solchen Themen beschäftigen.

Das habe ich selbst erstellt. Hier als Download.

Viele Schüler sagten/werden sagen, sie haben es auf Social Media gesehen. Also zeige ich das Zitat von Will Smith aus dem Interview (≈ 0:59) mit Jimmy Fallon „Racism isn't getting worse, it's getting filmed": Entweder das Video direkt oder als Bildkachel:

→ Diskussion um die Aussage (Achtung: hier muss man als Lehrkraft entscheiden, wie lang diese Diskussion sein kann. Wenn man nämlich wirklich tiefgehend das Zitat verstehen will, braucht man dafür länger!)
Schritt 4
Frage nach Reaktionen: eigene, Menschen in den USA, auf die Proteste, vom Präsidenten.
→ Das ist auch wieder ein bisschen Vorwissen, aber die Schüler müssen sich diesmal zu ihren eigenen Reaktionen äußern und diese bereits ein wenig reflektieren.

Schritt 5

Barack Obamas Statement „ How to Make this Moment the Turning Point for Real Change ". Ich habe es ihnen in der Reinform, also ohne Annotationen, kopiert und vorgelesen. (→ Tipp: Auf Leseansicht im Browser tippen.) Ich habe ihnen gesagt, dass es nicht wichtig ist, jedes Wort zu verstehen, aber das ich eben wollte, dass sie die echte, unbearbeitete Quelle sehen.

→ Leitfragen: was stellt er fest, was verurteilt er, was fordert er?
Schritt 6
Transfer: Obama will vor allem junge Leute bewegen, in Bezug auf die USA v.a. zu wählen. Was können wir tun?

→ Bild von @mimimoffie von Instagram „I don't see color"

→ evtl. Denkanstöße geben, wie, was machst du, wenn im Bus jemand einen dummen Spruch äußert
Schritt 7
Hinweis auf Artikel von zeit.de „20 Empfehlungen, um weniger rassistisch zu sein" von Vanessa Vu. Ich habe ein paar „Empfehlungen" vorgelesen und sie nach ihrer Meinung gefragt.
Schritt 8
Wenn Zeit/technische Möglichkeit gegeben, als Reserve: Video von Prince Ea mit der schockierenden Information direkt am Anfang, dass Friseure mehr Ausbildungsstunden haben bevor sie an die Schere dürfen als Polizisten bevor sie ihre Waffe einsetzen dürfen.
Weiteres Material:

fertige Unterrichtsstunde von der ESL Library, als SPEZIAL kostenlos für alle

Padlet mit weiteren Videos von @diepiratenlehrerin

Padlet von Dr Nicole A. Cooke.

Video von MrWissen2Go: USA Im Ausnahmezustand! Warum?

Hörbuch (gerade kostenlos) Was weiße Menschen nicht über Rassismus hören wollen aber wissen sollten von Alice Hasters

Hörbuch EXIT RACISM - rassismuskritisch denken lernen von Tupoka Ogette

Instagram-Post "How can I help from Europe?"

Wenn ihr noch weitere Ideen und/oder Material habt, schreibt es doch in die Kommentare oder schreibt mir eine E-Mail ☺️

Beitragsbild: MIMIMOFFIE I don't see color - https://www.instagram.com/p/CA4fwhegpsX/ | Schaut euch ihre Kunst an, großartig!

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Die „Situation" in den USA im Unterricht

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Die „Situation" in den USA im Unterricht Ich habe mich in dieser Woche dazu entschlossen, die Situation in den USA, ausgehend vom Tod George Floyds, im Unterricht zu thematisieren. Ein mitunter schwieriges Unterfangen, da es doch ein von hoher Emotionalität geprägtes Thema ist. Vorweg: Solch eine Stunde muss nicht perfekt sein, kann sie wahrscheinlich nicht....

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Daily slights and insults experienced by people of colour. The brief and commonplace daily verbal, behavioural and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory or negative racial, gender, sexual orientation and religious slights or insults, to the target person and group, often involving the projection of stereotypes. A constant potential source of stress.
Why are all the black kids sitting together in the cafeteria. Beverly Daniel Tatum, PhD

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Alicia Bankhofer

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Here you will find resources to help you plan individual lessons, themes, and even entire courses. And of course we'd love to hear what you've found valuable and what questions or suggestions you might have. Please get in touch with us to start a conversation at blackcentraleurope@gmail.com or on Twitter @bcesn.
LESSON PLANS
Maybe you have an open week, class session, or 15 minutes and you want to insert a lesson. Here are some ready-made lesson plans covering the entire chronological period of the class and drawing mostly from material found on the site. Lesson Plan - Medieval Germany: The Black Magus
In this activity students will survey a series of images of the Three Kings/Magi dating from the Middle Ages to the modern era. It challenges the presumption that depictions of Black people have always been determined chiefly by racist prejudices.
Lesson Plan - Introduction: Two Biographies
Students will watch two Black Germans talk about their experiences and identities. Used as an introduction to the topic, this lesson should serve to destabilize the notion of a single "Black German" identity.

COURSE SYLLABI
Maybe you have the option of introducing a new class, or you'd like some ideas for how to integrate material into an existing course structure. Here are some sample syllabi of classes specifically on the black diaspora in the German lands or related topics as well as some examples of how to enrich a general history or literature survey course.
Black Germany (Jeff Bowersox, UCL and Kristin Kopp, Missouri)

This upper-level seminar examines the development of an African diaspora in the German-speaking lands from the Middle Ages to the present-day, with emphasis on the dramatic shifts in regimes in the past 200 years.

Blackness in the German Imaginary, Germany in the Black Imaginary (Priscilla Layne, UNC)

This first-year seminar deals with how encounters between Germany and the African Diaspora have changed notions of race, nation, identity and belonging between the colonial era and the present.

Searching for a Rainbow: The Transnational Experiences of African Americans in Denmark (Ethelene Whitmire, Wisconsin-Madison)

This proposed study-abroad class, to be based in Copenhagen with tours of important sites there, examines the experiences of African Americans who lived, performed, studied, and visited in Copenhagen in the twentieth century.

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Here you will find resources to help you plan individual lessons, themes, and even entire courses. And of course we'd love to hear what you've found valuable and what questions or suggestions you might have. Please get in touch with us to start a conversation at blackcentraleurope@gmail.com or on Twitter @bcesn.

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A preconceived judgement or opinion, usually based on limited information.
Beverly Daniel Tatum, PhD

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Follow the hashtag for names of black people killed by police

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The list goes on and it must stop #SayTheirNames #BLACKLIVESMATTER

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The list goes on and it must stop #SayTheirNames #BLACKLIVESMATTER https://t.co/zXtVNvP3O0

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The list goes on and it must stop #SayTheirNames #BLACKLIVESMATTER pic.twitter.com/zXtVNvP3O0
— elle (@baddify) June 4, 2020

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The list goes on and it must stop #SayTheirNames #BLACKLIVESMATTER https://t.co/zXtVNvP3O0

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The list goes on and it must stop #SayTheirNames #BLACKLIVESMATTER https://t.co/zXtVNvP3O0

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The list goes on and it must stop #SayTheirNames #BLACKLIVESMATTER

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https://www.amazon.com/Born-Crime-Stories-African-Childhood-ebook/dp/B01DHWACVY

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"Anti-racism is an active and conscious effort to work against multidimensional aspects of racism."
Robert J. Patterson

"Anti-racism is the active process of identifying  and eliminating racism by changing systems, organizational structures,  policies and practices and attitudes, so that power is redistributed and  shared equitably."
Source

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How Ibram X. Kendi's Definition of Antiracism Applies to Schools

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How Ibram X. Kendi's Definition of Antiracism Applies to Schools

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https://www.kqed.org/mindshift/54999/how-ibram-x-kendis-definition-of-antiracism-applies-to-schools

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"In no other capacity is a problem solved by not talking about it," Kendi said. "And yes, it's extremely hard to treat racism. It's extremely painful. Just like it's extremely hard to treat cancer."

He argues that, like his cancer, racism exists in every part of the American system. The country was founded upon racism and its effects can be seen in everything from housing to economic inequality to education. He says the "treatment" for racism is similar to the one he received for cancer. Scan the body to see where the tumors (or racist policies) are, surgically remove them, then flood the whole body with medicine to make sure even the invisible tumors are treated. That systemic treatment prevents a recurrence of the cancer. Then watch the body closely for signs of new tumors and treat quickly if there are signs the cancer is returning.

"Americans want to heal America of racism without pain. That's impossible," Kendi said. He fought his cancer diagnosis despite feeling despair. Now Americans must fight racism by becoming what he terms "antiracists."

His contribution to the current conversation around racism is a deceptively simple one.

"I define an antiracist as someone who is expressing an antiracist idea or supporting an antiracist policy with their actions," Kendi said. "And I define an antiracist idea as any idea that says the racial groups are equal."

In How to Be An Antiracist, Kendi writes:

"To be antiracist is to think nothing is behaviorally wrong or right -- inferior or superior -- with any of the racial groups. Whenever the antiracist sees individuals behaving positively or negatively, the antiracist sees exactly that: individuals behaving positively or negatively, not representatives of whole races. To be antiracist is to deracialize behavior, to remove the tattooed stereotype from every racialized body. Behavior is something humans do, not races do."

In this sense Kendi seems to agree with teachers who prefer to focus on helping the individual students in front of them, no matter who they are. But, he doesn't let people off the hook so easily. Becoming antiracist requires every individual to choose every day to think, act and advocate for equality, which will require changing systems and policies that may have gone unexamined for a long time.

In a Twitter thread, high school English teacher and a founder of the #DisruptTexts Twitter chat and movement Tricia Ebarvia distilled the central argument of How To Be An Antiracist and its application to education. Ebarvia writes:

We usually think that racist ideas lead to racist actions.

But according to Kendi, racist policies came before racist ideas.

Those in power act out of self-interest. Thus, they enact racist policies (slavery, immigration, redlining) to maintain that power...

These policies then result in racial inequities (lack of wealth or education)...

Which lead to the development of racist ideas by others who see these inequities and need a reason to justify why these inequities exist (example: [Black, Indigenous, People of Color] must be "less than').

Educational achievement is a good example of the destructive cycle Kendi describes and that Ebarvia synthesizes so neatly. Kendi reminds readers that the standardized IQ test was a tool developed by eugenicists in the early 20th century. Even the definition of intelligence, and the tests and assumptions based upon that definition, exist within a racialized context.

Kendi lays out how racist ideas and policies are perpetuated in education: Achievement in this country is based on test scores, and since white and Asian students get higher test scores on average than their black and Latinx peers, they are considered to be achieving on a higher level. And then because we connect achievement to intelligence, we think that white and Asian students are intellectually superior to black and Latinx ones. People who think this way then point to the test scores as empirical evidence of their claim.

"We're fundamentally saying that the problem is the test takers, as opposed to the test," Kendi said about that argument. "And we're completely ignoring things like the multibillion-dollar test prep industry that's concentrated in white and Asian neighborhoods. We're completely ignoring the massive amount of disparities between schools in terms of resources. And that's why more and more educational scholars are talking about the opportunity gap instead of the achievement gap."

Tricia Ebarvia sees the interplay between racist policies and the ideas in the curriculum that schools teach. Ebarvia tweets:

How books became "canonized" is directly related to racialized power.

Those in power-predominantly White men who had access to and control of the academy-enacted policies to maintain their power, just as almost any dominant power does.

She goes on to explain that those policies kept women and people of color out of spaces of intellectual and creative power. And because they were not there, racist ideas sprung up to explain their absence.

Women & BIPOC must be "less than": not "literary" or "rigorous" enough.

This racist, sexist thinking is just used to justify the absence of women & BIPOC writers.

This viewpoint is ignorant of the racist, sexist powers and policies that excluded them in the first place.

Fast-forward and teachers and students socialized in this "canon" of work have internalized these racist, sexist ideas about what constitutes "literary value" - and they reproduce it in curricular choices, year after year.

For Ebarvia, Kendi's emphasis on racist policies provides the key to moving forward. She points out curriculum is policy, and it's an easy place for teachers to start acting like antiracists.

HOW TO BE AN ANTIRACIST

For Kendi, there's no middle ground. Actions, ideas and policies are either racist or not. He points to the fact that racist has a dictionary definition, one that should be applied evenly to anyone, of any race, who expresses racist ideas or who supports racist policies.

He contends that white supremacists have won the rhetorical battle by successfully positioning the term "racist" as a personal attack, that being racist makes you a bad person.

"We should not be saying this is who a person is," Kendi said. "We should be saying this is what a person is doing in the moment. And the reason that's critical is because when you study the history of racist ideas and antiracist ideas, you find the same person saying both racist and antiracist ideas in the same book, in the same speech, in the same article. So then, how would you define that person in a general sense?"

Kendi holds himself to this same standard. He admits that when he was younger he professed racist views. In high school, he gave a speech condemning black youth for not valuing education, for getting pregnant and not making something of themselves.

"I reproduced these ideas and spent my senior year thinking the problem was black people -- as a black person -- as opposed to racism."

He continued to believe that black people were the problem when he got to college, where he saw white police officers and poll workers preventing black people from voting in the 2000 election. That made him think there was something wrong with both black people and white people.

"But eventually, I began to see that the problem wasn't actually a group of people. The problem was racist power and policy," Kendi said.

He'd like to move the conversation about racism away from being perpetrator and intent-focused to being victim and outcome-focused. He's less concerned about who is saying the racist comment than on the fact that the comment is being made at all.

"When we stop being so intent- and perpetrator-focused, and start being more outcome- and victim-centered, then we are able to decenter whiteness," Kendi said. "Then we are able to put the victims of racism at the center of our analysis."

It boils down to this: If one thinks the fundamental racist problem in society is "those bad people," then one can essentially do nothing. But if racism is bad policies, then "you need a collective effort to change those policies."

"Once we get over our denial, and once we admit the ways in which we've consumed racist ideas, then we next try to adopt antiracist ideas," Kendi said. "There's nothing wrong with any racial groups."

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How Ibram X. Kendi's Definition of Antiracism Applies to Schools | KQED

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Ibram X. Kendi urges every American, including teachers, to think about how they can be antiracist in their ideas, actions and advocacy for policies.

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Robin DiAngelo links, resources and handouts for teachers and other interested parties

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Robin DiAngelo links, resources and handouts for teachers and other interested parties

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https://robindiangelo.com/resources/

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Dr. DiAngelo is Affiliate Associate Professor of Education at the University of Washington. Her area of research is in Whiteness Studies and Critical Discourse Analysis. She is a two-time winner of the Student’s Choice Award for Educator of the Year at the University of Washington’s School of Social…

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Anti-racist educator questionnaire and rubric

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Anti-racist educator questionnaire and rubric

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https://docs.google.com/document/d/1OT1-wV7ulYFpxQ3HAoo-7IID5Ap6s-MNEYwe3RRJGBo/edit

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Anti-Racist Educator Questionnaire and Rubric

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https://drive.google.com/file/d/0B43zo5pfwbc2NlNyeGRXS3A0b3M/view

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How "Karen" went from a popular baby name to a stand-in for white entitlement

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How "Karen" went from a popular baby name to a stand-in for white entitlement

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https://www.salon.com/2020/06/12/how-karen-went-from-a-popular-baby-name-to-a-stand-in-for-white-entitlement_partner/

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When I read about Amy Cooper, the woman in Central Park who called the police on a black birder because he'd asked her to leash her out-of-control dog, I was horrified.

But, as a sociolinguist who studies and writes about language and discrimination, I was also struck by the name given to Cooper in several headlines: " Central Park Karen." On Twitter, the birder's sister also referred to her as a "Karen."

There was no confusion about what this meant: It was a label for a white woman who had used her privilege to threaten and try to intimidate a black man by calling the police.

But this was just one way "Karen" has been deployed in recent months. There was the woman dubbed a Karen who, after being told that a waiter would bring ketchup to her table, ended up helping herself at the server's station. And then there was the mom who was called a Karen for telling a woman wearing a bikini to cover up. Countless other variations have emerged.

At first glance, a generic name becoming infused with so much meaning seems patently absurd. Imagine if your friend groused that his boss was being "a real David," or a sibling pointed out that mom was acting like "such a Christina."

So how, exactly, does a name like Karen become such a powerful form of social commentary? And how does it come to mean so many different things at the same time?
The many shapes of meaning
First names tend to contain a range of social cues. An obvious one is gender. But they can convey other kinds of information too, including age, ethnicity, religion, social class and geography. The first name Karen peaked in popularity in 1965, which means that in 2020, most people named Karen are middle aged. Because roughly 80% of the U.S. population was white in the 1960s, it's safe to assume that the proportion of people named Karen in 2020 is predominantly white.

So that's kind of a rough foundation for what the first name Karen might signal to people. But what about the way it evolved to mean much more than simply a first name relatively common among middle-aged white women?

On the one hand, meaning can directly reference something in the world. A kitchen is, well, a kitchen. For this reason, we often assume that meanings are fixed and stable.

But meaning can also be more indirect, indicating characteristics like where a person is from, their age or their ethnicity. Whether you say "soda," "pop" or "Coke" for a carbonated beverage can indicate where in the United States you likely grew up. In many African American communities, kitchen, in addition to being the place you cook, means " nape of the neck."

These different definitions are often referred to as " indexical" because different contexts indicate, or index, different meanings. Meaning, it turns out isn't nearly as stable or fixed as we like to think.

This is how the use and understandings of words change and shift over time. It's also how they can become vehicles for social commentary.
Karen's origin story
It's largely a coincidence that Karen - rather than, say, other popular baby names from the 1960s like Linda or Cynthia - is the name that became the label. Instead, it's the repeated use of the name on social media and on the street that reinforced its status.

By tracing the origins of Karen up until the Central Park incident, you can see how two separate threads of meaning converged to make Karen the label for an officious, entitled, white woman.

The first comes from African American communities, where certain generic first names have long been a shorthand for "a white woman to be wary of because she won't hesitate to wield privilege at the expense of others." Around 2018, people started posting pictures of white women calling the police on the mundane activities of black people. These individuals got labeled with hashtags like #bbqbecky, #permitpatti, #golfcartgail and #cornerstonecaroline.

The goal was to call out the inherent racism and white privilege of these women using a particular kind of alliterative flair. This was the same sort of behavior that Amy Cooper engaged in when she called the police claiming to be threatened.

The second thread emerges from stand-up comedy and Reddit. In 2005, Dane Cook performed a sketch comedy piece in which Karen is " that friend nobody likes." In the sketch, she's described as "always a douche." This portrayal of a "Karen" is less about her racism and contains more gender-based critiques, which might be why some continue to call the Karen meme sexist.

Then, in late 2017, Karen appeared on Reddit as a parody of a Reddit user who had ranted about his ex-wife named Karen who received custody of their children and possession of the family home. That's likely the point at which Karen became linked to pushy behaviors like "wanting to speak to the manager." A link that may have occurred first through parody went on to serve as an actual label for self-important, bossy people.
A Karen by many other names
The Central Park incident created the perfect moment for these two strands to come together. There's the intersection of entitled behavior, racism and demographics.

Interestingly, despite a lot of media analysis about what Karen "really" means, its use has been quite fluid. For example, we've seen people who deny the existence of racism, panic buy toilet paper or call for an end to social distancing all called "Karens."

In fact, the meaning and use of Karen continues to shift. We can find male Karens and black Karens. Donald Trump has even been called a Karen.

And then there's the way it's being used to push for justice, with protesters of police violence holding signs like "Karens against police brutality" and "I'd like to speak to the manager of systemic racism."

So is Karen fundamentally about white women using their racial privilege as a weapon? Is it about being an obnoxious rule follower? Or is it about being a no-fun, hysterical mom?

Karen can be and is all of those. That doesn't weaken the critique; it simply gives it more facets and nuance.

Robin Queen, Professor of Linguistics, English Language and Literatures and Germanic Languages and Literatures, University of Michigan

This article is republished from The Conversation under a Creative Commons license.

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How "Karen" went from a popular baby name to a stand-in for white entitlement

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When I read about Amy Cooper, the woman in Central Park who called the police on a black birder because he'd asked her to leash her out-of-control dog, I was horrified. But, as a sociolinguist who studies and writes about language and discrimination, I was also struck by the name given to Cooper in several headlines: " Central Park Karen."

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Band-Aid will make black and brown flesh-toned bandages

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Band-Aid will make black and brown flesh-toned bandages

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band-aid will make black and brown skin-toned bandages - cnn

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Band-Aid will make black and brown flesh-toned bandages

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Band-Aid is creating a range of bandages that "embrace the beauty of diverse skin," including hues that better match the skin tones of black and brown customers.

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Laura Benson

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A look at implicit bias and microaggressions

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A look at implicit bias and microaggressions

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Edutopia

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Like everybody else, I possess unconscious biases about people that are contingent on how they talk and look. Such instant judgments, called implicit bias, involve "automatically categorizing people according to cultural stereotypes," Sandra Graham and Brian Lowery write in " Priming Unconscious Racial Stereotypes About Adolescent Offenders."

The consequences of implicit bias in schools are both powerful and measurable. A 2017 study by Hua-Yu Sebastian Cherng, for example, found that "math teachers perceive their classes to be too difficult for Latino and black students, and English teachers perceive their classes to be too difficult for all non-white students." In English, these biases lower the affected students' "expected years of schooling by almost a third of a year.... The effect of being underestimated by math teachers is −0.20 GPA points."

Implicit bias also leads to inequitable punishments for students of color. A 2012 investigation found that "17 percent, or one out of every six black schoolchildren enrolled in K-12, were suspended at least once," compared with "one in 20 (5 percent) for whites." Black girls ages 5 to 14 have been viewed by adults as "less innocent" than white girls of the same age, which may be a factor in the disparity in suspension rates, according to a 2017 report by Georgetown Law's Center on Poverty and Inequality.

In a 2007 article for American Psychologist, Sue and six other researchers identified three categories of racial microaggressions:

A microassault is a "verbal or nonverbal attack meant to hurt the intended victim through name-calling, avoidant behavior, or purposeful discriminatory actions." Example: Students wear Confederate flag clothing.

A microinsult is insensitive communication that demeans someone's racial identity, signaling to people of color that "their contributions are unimportant." Example: A teacher corrects the grammar only of Hispanic children.

A microinvalidation involves negating or ignoring the "psychological thoughts, feelings, or experiential reality of a person of color." Example: An Asian American student from the U.S. is asked where she was born, which conveys the message that she is not really an American.

Over the years, the concept has been extended beyond race to include similar events and experiences of other marginalized groups, including women, LGBTQ people, people with disabilities, etc.

In schools, students report that experiences like these are fairly common:

"In high school, boys in my math classes would look over my shoulder and unsolicited point out my errors with their pencils."

"Sometimes I'm asked, 'Why are you so white?' meaning that people with Arab names and heritage are supposed to be all dark-skinned, and I'm asked to justify my skin color and explain why I don't match their racial stereotypes."

"I've been told, 'Go back to Mexico!' many times."

Other microaggressions include teachers being surprised by certain students' achievements or holding tests on religious holidays, and peers imitating foreign accents or saying, "That's so gay," or "She's so bipolar."

Starting Important Conversations, and Keeping Them Going

Once during a faculty meeting, I witnessed an educator tell a white male colleague that he'd committed a microaggression. At the time, I didn't know precisely what that meant. Nobody talked for a few uncomfortable seconds until someone changed the topic. Calling the man out in the moment was justified. After all, it's everybody's job to make diversity-sensitive norms explicit. But that moment was also a dialogue killer. Had there been previous conversations among the entire faculty about microaggressions, perhaps the entire incident could have been avoided.

Thoughtful conversations are also halted by whataboutism ("Why do they get to use racist words and we don't?"), name-calling ("snowflakes," "thought police"), and the unfortunate formula "strategic denial plus conjunction plus racist comment" ("I'm not racist, but...").

How do you have a meaningful classroom dialogue about microaggressions? The trick is to plan a conversation on this topic before microaggressions ignite tensions. Set discussion ground rules, like "commit to learning, not debating," and then show examples of microaggressions as a prelude to discussing why they're hurtful.

If these types of conversations feel too challenging to you, contact a nearby university's office of diversity and inclusion and invite someone with expertise in sensitive topics to address the class. They'll model how to handle this discussion, so you can take the lead next time.

Resources to Counteract Implicit Bias and Microaggressions

There are a number of resources that can help K-12 faculty and adolescent learners counteract implicit bias and avoid the perpetuation of microaggressions.

Videos: Watch and discuss Dr. Yolanda Flores Niemann's " Microaggressions in the Classroom" and Ahsante the Artist's " I, Too, Am Harvard " during the next faculty meeting.

Checklists: Read " Microaggressions in the Classroom," developed by the University of Denver, as well as Kevin Nadal's list of microaggressions that harm LGBTQ people.

Activities: Sign up for a seven-day bias cleanse that emails daily tasks to reorient your thoughts on race, gender, and anti-LGBTQIA bias. And try Harvard's Implicit Bias Test.

Readings: Check out multicultural texts suggested by the American Library Association.

Norms: Learn about culturally inclusive classrooms and establish classroom ground rules that promote inclusive language and behaviors.

Students and teachers are made of powerful feelings, but these feelings are not fixed and set in stone. Emotions can be identified, excavated, understood, and managed. And when we work through that process together, implicit bias can be unlearned.

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A Look at Implicit Bias and Microaggressions

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Like everybody else, I possess unconscious biases about people that are contingent on how they talk and look. Such instant judgments, called implicit bias, involve "automatically categorizing people according to cultural stereotypes," Sandra Graham and Brian Lowery write in " Priming Unconscious Racial Stereotypes About Adolescent Offenders."

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Apple Podcast link

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Guidelines for being strong white allies

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Guidelines for being strong white allies

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Paul Kivel

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"I Am A Slave" - The Roots Meet Schoolhouse Rock - black-ish

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international relations and national security

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Dear anti-racist allies: Here's how to respond to microaggressions | CNN

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For allies, responding to microaggressions involves a few key strategies. The ability to notice these commonplace indiginities requires educating yourself about the experiences of black people in America and the significance behind such remarks.

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Professor put on leave after demanding student anglicize her name. 

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Professor put on leave after demanding student anglicize her name. 

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Screengrab via Google Maps

Matthew Hubbard, a mathematics professor at Oakland's Laney College, has been placed on administrative leave after emailing a Vietnamese student and instructing her to "anglicize" her name against her wishes.

A series of emails between the professor and student shared on social media reveals that Hubbard reached out to a student named Phuc Bui Diem Nguyen, and wrote, "Could you Anglicize your name. Phuc Bui sounds like an insult in English."

In a response, Nguyen stated Hubbard's request "feels discriminatory" and warned the professor she would file a complaint if he refuses to refer to her by her given birth name. Despite the student's warning, Hubbard doubled down and repeated the request.

Laney College professor Matthew Hubbard is asking a Vietnamese student to "Anglicize" her name to accommodate him. pic.twitter.com/0CulBh49Jb
- karly (@aybarlyy) June 18, 2020

"Your name in English sounds like F- Boy," he wrote back. "If I lived in Vietnam and my name in your language sounded like Eat a D-, I would change it to avoid embarrassment both on my part and on the part of the people who had to say it. I understand you are offended, but you need to understand your name is an offensive sound in my language. I repeat my request."

The email chain went viral, and Laney College announced Thursday that Hubbard has been placed on administrative leave while the school investigates the incident.

"On the surface this incident is obviously disturbing and comes after decades of discussing and working to combat structural racism, xenophobia, and violence in both the Black and Asian Pacific Islander community," the college wrote in a statement. "While our mission has been bold and unrelenting, we also recognize that our college and its community is a reflection of broader society and we must actively fight ignorance with education. We do not tolerate racism, discrimination or oppression of any kind."
Eric Ting is an SFGATE digital reporter. Email: eric.ting@sfgate.com | Twitter:@_ericting

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Laney College professor put on leave after demanding student named 'Phuc Bui' 'anglicize' her name

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Matthew Hubbard, a mathematics professor at Oakland's Laney College, has been placed on administrative leave after emailing a Vietnamese student and instructing her to "anglicize" her name against her wishes. A series of emails between the professor and student shared on social media reveals that Hubbard reached out to a student named Phuc Bui Diem Nguyen, and wrote, "Could you Anglicize your name.

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A system of advantage based on race.
David Wellmann

Prejudice plus power.

A system involving cultural messages and institutional policies and practices as well as the beliefs and actions of individuals.
Beverly Daniel Tatum, PhD

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Societal advantages of one racial group (collective "whites") over another (collective "non-whites"). Can be seen in instances of greater access to jobs, housing, perks, benefits or better placements and favourable treatment.

Read more

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White Privilege: Unpacking the Invisible Knapsack Peggy McIntosh (pdf)

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White Privilege: Unpacking the Invisible Knapsack Peggy McIntosh (pdf)

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'White Privilege: Unpacking the Invisible Knapsack' and 'Some Notes for Facilitators' - National SEED Project

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White Privilege: Unpacking the Invisible Knapsack Downloadable PDF © 1989 Peggy McIntosh 'White Privilege: Unpacking the Invisible Knapsack' first appeared in P...

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A few weeks ago, a friend reached out asking for recommended resources because they were having a hard time finding words to explain "how we got here" to their child. Thatstory is a long one, and I encourage everyone to seek out that story because it is clear the truth is not what we were taught in our history classes.

In fact, many history books are at best historical fiction, but if we're being honest (and I think it's time), they are yet another stark reminder of systemic racism and white supremacy. The way history is taught here is a prime example, given Quebec's history of colonization by the British and refusal to centre historical oppression other than its own.

However, this article is not about that story.

This article is an offering to parents and educators of children. It is one of many guides such as , for how to talk and learn about race with them - no matter what page you're on in the story. These things aren't easy for anyone, but they are necessary because in many ways, how we got here is precisely because of silence.

Children have so much to teach us, and one of those lessons is how to be curious and imaginative. I am not yet a parent, but I am an auntie to many babies and have grown up around, babysat, and worked with many young people. I am also an anti-racism educator. So I invite you to take what works, and to leave what doesn't. All I ask is that you be curious and that you let yourself imagine what truths a child deserves to hear - including your own inner child.

Here is my response to my friend.

"It's so important to engage in these conversations with your child, so thank you. I would say similar to talking about sex, let go of the idea of it needing to be one conversation and instead think of it as multiple conversations over time. This can take away a ton of understandable pressure for you to teach or explain something that is neither of your lived experiences, and for them to better receive and understand the truth you are trying to share.

In addition to letting go of the "one conversation" idea, also try and let go of (or at least loosen) the pressure to explain perfectly. There is no perfect explanation. There is no logical explanation. There is no simple explanation for what has been done to Black people and to so many people who have been marginalized, oppressed, and have died because of colonization, white supremacy, and racism. Therefore, the explanation they will receive most genuinely is one that is genuine.

For example, being honest when you don't know something or doing research together demonstrates that you are also engaged in this ongoing learning process - that you also didn't learn the truth in school. I'm sure you already do this with other topics as a parent so tap into that familiar skill and knowledge of how to talk to and hold and support your child.

Also, integrate the learning into your existing routines and practices. If they like to read, include books; if they like to watch movies and TV, include movies and series; if they like to play, include creative games and different activities. The feeling of newness can be overwhelming for anyone, and especially for a child. Adding to the already existing routine or environment will allow for some ease for both you and them.

It's also incredibly important that you share stories and resources that are not just about Black struggle, grief, pain, and oppression. Centre and celebrate stories and resources that are about our resistance, joy, beauty, and power. You have a responsibility to provide them with the opportunity to see what most media doesn't show - the diversity and richness of Blackness and that not only includes our histories, but also our futures.

Remember that environment is also important in terms of where and when you have the conversation(s). Again, you know them best, so be intentional about creating the best possible container for them to receive. For example, that might look like a planned chat or it might be spontaneous while you're in the kitchen together preparing lunch. Thinking about how they best receive information will result in the most effective sharing of said information.

I would say though, in general, when it comes to talking about race - at least with adults - a warning is important. Similarly to sex, because of the taboo and deep shame attached to the topic of race, our bodies often shut down very quickly, and we disengage.

I think it will be different for them, but they are still old enough to know and feel tension in their body when talking about race (or any part of our identity), because we are socialized to do so. And they have also seen you do so, hence why these conversations are uncomfortable, but nonetheless, critical. Take a deep breath and ask your child to do the same.

I'll stop there but ultimately: do what you can, with what you have, and from where you are. Any conversation you have with them is an opportunity for them to question or to challenge and that's exactly what we need. It doesn't need to be perfect, and it won't be perfect. Tell them the truth, and love them through it. It will be hard, but you will find your way."

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Teaching children the truth: A guide on talking to kids about race | CBC News

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A few weeks ago, a friend reached out asking for recommended resources because they were having a hard time finding words to explain "how we got here" to their child. Thatstory is a long one, and I encourage everyone to seek out that story because it is clear the truth is not what we were taught in our history classes.

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A teenager created an anti-racism calendar to make it easier for everyone to become an ally

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A teenager created an anti-racism calendar to make it easier for everyone to become an ally

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(CNN) A Vermont teen found a way to creatively help others grow into becoming better allies for the people of color in their communities with an anti-racist calendar.

Sixteen-year-old Tilly Krishna thought that there was a need for a simple resource to help people become more aware of Black history and bias in their own lives and communities.

"Before recently, when people said racism, people think it's just saying the N-word or very explicit things like that, but... it's not just one person making a snide comment, it's systemic things and institutionalized oppression we still have," Krishna told CNN.

She wanted to help others get educated on racism after the Black Lives Matter protests in the spring, so she used some inspiration from the 30-day challenges that have been circulating on social media since the shutdowns began. She made a calendar that dedicated each day to learning, watching, or doing an activity related to becoming anti-racist.

"I tried to make it a combination of action steps as well as some educational things, I didn't expect it to spread as much as it did," Krishna told CNN.

Easy steps to make being an ally simple

She aimed to make the resource simple and with easy things to do every day, such as reading an article or watching a documentary. She wanted to do the research herself so people would have a place to start.

"The calendar is for non-Black people completely... I tried to keep that in mind when I created this. What are topics that I know a lot about, but the average person doesn't know about when they talk about racism?" she said.

"I wanted to create something that people could go to and be like 'okay if I want to do something, if I want to educate myself, I can use this.'"

Krishna also created an Instagram account for the calendar for people who may not be willing to download her PDF document.

She is hoping to create more calendars and expand them to other social justice topics, including transgender and economic issues.

"This process is a very long-term process and getting this work done takes time," Krishna said.

"If not as many people see it, maybe that's the reality, but I thought it's still important for the people who are willing to take it in."

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A teenager created an anti-racism calendar to make it easier for everyone to become an ally

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(CNN) A Vermont teen found a way to creatively help others grow into becoming better allies for the people of color in their communities with an anti-racist calendar. Sixteen-year-old Tilly Krishna thought that there was a need for a simple resource to help people become more aware of Black history and bias in their own lives and communities.

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CNN

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A girl stands in front of shelves full of dolls in a store, but none of them look like her. She's white, and the dolls are black.

This striking image is part of a series of photos called 'Let's Talk about Race' in the May issue of O Magazine. The photos together serve as commentary on race in American society.

The series includes two other photos - one with women at a nail salon and another showing two women in a domestic scene: one sits with gold heels and a bedazzled phone on a couch, another - in a maid's uniform serves tea.

The photos unflinchingly confront racial stereotypes.

"We were interested in turning racial assumptions on their heads. We brainstormed many societal situations in which we are accustomed to seeing various races playing certain roles, and then imagined what it would be like to reverse them," Lucy Kaylin, O Magazine Editor-in-Chief explained in an email.

Photographer Chris Buck who shot the series explained that the magazine came to him with a fleshed-out concept. "The whole point of those pictures - how I understood it - is meant to be raising questions, challenging expectations... and I think that's a good thing" he said.

Buck and Kaylin both said their hope for the series was to start a conversation.

"Our intention was to encourage people to challenge the assumptions we make about race, and to consider the fraught subtext of these everyday situations." Kaylin explained.

The magazine wanted to "deepen the conversation about the role each one of us plays in America's racial narrative."

And online, the photos seem to be doing just that. Over the past few days, the photo series has sparked impassioned debate on Twitter.

"I'm glad people are speaking up, I want everyone across the spectrum... if you have a take on it, that's interesting," Buck said.

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These photos are meant to turn our racial assumptions on their head | CNN

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A girl stands in front of shelves full of dolls in a store, but none of them look like her. She's white, and the dolls are black. This striking image is part of a series of photos called 'Let's Talk about Race' in the May issue of O Magazine.

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Leading an Equity-Focused Response Through and Beyond COVID-19

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Leading an Equity-Focused Response Through and Beyond COVID-19

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PDF

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Dr. Tiffany Jana, Dr. Michael Baran: Subtle Acts of Exclusion

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Dr. Tiffany Jana, Dr. Michael Baran: Subtle Acts of Exclusion

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https://subtleactsofexclusion.com

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How to Understand, Identify,
and Stop Microaggressions

A practical, accessible, nonjudgmental handbook to help individuals and organizations recognize and prevent microaggressions in the workplace.

Order Subtle Acts of Exclusion from online retailers at:

An award winning practical guide for today's workplace

Our workplaces are growing more diverse, but are we supporting inclusive cultures?

While overt racism, sexism, ableism, and other forms of discrimination are relatively easy to spot, we cannot neglect the subtler everyday actions that normalize exclusion in our workplaces. Many have heard the term microaggression, but not everyone fully understands what microaggressions are or how to recognize them and stop them from happening.

In this book, Dr. Tiffany Jana and Dr. Michael Baran offer a clearer, more accessible term, subtle acts of exclusion, or SAE, to emphasize the purpose and effect of microaggressions. Whether in the form of exaggerated stereotypes, backhanded compliments, unfounded assumptions, or objectification, SAE are insidious and damaging to our coworkers and colleagues. Dr. Jana and Dr. Baran give simple and clear tools to identify and address such acts, even offering scripts for helpful ways to approach discussions of difficult, uncomfortable, and deeply personal topics in a professional setting.

For more resources on addressing SAE, check out these online programs from the authors.

Dr. Tiffany Jana is the founder and CEO of TMI Portfolio, a collection of socially responsible and interconnected companies working to advance more culturally inclusive and equitable workforces. TMI Portfolio's consulting arm, TMI Consulting, Inc. is a Certified Benefit Corporation and 2019, 2018, and 2016 Best for the World Honoree.

Dr. Jana is an international public speaker, and has appeared on stages in the United States, Spain, Germany and Hong Kong. Dr. Jana won the 2017 Enterprising Women of the Year from Enterprising Women Magazine, Diversity Journal's Women Worth Watching Award, and was named one of the Top 100 Leadership Speakers for 2018 on Inc.com. Dr. Jana has been featured in featured in Forbes, Psychology Today, Huffington Post, MarketWatch and Fast Company.

Dr. Jana's first book Overcoming Bias, received an endorsement from 2016 Vice-Presidential candidate Tim Kaine. In addition to three books on bias, Dr. Jana co-authored the 2nd Edition of the B Corp Handbook.

Dr. Baran is a Senior Partner and Digital Solutions Lead at inQUEST Consulting. He draws on his own research in cultural anthropology and cognitive psychology to inform his current diversity, equity, and inclusion (DEI) work-his speaking engagements, writings, consulting, leadership development, workshop facilitation, and digital products. He customizes sustainable change management plans for organizations that integrate the best of in-person and scalable digital platforms. His work and his digital products have been covered in the New York Times, BBC, Washington Post, CNN, Boston Globe, and Slate.

In addition to his inQUEST work, Dr. Baran has taught courses at Harvard University and the University of Michigan. He has worked as Associate Director at the FrameWorks Institute and Principal Researcher at the American Institutes of Research, conducting ethnographic research to inform culturally competent campaigns around a variety of pressing social issues.

Dr. Baran received his B.A. from Emory University and his M.A. and Ph.D. from the University of Michigan.

For more on Subtle Acts of Exclusion follow us on

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How to Understand, Identify,and Stop Microaggressions A practical, accessible, nonjudgmental handbook to help individuals and organizations recognize and prevent microaggressions in the workplace. Order Subtle Acts of Exclusion from online retailers at: An award winning practical guide for today's workplace Our workplaces are growing more diverse, but are we supporting inclusive cultures?

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Colourful pages. Multicultural books and lessons for every student

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Colourful pages. Multicultural books and lessons for every student

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2022 Read Across America with Colorful Pages Week Diverse Picture Books for a Caring Classroom Community Congratulations! A 2021 List of Graduation Diverse Picture Books
Why Colorful Pages?

With current events in our nation, it is becoming more crucial to create inclusive and empathetic PreK-12 classrooms, libraries, and homes. This website aims to help educators, families, and librarians explore the use of multicultural literature/diverse books to cultivate cultural empowerment and crosscultural empathy in our students.

On our website, we try to provide resources to help educator, families, and librarians use multicultural literature/diverse books effectively. This includes: Book Lists, Lesson Plans, Book Reviews, Information about how to use diverse books, etc. As an organization, we also provide coaching and training around multicultural literature/diverse books and The Spectrum of Multicultural Literature (created by Kaitlin Kamalei Brandon, our founder).

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Why Colorful Pages? With current events in our nation, it is becoming more crucial to create inclusive and empathetic PreK-12 classrooms, libraries, and homes. This website aims to help educators, families, and librarians explore the use of multicultural literature/diverse books to cultivate cultural empowerment and crosscultural empathy in our students.

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https://pulitzercenter.org/lesson-plan-grouping/1619-project-curriculum

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The 1619 Project Curriculum in Lesson Plan Grouping - The 1619 Project, inaugurated with a special issue of The New York Times Magazine, challenges us to reframe U.S. history by marking the year when the first enslaved Africans arrived on Virginia soil as our nation’s foundational date. Here you wil…

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https://www.adl.org/education/resources/glossary-terms/education-glossary-terms

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Terms and definitions associated with ADL's educational anti-bias programs and resources for educators, parents and family members.

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Taking Action on Racial Equity and Justice 

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Taking Action on Racial Equity and Justice 

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https://education-static.apple.com/cfc/conversations-discussion-guide.pdf

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RESOURCES

In an effort to foster empathy for a variety of individual experiences and create forums where multiple perspectives can be shared, "The Look" Conversation Guide is one resource available to help raise awareness, spark conversation and enable changes in hearts and minds. We recognize and respect the many different views on the topic and welcome constructive and respectful dialogue. Start a Conversation with Others Today. #TalkAboutBias.

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In an effort to foster empathy for a variety of individual experiences and create forums where multiple perspectives can be shared, "The Look" Conversation Guide is one resource available to help raise awareness, spark conversation and enable changes in hearts and minds.

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A rainbow of friends - Kristi Meeuwse, Marc Faulder (Link to Apple Book Store)

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A rainbow of friends - Kristi Meeuwse, Marc Faulder (Link to Apple Book Store)

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https://t.co/3rKZZyNoDs

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https://www.illinoiscivics.org/resources/anti-racist-classrooms

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Anti-Racist Classrooms - Illinois Civics Hub

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Illinois Civics Hub is your leading resource for information on the required implementation of civics classes in Illinois.

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https://www.tolerance.org/sites/default/files/general/TT%20anti%20bias%20framework%20pamphlet_final.pdf

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Empowering educators: a guidebook one race & racism (pdf)

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Empowering educators: a guidebook one race & racism (pdf)

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https://www.fbmarketplace.org/empowering-educators/#guidebook

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The Empowering Educators series promotes antiracist education through resources that support educators in facilitating effective, courageous conversations about race and social justice and in learning and teaching about racism.

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https://exitracism.de/materialien.html

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Das Handbuch von Tupoka Ogette, um die Entstehung, Strukturen und Wirkungsweisen von Rassismus in Deutschland zu verstehen. Jetzt auch als Hörbuch!

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An artist finds true skin colors in a diverse palette

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An artist finds true skin colors in a diverse palette

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National Geographic

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An Artist Finds True Skin Colors in a Diverse Palette

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To create a color wheel of humanity, Angélica Dass paired 4,000 portraits with Pantone cards.

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https://www.edantiracism.com/anti-racist-resources

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Copyright friendly book read alouds (Google doc collection)

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Copyright friendly book read alouds (Google doc collection)

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What Anti-Racism Really Means For Teachers

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What Anti-Racism Really Means For Teachers

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https://www.tolerance.org/magazine/what-antiracism-really-means-for-educators

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"If I love you, I have to make you conscious of the things you do not see." -James Baldwin

Anti-racist work in all schools is essential. It is the exercise of hope, the practice of undoing and dismantling systems of oppression, the practice of freedom and of truth-telling. Anti-racist work is the practice of healing and of restoring; it is a practice of love.

We live in a time where it is increasingly clear that Black lives are deeply undervalued and violently treated. And as the words anti-racist and equity become dangerously trendy, educators should pause and grapple with what they truly mean.

It is important that we have a shared understanding of what anti-racism in schools looks like, that we have an understanding of what it is not, and that we embrace the understanding that anti-racist work is never completely finished, nor does it always look the same. I hope, however, we may begin to think about anti-racist work in schools in ways that are holistic and practical.

Anti-racist educators believe in love.

Many educators operate from the premise that they love their students. In fact, many harmful and violent teachers operate from a place of "love." But anti-racist educators understand that love and silence are deeply contradictory. The love that underpins our practice is not the form of love often associated with passivity and inaction. For anti-racist educators, love is action. Love is sharp. Love is truth-telling. Love is fighting for what it is right. Love is doing what is right.

Anti-racist educators, particularly those who teach Black students, understand that part of the act of love is understanding what this country has intentionally done-and continues to do-to Black bodies. It is love that compels our practices.

Anti-racist educators understand that, in love, they must never be silent. Ever. Anti-racist educators understand that their positions as teachers, leaders, policymakers and social workers are positions of great privilege and power, and that they have the ability to leave this world better than they found it.

Anti-racist educators study and are committed to deepening their critical consciousness.

Anti-racist educators understand that they must be lifelong learners. They believe in the power of developing a critical consciousness, which comes from reading, from studying, from deep scholarship, from humility, from listening to and engaging with others, and from constantly examining and re-examining their own ideas, beliefs and truths.

Educators who are seeking to be anti-racist must understand the nuanced, complex, deliberate design of racism in the United States and across the diaspora. Educators in the United States who are seeking to be anti-racist have to acknowledge and recognize that this country was built upon racist principles. They must be willing to commit to a lifestyle of studying what racism looks like in all its forms.

This means that we have to know how to identify racism; how racism is carried out and built in systems and structures; how people hold, sustain, maintain and perpetuate racism; and how people of color can internalize racism.

Anti-racist educators know and continue to seek out the names of those who are never called upon and the work that is hardly ever revered. They recognize that we should study more deeply the tactics of the Black Panther Party and the Freedom Schools. Dr. Gholdy Muhammad is a true leader and scholar-warrior in this regard, as her work focuses on the ways the Black Literary Societies of the early 1800s operated and creates a framework for how we should be using the power of literacy to teach and empower Black students.

Anti-racist educators believe in the intellectual power of teaching. They believe they have to honor the practice and take teaching very, very seriously because they know and understand how schools have been used either to oppress or to liberate.

Anti-racist educators move away from checklists and embrace a holistic approach.

Anti-racist education and anti-racist schooling cannot be packaged or prescribed, arranged into a checklist, rubric or formula. Anti-racist educators understand that anti-racist work begins with the self. They begin by grappling with their beliefs, mindsets, philosophies and biases about the world, education and their students. They work to become conscious of the intentional, multiple ways schools mirror society and how all aspects of school systems are designed to uphold the oppressive aims of the society in which they operate.

Anti-racist educators recognize that schools are doing exactly what they were built to do in this country: Exclude. Silence. Erase. Promote white supremacy. They recognize, therefore, that upending racism in schools will end schooling practices as we have come to know them.

To think about all of the parts of schooling, not just the classroom, anti-racist educators take a holistic approach and consider many dimensions of schooling through an anti-racist, anti-oppressive lens. These dimensions include:

The demographics of staff, particularly in schools with predominantly BIPOC students

School leadership and paths to school leadership

School governance (e.g., network and district leadership)

School curriculum

Special education

Teaching and learning practices

Definitions and measurements of academic success

Definitions and measurements of teacher success

Professional development

New-teacher training and support

The wellness of teachers, staff and students

School mission and vision statements

School, network and district policies

School culture and approaches to discipline

School infrastructure

Allocation of resources and budget

It is important we recognize this list is not exhaustive. In order to be anti- racist educators, we must be steadfast and consistent and consider all aspects of schooling.

We have to commit to continuously evolving, pushing back, studying, engaging in critical discourse with others, examining what is happening in our minds and bodies, and listening to students. Anti-racist educators understand that an anti-racist approach to schooling could very well mean an ending to schools as we know them. They understand this is how we begin to get free.

Anti-racism is healing and love in action.

The work of anti-racism in schools is incomplete without an understanding of the integral role that healing must play in the practices of freedom. Healers are people who remove harm and reduce the impact of violence, people who restore and repair.

The greatest of healers consider the whole person and seek to get to the heart of the matter. Anti-racist educators understand that all forms of oppression are connected, that it is not possible to care about racism and disregard the violence in sexism, classism, homophobia and more. The hearts of anti-racist advocates push us to be concerned for all violations of human rights.

The ways that we as educators must care for ourselves and create educational spaces that center healing our students' bodies is crucial. We must create educational spaces that tend to the harm and violence that has been enacted against BIPOC bodies and minds-specifically those of our children. Anti-racist educators recognize that this is the work of undoing, of dismantling, of liberating, of healing and of truth-telling. This is our collective work.

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What Anti-racism Really Means for Educators

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"If I love you, I have to make you conscious of the things you do not see." -James Baldwin Anti-racist work in all schools is essential. It is the exercise of hope, the practice of undoing and dismantling systems of oppression, the practice of freedom and of truth-telling.

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Heartbreaking Moment When Kids Learn About White Privilege

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Heartbreaking Moment When Kids Learn About White Privilege

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Heartbreaking Moment When Kids Learn About White Privilege | The School That Tried to End Racism

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Oliver Jeffers

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What We’ll Build: The breathtaking new companion to international bestseller Here We Are: Plans For Our Together Future (English Edition)

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What We’ll Build: The breathtaking new companion to international bestseller Here We Are: Plans For Our Together Future (English Edition) eBook : Jeffers, Oliver: Amazon.de: Kindle Store