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Teaching for Change and Rethinking Schools collaborate to bring people's history to the classroom.

A dedicated website to encourage and support teaching about Central American history.

The best selection of multicultural and social justice books for children, YA, and educators.

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Building social justice starting in the classroom.

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Educators now face unprecedented challenges. Soul-searching and outcries for justice demand long overdue reforms of curricula and of classroom practices to confront racism. At the same time, we must work to combine and integrate these reforms into more online teaching caused by the COVID-19 pandemic across the globe.

Teaching literature-in-translation, especially by contemporary writers, is one way to approach expanding diversity in both what and how students learn. This is one of the primary missions of Words Without Borders Campus, the public access education project that evolved from Words Without Borders, the online magazine which, since its founding in 2003, has published more than 2,500 stories, poems, essays and features translated from 122 languages from 139 countries.

I serve on the Words Without Borders board, and for the past six years, as Education Chair, I've been helping to steward the Words Without Borders Campus site. Edited by author and education specialist, Nadia Kalman, assisted by Executive Director Karen Phillips and the WWB staff, the site organizes themed units of literature in translation aimed at the first two years of college classrooms and at junior and senior levels of high school.

Free of charge, teachers can use a whole country-based curriculum, a themed unit, or single text, supported by teaching resources. So far, WWBC offers curriculum organized around six countries: China, Egypt, Iran, Japan, Mexico, and Russia. Scheduled next year are new units from South Korea, to be followed by non-anglophone West Africa.

The site currently counts 893 educators from around the world. In 2018, WWB-Campus earned honorable mention for the "Innovations in Reading Prize" from the National Book Foundation, a rare distinction.

Words Without Borders Campus has responded to the current historical moment by posting additional classroom resources to fight racism, xenophobia, and social injustice on its weekly blog feature. These include Sandrine Kao's story "The Park Bench" (translated from the French by Jane Roffe) that poignantly confronts anti-Chinese racism and xenophobia; and Marco Avilés essay, "I Am Not Your Cholo" (translated from Spanish by Sophie Hughes) about the racism facing Lantinx immigrants that references directly James Baldwin's lifelong fight for civil and human rights.

From 2014-2016, Words Without Borders Campus completed a beta-testing phase in 75+ classrooms, one of which I taught at UNLV, ranked among the top three most diverse campuses in the United States. My students represented this diversity. My course was designed for a full semester, organized around units from Mexico, China, and Egypt.

From the Egypt unit, writing full of subtleties based on religious customs stimulated discussions of the nuanced contexts of Islam and its social influences, especially through reading "The Veiler of All Deeds" by Hamdi Abu Golayel-a tale of seduction, betrayal, and revenge involving a corrupt businessman, a cleric, and a neighborhood. Within events of the Arab spring, we explored nonfiction and graphic fiction linked to news reports, videos and commentaries. We also discovered pioneering women writers. We learned in a memoir by Miral Al-Tahawy?the first Bedouin woman author to emerge from the region?and through feminist poetry by Iman Mersal, how the Arab spring has been not only a movement for political rights but for women's rights, too, thus three strong social justice themes emerged from the unit: human rights, women's rights, and the struggle for freedom of expression.

Units from China focused on recent history, including how the era of "openness" (1980-2012) may have been a reaction to the 1966-76 Cultural Revolution, explored through poetry by Yu Jian and fiction by Yu Hua. The current regime's repression and hard-liner return to Maoism under President Xi Jinping may be in part comprehended in this context-many of China's leaders survived abuses during the Cultural Revolution, so uncontrolled political and mass movements are anathema to them. We also examined the 1989 Tiananmen Square movement and its brutal repression as well as other prohibited topics in China, causing students to appreciate the values of free expression and democracy.

Exploring translation opens up awareness of how language shapes our worldview. One very unusual student for his diversity and background-an African-American-Japanese raised mostly in Japan who had studied both Japanese and written Chinese-came alive in our class in ways he hadn't shown before, leaping to the white board to draw out examples and explain how he reads a language in characters. Our class shared and appreciated this flowering of his identity.

One of the most controversial issues Words without Borders ever published is on "The Mexican Drug War". One of the units for Mexico is organized around this disturbing theme. Before this, our class studied "Leaving Home" and its heart-wrenching issues of immigration through poetry by Fausto Guardarrama López and fiction by Aura Estrada. (This theme has expanded since to include an excerpt from the impressive first novel by Aura Xilonen, The Gringo Champion, that tells the story of the young protagonist's escape from an ICE raid). We sampled the folklore and beauty found in indigenous writing translated from the Purépecha and Mazateco languages. We learned about Mexico's history and art, and about the variety and complexity of Mexican diversity spread out across the spectacular mosaic of its geography.

For the unit on the Mexican Drug Wars, with its shocking realities and crimes, I was apprehensive that such traumatic readings might cause the class to dead-end into numbness and pessimism?not at all the influence Words Without Borders Campus intends. I should have known better. Informed by the sharing of a first generation Mexican-American in our class, my students found alternative truths about this hard subject, not so much about the "war" as about how Mexico and its people are struggling daily to come to terms with an established narco-culture taking over its society. The story of popular resistance, and of the movement to demand justice for the victims from Ayotzinapa?the September 2014 disappearance of 43 students of the Ayotzinapa Rural Teachers' College on their way to demonstrate to support their impoverished school?became the story my students wished to pass on and carry back to their communities.

Increased awareness of the world and of its diversity should be among the top concerns of education in the twenty-first century. Failures to confront racism, and the rise of extremist nationalism and xenophobic populism not only in the United States but across the world, might in part be blamed on how a generation of educators have failed to teach enough awareness of other voices, other languages, other cultures than those of a predominantly white majority.

Words Without Borders Campus aspires to be part of correcting this failure. The site also offers resources and tools for transitions to online education caused by the COVID-19 pandemic. The site teaches a more informed self-awareness, especially for students who discover their first texts from the language and country of their heritage, which can affirm and empower them. As one pilot class student from La Guardia Community College in Queens, New York, described the effect of his reading across cultures so aptly: "It prepares you for life."

Douglas Unger is Director of the Creative Writing International Program at the University of Nevada.

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Teaching Diversity Across Cultures: Words Without Borders Campus | The International Educator (TIE Online)

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Educators now face unprecedented challenges. Soul-searching and outcries for justice demand long overdue reforms of curricula and of classroom practices to confront racism. At the same time, we must work to combine and integrate these reforms into more online teaching caused by the COVID-19 pandemic across the globe.

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The Global Storybooks Portal is designed specifically for teachers, parents, and community members around the world. It makes 40 selected stories from the African Storybook available in major national, immigrant and refugee languages of individual countries, regions, and groups.

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How Hannah Gadsby's High-Functioning Autism Works | Netflix Is A Joke

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Stories and lessons for growing minds

We are a free multimedia platform for educators and students. Through our immersive storytelling and curricula, we aim to plant seeds of empathy, interconnectedness, and a sacred relationship with our planet. Use our award-winning films, photo essays, and essays to learn about social, cultural, and environmental issues from individuals and communities worldwide. For grades 3-12, our stories and lessons encourage students to broaden their perspectives and worldviews while fostering universal human values and respect for the living world. We aim to bring universal values into the lives of educators and students.

Experience Our Storytelling

Watch this short video to learn more about the stories we tell.

Student Winners and Finalists: The Environment Is in You

In what ways is climate change impacting the place where you live?

In this contest, students documented the fragility, hope, and future of our planet's ecosystem due to climate change. Inspired by four environmental writers-Linda Hogan, Robert Hass, Wendell Berry, and Dara McAnulty-students explored changes to local systems, how the environment shapes our identity, and how our actions and awareness today can impact the future.

View Winners and Finalists

Feature

These five shorts films follows five Native American communities who are restoring their traditional land management practices.

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How might stories act as keys allowing us access to challenge, examine, uproot, and illumine our habits and fears?

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This feature shares the stories of four Indigenous communities in California who are working to revitalize their languages and cultures in order to pass them on to the next generation.

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"This film has historic relevancy. I can see myself using it to encourage students to think about the value of the space program and how it speaks to the American Spirit and how we are often looking forward in our progress. This film begs to be used as an exploration of what it means to be a global citizen, how students can learn from people not like themselves, and what actions students can take in their everyday lives to make the world a better place."

Michael Dunn, Director of College Counseling at Eagle Rock School & Professional Development Center

Stories Exploring Climate Change

Celebrating Student Artwork: New Student Gallery

Encourage thoughtful and meaningful conversations in the classroom with our student gallery. Use the gallery as a tool to foster curiosity, observation skills, and perspective-taking.

The gallery encourages students to learn from each other's perspectives. How are students witnessing and engaging with the world in new ways since the start of Covid-19? Search by theme, previous Global Oneness Project contests, or from locations around the world. The gallery is accompanied by an image analysis activity, including a Visible Thinking Routine from Project Zero, Harvard Graduate School of Education.

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Who Is Using Our Materials

Our materials provide opportunities for an interdisciplinary approach to learning across disciplines from social sciences and humanities to environmental sciences. Education stakeholders, including K-12 educators, university professors, librarians, tech/media specialists, parents, and students are using our materials in multiple learning environments.

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As the world becomes increasingly connected, knowledge of ourselves as individual learners and as members of a community becomes more important. When children begin their schooling with support for thinking, feeling, and acting in groups, they are more likely to participate in and practice democracy…

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An interactive online teaching resource against discrimination. Try out this free tool designed by the Anne Frank House and partners. Ready for distance learning.

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'Celebrate Black Culture'

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instant access to thousands of great kids books.

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Instantly access 40,000 high-quality books for kids

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The leading digital library for kids offering unlimited access to 40,000 of the best children's books of all time. Sign up for a free 30 day trial to instantly access high-quality online books for kids, ebooks, audio books, quizzes, videos, and more.

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'Build a Better World Together'

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instant access to thousands of great kids books.

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Instantly access 40,000 high-quality books for kids

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The leading digital library for kids offering unlimited access to 40,000 of the best children's books of all time. Sign up for a free 30 day trial to instantly access high-quality online books for kids, ebooks, audio books, quizzes, videos, and more.

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A Library of Resources created by teachers for K-12

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A Library of Resources created by teachers for K-12

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Jane Elliott, internationally known teacher, lecturer, diversity trainer, and recipient of the National Mental Health Association Award for Excellence in Education, exposes prejudice and bigotry for what it is, an irrational class system based upon purely arbitrary factors. And if you think this…

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Parents and other caregivers are seeking resources to help them hold children through the current, terrible wave of racialized violence, which is exacerbated by the tensions and vulnerabilities exposed by the COVID-19 pandemic. As scholars, writers, and parents who use books to connect with our children and spark conversations with them, we've developed this book list to help engage the broad range of emotions and needs of diverse children in our multiracial society. In some cases, we've highlighted worthy, albeit lesser-known titles. Some are older books, some are newer, and a few will publish later this year but are available for pre-order now. This list skews heavily towards #ownvoices books and is arranged alphabetically by title.

Please use these books to help you do the work of making the world a safer, more equitable place for all children.

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20 Picture Books for 2020: Readings to Embrace Race, Provide Solace &...

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As scholars, writers, and parents who use books to connect with our children and spark conversations with them, we've developed this book list to help...

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The conversation about race needs to start early and keep happening.

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Credit... Loris Lora

As protests over the killing of George Floyd (and Ahmaud Arbery and Breonna Taylor) spill into a second week, many parents are wondering how to talk about the deaths and unrest with their children. But just as important in the long run, especially for nonblack parents, is how to keep the conversation about race and racism going when we're not in a moment of national outrage, and to make sure all children see black people as heroes in a wide range of their own stories, and not just as victims of oppression.

In this moment, try to address the killings and protests honestly and in an age appropriate way, said Y. Joy Harris-Smith, Ph.D., a lecturer at Princeton Theological Seminary and the co-author of the forthcoming " The ABCs of Diversity: Helping Kids (and Ourselves!) Embrace Our Differences."

You can start having conversations about race in preschool, said Jacqueline Dougé, M.D., a pediatrician and child health advocate based in Maryland - children can internalize racial bias between the ages of 2 and 4, according to an American Academy of Pediatrics article that Dr. Dougé co-wrote.

Dr. Collins gave the example of a white child asking why another child had brown skin. A parent can take this opportunity to explain what melanin is, and to talk about how wonderful it is that the world has so many different kinds of people.

Older children will be much more aware of what's going on right now. So find out how much your child knows about the protests, Dr. Harris-Smith said, because kids may know more than we think they do from overhearing the news, their parents talking, or simply noticing what is going on outside in their neighborhoods.

Once you assess what they know, you can have a conversation about the violence against black people without being too explicit with elementary-age children.

Dr. Dougé suggested starting with something like: "There are things happening in the news that are upsetting us. Unfortunately there were police officers that made bad choices for the wrong reasons because of the color of our skin." Dr. Collins said that with children in elementary school, you should focus on how unfairly black and brown people have been treated throughout American history to the present day, because fairness is something all children can understand.

If you live someplace where people are actively protesting and your children have observed some destruction, "First and foremost, reassure them you're there to keep them safe," Dr. Dougé said. But also explain why people are protesting, and show them positive images of protesting now and from history, she suggested.

Make sure to create space for your child to feel however they need to feel about what you're discussing - they may be angry, sad or scared. "When we're not validated in how we feel, it makes it difficult for us to be active participants in our lives," Dr. Harris-Smith said. Dr. Collins suggested that parents can let a child know, "The important adults in her life are working really hard to make sure these injustices don't continue to happen in our city, country and world." Respect your children's feelings if talking about it is too upsetting, but make sure to leave the door open for future conversations, she continued.

In addition to keeping an open dialogue about racism, a way to raise children who are anti-racist is by making sure your home library has books with black people at the center of their stories. Christine Taylor-Butler, the prolific children's author and writer of The Lost Tribes Series, said that she got into children's literature because she wanted to see more stories of black joy. "I want stories about kids in a pumpkin patch, and kids in an art museum," she said. "Not only do we want our kids to read, but we want white kids to see - we're not the people you're afraid of."

"I see students clamoring for books that speak to heart, not oppression based on civil rights," Taylor-Butler added. And she is also a fan of books that tell stories of black triumph and invention, like " Whoosh! Lonnie Johnson's Super-Soaking Stream of Inventions, " by Chris Barton and illustrated by Don Tate, which is about the black engineer behind the Super Soaker water gun.

With that in mind, I asked several authors and Times editors to offer suggestions of books to read to children. Some are explicitly about racism, but others are stories with nonwhite protagonists. They are broken down roughly by age range; see our list below.

Ultimately, words and books should not be the end of your child's education about race and racism. "The best advice I can give parents is to be models for the attitudes, behavior and values that they wish to see in their children," said Nia Heard-Garris, M.D., an attending physician at the Ann and Robert H. Lurie Children's Hospital of Chicago.

"It is not enough to talk about racism, you must strive to be anti-racist and fight against racist policies and practices," Dr. Heard-Garris said. If you have the privilege, "make space, speak up or amplify issues of inequity and injustice." Children see everything.

Ezra Jack Keats's books about Peter ("The Snowy Day," "A Letter to Amy," "Hi, Cat!," "Whistle for Willie")

"I love all of Ezra Jack Keats's books about Peter, because they show a black boy in the city and the stories are just about his curiosity, his bravery and his being a kid. They are beautiful meditations on the interiority of black childhood without trauma while still feeling very black." - Kaitlyn Greenidge, NYT Parenting contributor and author of the novel " We Love You, Charlie Freeman "

" Saturday, " written and illustrated by Oge Mora

"This book is pure joy. A mom and her daughter, Ava, always look forward to Saturdays because it's the one day of the week they get to spend together without school or work. On this particular Saturday, though, they experience a series of disappointments. Nothing seems to be going as planned. Still, thanks to Ava they figure out a way to enjoy their time together. A quiet yet profound picture book."

- Matt de la Peña, a Newbery Medal-winning author of seven Young Adult novels and five picture books, including " Last Stop on Market Street "

" Hair Love," by Matthew A. Cherry. Illustrated by Vashti Harrison.

"Written by a former N.F.L. wide receiver and now an Oscar-winning short film, 'Hair Love' tells the story of a black father learning to do his daughter's hair for the first time and the special bond they share."

- Meena Harris, author of " Kamala and Maya's Big Idea "

" Each Kindness," by Jacqueline Woodson. Illustrated by E.B. Lewis.

"A new girl, Maya, shows up at school, and the whole class, including Chloe, our main character, shuns her because she's shabbily dressed and seems different. This goes on for a while, and then Maya is suddenly gone, and Chloe realizes she's missed her chance to be kind. This is a powerful picture book that bravely ends with regret."

- Matt de la Peña

" The Youngest Marcher, " by Cynthia Levinson. Illustrated by Vanessa Brantley Newton.

"It's one of the more shocking and little-known stories of the civil rights movement: In 1963, the City of Birmingham jailed hundreds of kids for joining the Children's March. Among them was 9-year-old Audrey Faye Hendricks, taken from her family to spend a week behind bars, eating 'oily grits' and sleeping on a bare mattress. Levinson and Newton keep her story bright and snappy, emphasizing the girl's eagerness to make a difference and her proud place in her community."

- Maria Russo, former children's book editor at The New York Times

" Resist: 35 Profiles of Ordinary People Who Rose Up Against Tyranny and Injustice," by Veronica Chambers. Illustrated by Paul Ryding.

"Chambers, who is the senior editor of special projects here at The Times, has pulled together 35 inspiring stories from the past 500 years of history, each with a lesson for our kids about how to fight injustice in their own lives."

- Jessica Grose

" Not My Idea: A Book About Whiteness," written and illustrated by Anastasia Higginbotham

"An honest explanation about how power and privilege factor into the lives of white children, at the expense of other groups, and how they can help seek justice."

- Meena Harris

" All American Boys," by Jason Reynolds and Brendan Kiely

"This is a brilliant look at the effects of police brutality from the perspective of two teen boys: one white and one black. We get inside both of their minds and watch them grapple with the weight of something that is way too familiar in our country. "

- Matt de la Peña

" Stamped: Racism, Antiracism, and You " by Jason Reynolds and Ibram X. Kendi

"Reynolds and Kendi have created a book that slyly draws attention to the page itself. 'Uh-oh. The R-word,' they write. The word that 'for many of us still feels Rated R. Or can be matched only with the other R word - run. But don't. Let's all just take a deep breath. Inhale. Hold it. Exhale and breathe out' - and here, the text breaks apart to give us the dangerous word - 'race.'"

- Kaitlyn Greenidge: Read her full review here.
If you have other books you love on this theme, email us with a list of your favorites and we will run an article with your suggestions.

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These Books Can Help You Explain Racism and Protest to Your Kids (Published 2020)

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The conversation about race needs to start early and keep happening. As protests over the killing of George Floyd (and Ahmaud Arbery and Breonna Taylor) spill into a second week, many parents are wondering how to talk about the deaths and unrest with their children.

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This document is intended to serve as a resource to white people and parents to deepen our anti-racism work. If you haven’t engaged in anti-racism work in the past, start now. Feel free to circulate this document on social media and with your friends, family, and colleagues. Here is a shorte…

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Based on "Ten Quick Ways to Analyze Children's Books for Racism and Sexism." Updated in 2013.*
Children's books continue to be an invaluable source of information and values. They reflect the attitudes in our society about diversity, power relationships among different groups of people, and various social identities (e.g., racial, ethnic, gender, economic class, sexual orientation, and disability). The visual and verbal messages young children absorb from books (and other media) heavily influence their ideas about themselves and others. Depending on the quality of the book, they can reinforce (or undermine) children's affirmative self-concept, teach accurate (or misleading) information about people of various identities, and foster positive (or negative) attitudes about diversity. Children's books teach children about who is important, who matters, who is even visible. Consequently, carefully choosing quality children's books is an indispensable educational and child-rearing task.

It is important to offer young children a range of books about people like them and their family - as well as about people who are different from them and their family. All of the books should be accurate and appealing to young children. Fortunately, there are some good anti-bias children's books, which are available as a result of the ongoing activism of many individuals and groups over many years. However, while choices have improved over past decades, the lack of quality multicultural kid's books currently being published has frustrated many communities. The number of children of color in the United States continues to rise, but the number of books published by or about people of color stays the same or even decreases.

Check the Illustrations

Look for Stereotypes: A stereotype is an oversimplified generalization about a particular identity group (e.g., gender, race, ethnicity, class, sexual orientation, ability/disability), which usually carries derogatory, inaccurate messages and applies them to ALL people in the group. Stereotypes dehumanize people. So, too, does misinformation. ( See Box 1 below for a list of common, harmful stereotypes).

Unfortunately, all of us absorb socially prevailing stereotypes about a range of people, even if we do not consciously subscribe to them. To alert you to stereotypes in children's books, as well as other media, it is useful to list all the stereotypes you know about various groups of people as precondition for critically reviewing children's books. The books you choose should depict people compassionately and as real human beings. Also consider if images depict all people as genuine individuals with distinctive (rather than stereotypical) features. Books containing stereotypes require you to engage children in critical thinking, but should probably be eliminated from your collection.

BOX 1: Common Harmful/Undermining Stereotypes

Strong, independent girls and women are "manlike"

Book-loving or nonathletic boys and men are "effeminate"

Latino men talk funny, are lazy, gang members, or wear oversize sombreros

Latina women are earth mothers or subservient

African American men are gang members, oversexed, or underemployed

African American women are too independent, oversexed, or "welfare moms"

Arab and/or Muslim men are terrorists

Arab and/or Muslim women are voiceless and passive

All Muslims are Arab / All Arabs are Muslim

American Indians live in teepees, carry bows and arrows, or are half-naked in winter

American Indians were only significant in the past (read)

Disabled people are not independent or are to be pitied

Disabled people must "overcome" their disabilities rather than just live with their disabilities

LGBTQ+ people are invisible

Poor people are invisible

Poor people are depicted as passively needing help from others

AAPI (Asian American Pacific Islanders) are depicted as the "model minority"

AAPI are exotic or their food is exotic/abnormal

All AAPI know martial arts or are meek and compliant

AAPI are portrayed with slanted eyes or just lines to represent eyes

Jewish people are all Zionists (read)

Jewish people are wealthy and yield undue influence in the financial and political world

Look for Tokenism: This is the "one only" message. Regularly seeing only "one" person of any group in a book teaches young children about who is more or less important. Examples of tokenism include books with only one African American child among many white children or having only one book about children with disabilities among many other books. Tokenism also becomes stereotypical. It only allows children to see one view of a group of people, rather than the diversity that exists among all groups.

Look for Invisibility: What children do not see in their books also teaches them about who matters and who doesn't in our society. Invisibility in their storybooks - as well as in textbooks as they get older - undermines children's affirmative sense of themselves and reinforces prejudiced ideas about people who are not seen (See Box 2 for examples of groups who tend to be invisible). The booklists on this website include a great variety of books with groups who are often excluded. (The titles are vetted by Teaching for Change.)

BOX 2: Examples of Groups of People Who Are Often Invisible in Children's Books or Mainstream Media

Families who live in rural areas

Blue-collar workers

Musicians, artists, and writers

Families with two dads or two moms

Single mothers or fathers

Homeless families

Families with an incarcerated parent

People of Middle Eastern descent

Families who practice Islam

Transgender adults and children

Check the Story Line and the Relationships Between People

Even if a book shows visual diversity, the story line may carry biases related to how it handles power relationships among people of various identities. Are whites or male characters the central figures with people of color or female characters in essentially supporting roles? To gain acceptance and/or approval does a child of color, a girl, or child with a disability have to exhibit extraordinary qualities or be the one to understand, forgive, or change? Are the achievements of girls and women based on their own initiative and intelligence, or are they due to their looks or relationship with boys/men?

Are people of color, women, low-income families, or people with disabilities depicted as needing help or in passive roles, while whites, men, and "able-bodied" people are in leadership and action roles? How are problems presented, conceived, and resolved? Who typically causes a problem and who resolves it? Your book collection needs a balance of different people in "doer" roles.

Look at Messages About Different Lifestyles

Do the lives of people of color or people living in poverty in the story contrast unfavorably with the norm of white, middle-class suburban life? Are negative value judgments implied about ways of life that differ from the dominant culture or economic class (e.g., people are to be pitied, or the story is about one person who "gets out" of the less desirable way of life)? Do images and information go beyond oversimplification and offer genuine insights into the lifestyle of the characters in the story? Does the setting reflect current life - or past assumptions about life? Does your book collection depict diversity among people within a specific racial/ethnic group, such as a range of family structures, living environments, socioeconomic conditions and types of work, and male/female roles within the family? (Remember that every racial/ethnic group has diversity, including people who self-identify as white).

Consider the Effects on Children's Self and Social Identities

In addition to specific books, also examine your book collection. Do your books reinforce or counteract messages that teach children to feel inferior or superior because of their skin color, gender, family income, able-bodiedness, or type of family structure? At school, will all of the children you serve see themselves and their family's way of life reflected in your book collection? Will all children of color, including those with mixed heritage, girls, and children from the many types of family structures, children living in poverty, and children with disabilities see one or more characters with whom they can readily and positively identify? If they are visible in your book collection, are the illustrations and information accurate and respectful? Does your overall collection balance the backgrounds of all the children in your program? Does it also show diversity within the social indentity groups to which the children belong (e.g., a range of ways to be female and male, families reflecting different kinds of jobs within a racial/ethnic group). Does your book collection also include a balance between diversity within your classroom and beyond your classroom?

At home, does your book collection reflect diversity among the groups to which your family belongs? Does it have stories about people like you who have contributed to creating a more just world? Does it also include a range of books showing diversity beyond your family and neighborhood?

Look for Books About Children and Adults Engaging in Actions for Change

To fully develop a strong sense of self and a disposition toward cooperation and fairness, children need to know how to stand up for themselves and others when faced with unfairness. They also need to know about people from all social identity groups who have - and are currently - working for justice for all. In addition to previous criteria, here are more items to consider: The story line should be about children and adults working together, rather than perpetrating the myth that change happens because of special, individual people who do it by themselves. Does your book collection include a balance of people who have made important and honored contributions to American life as well as the world community - and not just the traditional white, male "heroes?" Do some of your books about important people include struggles for justice? Do they show people who were/are poor or from racial/ethnic groups of color? Are people with disabilities engaged in these struggles for justice?

Consider the Author's or Illustrator's Background and Perspective

All authors write from a cultural as well as from a personal context. In the past, most children's books were by authors and illustrators who were white and members of the middle class. As a result, a single cultural and class perspective dominated children's literature. There are now excellent books by people of color from a range of backgrounds - although not nearly enough. Consider the biographical material on the jacket flap or back of the book. What qualifies the author or illustrator to deal with the subject? If the book is not about people or events similar to the author or illustrator's background, what specifically recommends them as creators of the book? What is the author's attitude toward her/his story characters? Are the images accurate and do the illustrators respectfully render the people in the story? Do you have books reflecting a balanced range of author and illustrator identities and experiences?

Watch for Loaded Words

A word is loaded when it in any way demeans or makes people invisible because of any of their identities. One example is the generic use of the word "man" to stand for women as well as men (although the opposite never occurs). This traditional terminology is now questioned by many because of its sexist implications. Here are some examples of ways to avoid sexist language: community instead of brotherhood; firefighters inserted of firemen; human family instead of family of man; ancestors instead of forefathers; chairperson instead of chairman. Examples of adjectives applied to people of color that carry racist messages include: "savage," "primitive," "superstitious," "backward," "inscrutable" and "treacherous." Always consider the context in which a word is used and to whom it applies.

Look at the Copyright Date

Copyright dates indicate the publication year, not the time of its writing, which might be two to three years before the copyright date. Although a recent copyright date is no guarantee of a book's relevance or sensitivity, copyright dates are useful information. More children's books began to reflect the reality of a pluralistic society and nonsexist and non-ableist perspectives in the 1970s. Since then, the range of accurate, respectful, and caring books reflecting diversity has increased significantly (unfortunately the diversity of books published in the United States still does not accurately reflect the actual diversity of the people living here). When considering new books for your collection, begin with most recently published ones and then continue with descending copyright dates.

Assess the Appeal of the Story and Illustrations to Young Children

Although these guidelines focus on the messages about diversity and equality reflected in children's books, it is also important to take quality into account. Be sure the book is a "good read." If children find the story or illustrations boring, a book will not hold their attention, even if the book adds a specific kind of diversity you need. Check for active, interesting story lines where different kinds of people are integral to the people in the story, not the main topic. For example, in A Chair for My Mother, a young child tries to save money to get a comfortable chair for her waitress mother. Although the book shows a single parent, working-class family, and a resourceful girl, it is not didactic. Also look for illustrations that are colorful and recognizable to young children. Although they enjoy a range of styles, illustrations that are too subdued or abstract may not hold their attention.

Check for age appropriateness. Most booksellers list any picture book as appropriate for early childhood even if the story line is really for primary grade children. Sometimes a book for older children will work if you simplify the story or "tell" the story rather than read it. In some cases, this is the only way to get books that present specific groups of children (e.g., stories with Cambodian children or children with learning disabilities). Some additional issues to consider:

Many children's books use animal characters instead of people and there are some excellent books that explore diversity with animal characters (e.g., And Tango Makes Three or A Coyote Solstice Tale). Children enjoy these. However, such books are not a substitute for exploring issues of diversity and anti-bias fairness with people as the main characters.

Some early childhood teachers wonder if it is necessary for every book in their collection to show diversity. Every book needs to be accurate, caring, and respectful. However, you will want individual books about specific kinds of people (e.g., a biracial family or a family with adopted children). Diversity becomes essential in the balance of your book collection, where you want to avoid invisibility or tokenism of any group.

Folk and fairy tales have long been a mainstay of children's literature. In the cultures from which they come, folk and fairy tales were used to teach important lessons and values related to their culture of origin. Children love them in their original versions - not their commercially sanitized adaptations. However, folk and fairy tales also carry messages that convey sexism, classism, and racism and must be used thoughtfully as part of introducing young children to diversity and anti-bias values of quality and fairness.

Overuse of folk tales to "teach" about a specific ethnic/cultural group leads to misinformation and confusion. They are about animals and occasionally people from a mythical past and are designed to teach core values and beliefs in their culture of origin. They are not about how people actually live in contemporary society - and that is what young children need to understand. Information and images about how people really live now is what enables young children to build connections to people who are from different cultures while countering stereotypes that children have already absorbed (e.g., how American Indians really live).

Finally there is the somewhat sensitive issue of what to do about "classic" or "well-beloved" children's books. Many of these are wonderful as children's literature, but unfortunately they often convey values of sexism, racism, ableism, or even colonialism. People who love the books that pose this dilemma argue that it is OK to use them because they "reflect their times," which they imply somehow excuses their biased messages. For example, I adored the Babar series of books as a young child and was unpleasantly shocked to realize as an adult how much the images and story lines reflected messages of European colonialism in Africa. I chose not to use them with my own children, wanting them to learn accurate information about how people in Africa really live. Not sharing childhood favorites may sadden some, but it is far better than the harm caused by reinforcing messages of racism and colonialism.
In a nutshell - as you choose books or critically examine your current book selection, always keep in mind the power of books - their words and their images - to nurture or, conversely, to undermine a child's sense of self, positive attitude toward others, and motivation to act for fairness.
Additional Resources

Louise Derman-Sparks is an internationally respected anti-bias educator and author (along with Julie Olsen Edwards) of Anti-Bias Education for Young Children and Ourselves. She has co-authored several additional books with Dr. Carol Brunson Day (Teaching/Learning Anti-Racism), the ABC Task Force ( Anti-Bias Curriculum: Tools for Empowering Young Children), Dr. Patricia Ramsey (What If All the Kids Are White?), and Dr. John Nimmo and Debbie Leekeenan ( Leading Anti-Bias Early Childhood Programs: A Guide for Change). She speaks throughout the United States and abroad, and served on the NAEYC Governing Board from 1998 to 2001. Louise has a lifelong commitment to building a more just society for all people. Her children Douglass and Holly, now grown, were her inspiration. A Pacific Oaks College faculty member for 33 years - when its mission and pedagogy reflected anti-bias education principles - Louise is now retired.
*In 1980, the Council on Interracial Books for Children published the book Guidelines for Selecting Bias-Free Textbooks and Storybooks. A shorter version of the book in pamphlet form, "Ten Quick Ways to Analyze Children's Books for Racism and Sexism," followed. One of the first guides written for teachers and families, it became an invaluable tool for hundreds of thousands of people. Both the book and pamphlet have been out of print for several years. Rethinking Schools published their adaptation of the original Guidelines in 1994.

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Guide for Selecting Anti-Bias Children's Books - Social Justice Books

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By Louise Derman-Sparks Based on "Ten Quick Ways to Analyze Children's Books for Racism and Sexism." Updated in 2013.* Children's books continue to be an invaluable source of information and values. They reflect the attitudes in our society about diversity, power relationships among different groups of people, and various social identities (e.g., racial, ethnic, gender, [...]

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As more students and educators come out as lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual and otherwise diverse in their sex, gender or sexuality (LGBTQIA+), schools and educators are seeking to foster more supportive environments. To do so, educators say they need high quality resources to support this work. Additionally they need guidance on effective approaches, lesson ideas and guides, and particular strategies to construct a conducive learning environment as well as guidance on pitfalls to avoid. Inside Out - We All Belong provide this support. Watch a trailer introducing the resources here.

The resources are the result of a collaboration between an LGBTQIA+ youth organisation, a teacher-professional development expert, and a communications agency specialising in non-profit work. Traditionally when schools wanted to address these areas they would ask an LGBTQIA+ youth organisation to visit classes and share stories and knowledge about sex, gender and sexuality diversity. However, this approach was limited to mainly metropolitan schools who had access to such organisations. These approaches also limited the narratives and stories of diversity that could be shared, as usually only one or two sex, gender or sexuality diverse people could attend each visit. Furthermore, a one-off hour-long visit limited the learning time and scope of such lessons. Concerns were also expressed that bringing external facilitators into a school for this topic could be seen as a tacit indication to students that this was an area external to the remit of their teachers.

The LGBTQIA+ youth organisation was very interested in an innovation that could support both their educators and teachers in schools to produce a more comprehensive learning experience that was more representative of the diverse sex, gender, and sexuality experiences. The teacher professional development expert was motivated to explore how pedagogical innovation and curriculum alignment could better support this work. The communications organisation was motivated to produce learning resources that were well designed and effective for a wide variety of young people. From this collaboration a co-design process was produced that involved more than 200 people at various stages to produce the resources. Co-designers included teachers from all year levels and a variety of curriculum areas, youth workers, social workers, teacher-union representatives, students and young people, and a range of relevant social-sector and government representatives who varied in ethnicity and social location.

The result is a set of short episodes that scaffold 13 diverse narratives together with foundational knowledge content and animation to facilitate discussion based learning. The pedagogy guide includes set-up guidance, lesson plans, and extension exercises. The critical pedagogy uses a norm-critical approach to deconstruct the oppressive norms that foster oppression rather than to blame individuals for participating in harassment and discrimination. The aim of the resources is to foster critical thinking, perspective taking, and empathy, ultimately leading to school-wide interventions to produce an inclusive and warm environment that is not limited by a range of oppressive norms.

The video episodes and teaching/facilitator resources available for free and include seven short videos:

Teacher/Facilitator Resource - a guide to using Inside Out

Ep1) Gender, Sex & Sexuality

Ep2) Transgender & Intersex

Ep3) Diversity & Difference

Ep4) Bullying & Homophobia/Transphobia

Ep5) Respect & Responsibility

Inside Out for students aged 10-12 years

Inside Out also comes with a Resource Pack, which includes:

a) Episode Lesson Resources with class discussion ideas for each episode

b) Glossary of Terms

c) Pedagogy Guide to help a teacher/facilitator prepare before screening the episodes

The resources were launched in at the end of 2015 and won a prestigious award in the 2017 NZ Design Awards (social good category) as well as recording more than 20,000 website hits by 2018. The resources have been fully evaluated and recommended by the NZ Ministry of Education to schools in their LGBT+ Inclusive Education Guide.

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Inside Out - We All Belong is a set of freely available video-based teaching resources which aim to decrease homo-, bi-, and trans-phobic bullying by using a norm-challenging pedagogical approach to cultivate critical thinking, perspective-taking and empathy. A pedagogy guide and lesson resources are included to support teachers.

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Globe Trottin' Kids is an interactive website for exploring world geography and cultures. Join us on a global adventure!

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Professional Services for Teachers & Schools | Kickboard

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Kickboard's PBIS training programs allow you to implement strategies & train staff to improve school climate & culture with positive classroom behavior. Learn more.

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As classrooms become increasingly diverse, cultural competency has quickly become a key concern for educators all over the world. When it comes to creating a culturally-inclusive learning environment and closing the achievement gap in our classrooms, culturally responsive teaching is, arguably, more critical than it's ever been before.

In our society, it's common for people either to hold cultural biases or to fail to acknowledge the differences in cultures around us. And while teachers aren't immune and may also subscribe to these attitudes, it is always to the detriment of their students. In schools, especially within the classroom, it's crucially important that educators consciously work against putting up metaphorical blinders to other cultures. To truly engage our students, we need to remember that their culture matters.

Looking to make your classroom a more culturally-inclusive space? Here are some important questions to start asking yourself when assessing your level of cultural competence:

Are you aware of your own cultural bias and behavior?

In order to be open to other cultures, we need to have an understanding of our own culture and how it has affected us. You're constantly immersed in your own culture, and it's easy to become numb to how it's affecting your behavior as an educator. Understand what makes your culture unique, so you can also appreciate the differences in others.

Are you ready to challenge any assumptions or stereotypes that you may hold?

Are you aware of the assumptions you may hold about people from other cultures? Let go of any stereotypes you may have been holding and encourage an open mind for yourself and your students. This is not an instant process, but consistency is key and will pay off in the long run.

Can you acknowledge how culture impacts the daily life and activities of students?

Your hobbies, daily routine, preferred entertainment, job - there's an endless list of things that culture affects every day. Are you accepting and willing to learn to understand how a student that recently immigrated from another country seems to be struggling with the school routine?

Bear in mind that a student's culture can affect their everyday life, through religious commitments or simply their daily schedule. Although you may not understand or be aware, it's important to recognize that a student may be used to spending their day differently.

Can you understand how cultural norms influence communication?

Did you know that in Japan, direct eye contact is seen as a sign of disrespect? Or that sitting cross-legged is considered offensive in Ghana and Turkey? Students from different cultures communicate in many different ways and it's important to acknowledge that some forms of communication may be very different from yours. Rather than perceiving these negatively, use these cultural differences as a learning opportunity rather than passing judgment.

Do you make an effort to learn about other cultures?

You cannot become culturally competent if you don't learn about other cultures. Ask questions and be open to hearing stories rather than making assumptions. This is a perfect opportunity for students to teach you something, in turn!

Can you effectively intervene when you see a student behaving in a discriminatory manner?

Teachers must be able to identify when conversations in the classroom have taken a wrong turn, and be able to defuse the situation. As someone in a leadership role in the classroom, teachers should quickly address derogatory comments and use the situation as a teachable moment for their students.

Are your teaching styles adaptable to students of multiple different cultures?

Are your lessons structured to be understood by students of many cultures? Now more than ever, teachers will likely be teaching students from many different nationalities and cultures. Does it seem like students in your class who are relatively new to the country are struggling with grasping concepts? Teaching styles that may be easy to follow for one student may be totally foreign to another.

Do you allow for communication between you as your students' families?

Family can obviously have a huge impact on a child's behavior and interactions with others. Establish open communication with families and educate them on what their child will be doing in school, and take this as a chance to learn from them as well.

Remember, cultural competence is a continually-evolving practice and is something you continue to learn over the entirety of your teaching career. Cultural competency in schools is more than achievable, and the change starts with teachers who want to make their classroom a welcoming place for all students.
Did you find yourself ticking a lot of the checklist above? Or do you realize that maybe you should start making some changes towards a more culturally-inclusive teaching style? Let us know in the comments below!

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Assessing your cultural competence: A checklist for culturally responsive teachers

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As classrooms become increasingly diverse, cultural competency has quickly become a key concern for educators all over the world. When it comes to creating a culturally-inclusive learning environment and closing the achievement gap in our classrooms, culturally responsive teaching is, arguably, more critical than it's ever been before.

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A handbook for new ESL parents The first days at school can be especially stressful for ESL children and their parents. This handbook can be given to parents, maybe during their first open-day meeting with the ESL teacher. It helps explain to ESL parents what to expect, how to help their children and provides answers to many frequently asked questions. This resource is provided as a MSWord document to be downloaded and tailored to your school's context. Features of an effective international school Eithne says: "I believe schools need to have a shared vision and an overiding collaborative ethos where there is genuine respect for diversity and language is viewed as a right and a valuable resource. Only in this way will all languages and cultures have equal rights to the curriculum." Click on the button to the right to see a high level check-list to verify a school's international mindedness. An ESL, language acquisition & mother-tongue reading list This PDF file contains a useful reading list with over 120 references to some of the most important writers in the field of language acquisition. What the children say ... This video features short speeches from young ESL students that convincingly put the case for allowing all languages into the classroom. Presented at the International School of Stuttgart for their 2010 UNESCO Mother Language Celebration Day, it underlines how Interlingual classrooms allow ESL children to use their mother-tongues to "learn across languages". Thanks to Petar Silobrcic for the technical support. How internationally minded is your school ? Michael J. Allan, Intercultural Awareness Leader at the International School of Amsterdam, has developed an Internationalism Audit to help evaluate just how internationally minded a school really is. He says, "Although international understanding or intercultural awareness forms part of the declared philosophy of IBO and other international schools, very few would be able to point to a coherent, monitored and evaluated programme for internationalism." This document provides an example of how Michael's research-based approach for assessing the level of internationalism could be implemented. An identity text fairytale In this video ESL children present an identity text fairytale they produced collaboratively for a group of blind children at a local charity. It is an excellent example of the use of identity texts. The story was presented to peer groups in school and a CD & booklet were produced to sell and raise money for a school in Zambia. Grandparents, aunts, uncles and friends of Grade 4 all over the globe received copies of our multilingual tale, The Power of Friendship. What is an Interlingual classroom ? The children in our International School classrooms should not just be described as monolingual, bilingual or multilingual. These classifications only create distinctions and barriers. We need a new word which promotes a mindset of inclusiveness. Interlingual does just that. All children (and all parents) have equal standing in an Interlingual classroom. This document explains why. Go here for a description of how this project was organised and for more on identity texts.

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Interlingual consultancy for truly International Schools

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Teach the topics that shape our students' lives. Whether you're looking for a text, a webinar or a grab-and-go lesson, these resources will help your students explore identity and diversity, recognize injustice and learn to take action.

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Skip to main content Teach the topics that shape our students' lives. Whether you're looking for a text, a webinar or a grab-and-go lesson, these resources will help your students explore identity and diversity, recognize injustice and learn to take action.

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Our systematic approach to anti-bias, social justice and civil rights education makes complex topics easier to understand-and teach.

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Where is home? Third Culture Kids

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So Where's Home? A Film About Third Culture Kid Identity

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So Where's Home? explores the unique perspectives and identities of Third Culture Kids, people who have spent a significant portion of their childhood overseas. The purpose of this short documentary project is to understand why third culture kids struggle to answer the question of "so where's home?"

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Taiye Selasi: Don't ask where I'm from, ask where I'm a local

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When someone asks you where you're from ... do you sometimes not know how to answer? Writer Taiye Selasi speaks on behalf of "multi-local" people, who feel at home in the town where they grew up, the city they live now and maybe another place or two.

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More and more people worldwide are living in countries not considered their own. Writer Pico Iyer -- who himself has three or four "origins" -- meditates on the meaning of home, the joy of traveling and the serenity of standing still.

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Please [contact us](https://www.ted.com/contact) and let us know what happened.

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With incidents of anti-Semitism spiking this year (including, troublingly, in K-12 schools, according to the Anti-Defamation League), and with other forms of intolerance in the news, what happens if or when there's an incident of bias or hateful speech in your school or district? Do you have a plan? The Making Caring Common initiative at the Harvard Graduate School of Education has a sampling of vetted resources [PDF] that provide a starting point for educators, either proactively or in the moment. The resources (excerpted below) are not meant to be comprehensive, but they offer a foothold and a place to begin.

This collection is one of several resource lists from MCC; the others focus on social media, sexual orientation and gender identity, and social emotional learning and the Common Core.

Best Practices

Creating an Anti-Bias Classroom
A set of practices from the Anti-Defamation League that K-12 educators can incorporate into their daily routines to foster a respectful and inclusive classroom. Also helpful: these additional anti-bias resources - with classroom tips and teaching strategies - from the ADL.

Speak Up at School
This guide [PDF] from Teaching Tolerance provides strategies for responding to remarks made by students and by other adults and gives guidance for helping students learn to speak up. The guide also focuses on preparing adults to act as models for students.

Race: A Teacher's Guide
A substantive teaching tool to help middle and high school educators understand and address race and human variation, from the Race Project.

Group Activity

Understanding Stereotypes
A lesson plan [PDF] from Discovery Education that helps students understand how assumptions can lead to stereotypes and unfair judgments about individuals and groups - and how biases affect our lives and our society.

Writing Reflection

What's Your Frame?
A classroom activity from Teaching Tolerance that encourages students to reflect on their individual cultures and histories, their backgrounds, the norms they grew up with, and their values. The goal is to help students enlarge their perspective and recognize diversity of belief and background.

Next Steps

Read and download Making Caring Common's full resource guide to race, culture, and ethnicity [PDF].
Updated from a previously published article.
***
We Want to Hear from You
Our country is polarized: How is that showing up in your school? What are you doing to protect students, confront discrimination, prevent bullying, and foster inclusion? Usable Knowledge would like to hear from you. Join us on and , using #OneAllHGSE. Send your advice and resources to uknow@gse.harvard.edu, and we'll share as much as we can. Read more at

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With incidents of anti-Semitism spiking this year (including, troublingly, in K-12 schools, according to the Anti-Defamation League), and with other forms of intolerance in the news, what happens if or when there's an incident of bias or hateful speech in your school or district? Do you have a plan?

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By Liz Jacobs and Kate Torgovnick Are we on the brink of a resource crisis? All signs point to yes. As the human population grows, the planet is buckling under the pressure of our needs. In this inaugural All-Stars session, 11 classic TED speakers return to the stage to share their deep concern for preserving [...]

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Photo: James Duncan Davidson Wade Davis is a familiar figure on the TED stage, but he's probably best known for sharing his incredible pictures of Tibet or the Amazon or the various farflung places to which he's traveled. This time, he tells the "story of my own backyard," the sacred headwaters in British Columbia. "It's the [...]

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National Geographic shares stories that inspire people to care for our world, and TED leverages the power of ideas to change the world. It could be said that we share some common ground. Unsurprisingly, almost half of the National Geographic Explorers, as well as a few members of their staff, have given TEDTalks. Below the [...]

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By Liz Jacobs and Kate Torgovnick Are we on the brink of a resource crisis? All signs point to yes. As the human population grows, the planet is buckling under the pressure of our needs. In this inaugural All-Stars session, 11 classic TED speakers return to the stage to share their deep concern for preserving [...]

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How to overcome our biases? Walk boldly toward them

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Our biases can be dangerous, even deadly — as we’ve seen in the cases of Michael Brown in Ferguson, Missouri, and Eric Garner, in Staten Island, New York. Diversity advocate Vernā Myers looks closely at some of the subconscious attitudes we hold toward out-groups. She makes a plea to all people: Acknowledge your biases. Then move toward, not away from, the groups that make you uncomfortable. In a funny, impassioned, important talk, she shows us how.

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The Paradox of Diversity: Dr. Marylin Sanders Mobley at TEDxCLE 2013