# data[].attributes.attachment_link.title
PittEd Justice Collective | School of Education | University of Pittsburgh

# data[].attributes.attachment_link.description
Centering Equity and Justice in Education The PittEd Justice Collective is a three-year working group at the School of Education that is engaged in anti-racist, justice-directed initiatives with students, staff, faculty, alumni, families, youth, and district and community partners. By working togeth…

# data[].attributes.attachment_link.title
Copy of Anti-Racism Resources: Adults & Children

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.attachment_link.title
Author Talk with Dr. Gholdy Muhammad| Peer Exchange | WGBH Education

# data[].attributes.attachment_link.title
7 Myths about Cultural Appropriation DEBUNKED! | Decoded | MTV News

# data[].attributes.attachment_link.title
Explained | Racial Wealth Gap | FULL EPISODE | Netflix

# data[].attributes.attachment_link.title
Housing Segregation and Redlining in America: A Short History | Code Switch | NPR

# data[].attributes.attachment_link.readable_text
Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

# data[].attributes.attachment_link.title
Liz Kleinrock: How to teach kids to talk about taboo topics

# data[].attributes.attachment_link.description
When one of Liz Kleinrock's fourth-grade students said the unthinkable at the start of a class on race, she knew it was far too important a teachable moment to miss. But where to start? Learn how Kleinrock teaches kids to discuss taboo topics without fear -- because the best way to start solving social problems is to talk about them.

# data[].attributes.attachment_link.description
Trauma-sensitive and trauma-informed schools are spreading around the country. But if they don't start with how schools themselves can induce trauma, they won't work.

# data[].attributes.attachment_link.description
These crayons come in just about all the colors that people do! Children can draw family, friends and famous people, and they can even make terrific self-portraits-whether they're ebony, almond or somewhere in between. Each pack includes 24 crayons in 24 different People Colors-all in a handy plastic storage case.

# data[].attributes.attachment_link.readable_text
As people of faith, we claim that all are beloved children of God. We also confess that we and the systems we participate in and benefit from have not always treated everyone with that truth. As parents and grandparents, it is critical that we have open and honest conversations about race and justice with our children and grandchildren.

Use these resources to not only engage your children, but also to increase your own understanding and awareness.

The steps (broken down in the article):​

Help your child understand what race is, how it operates in society, and why race in America is important. Includes excellent videos to share with youth or use in your own learning.

Resources on Talking to Your Children about Social Justice (Children's Community School). Download this graphic - "They're Not Too Young to Talk About Race!"

Developmentally appropriate ways to talk about racism and police brutality.

How to Be An Antiracist panel with the book's author, Ibram X. Kendi (and check out too)

Re-examine the legacy of slavery in the US (also a podcast below)

Book recommendations for adults

# data[].attributes.attachment_link.title
Anti-Racism Resources | Faithful Families

# data[].attributes.attachment_link.description
As people of faith, we claim that all are beloved children of God. We also confess that we and the systems we participate in and benefit from have not always treated everyone with that truth. As parents and grandparents, it is critical that we have open and honest conversations about race and justice with our children and grandchildren.

# data[].attributes.attachment_link.description
Dr. Ebony is a Licensed Psychologist, Food Relationship Strategist, Consultant, Author, & Host. Although she wears many hats, Dr. Ebony's passion is helping people break free from the mental, emotional, and systemic issues that are holding them back. She created My Therapy Cards to bridge the gap for the many barriers that make it difficult for people to engage in therapy services.

# data[].attributes.attachment_link.readable_text
Formally recognized in June 2008, Bebe Moore Campbell National Minority Mental Health Awareness Month has been observed each July and was created to bring awareness to the unique struggles that underrepresented groups face regarding mental illness in the United States.

Bebe Moore Campbell was an American author, journalist, teacher, and mental health advocate who worked tirelessly to shed light on the mental health needs of the Black community and other underrepresented communities.

People and language evolve, and Mental Health America (MHA) has chosen to remove the word "minority" from our toolkit and will be phasing it out on our materials. Instead, we are using a different designation - BIPOC - that we believe more fairly honors and distinguishes the experiences of Black, Indigenous People, and People of Color.

In an effort to continue the visionary work of Bebe Moore Campbell, each year MHA develops a public education campaign dedicated to addressing the needs of BIPOC.

For this July, MHA has developed content for our 2020 BIPOC Mental Health Month toolkit that is both timely and hopefully evergreen, including:

Links to updated information on our website;

Lists of resources specifically for BIPOC and LGBTQ+ communities;

Handouts on racism and mental health and racial trauma;

An infographic built from MHA screening data on BIPOC and LGBTQ+ mental health;

A Call to Action for people to share how discrimination and/or racism have affected their mental health using the hashtag #ImpactofTrauma;

And more!

We hope that you will join us as take a critical lens at the mental health space and how trauma has impacted the lives and wellbeing of BIPOC, while celebrating resiliency in the face of adversity.
Download the BIPOC Mental Health Month Toolkit
How You Can Get Involved

We want to create an opportunity where people can listen and learn from each other about why it's important to talk about racism and mental health and how it's affected them.

Share how racism has affected your mental health with the hashtag #ImpactOfTrauma and show others how you are resilient. Whether it's a text post, a piece of art, or a video, tell your story so that we can amplify it.

Tag MHA on Facebook (@mentalhealthamerica), Twitter (@MentalHealthAm), or Instagram (@mentalhealthamerica) with #ImpactOfTrauma so that we can share your story.
This campaign is supported by contributions from Janssen: Pharmaceutical Companies of Johnson & Johnson, Otsuka America Pharmaceutical, Inc. and Alkermes, Inc.

# data[].attributes.attachment_link.description
Formally recognized in June 2008, Bebe Moore Campbell National Minority Mental Health Awareness Month has been observed each July and was created to bring awareness to the unique struggles that underrepresented groups face regarding mental illness in the United States.

# data[].attributes.headline
Teaching Tolerance (Race & Ethnicity page)

# data[].attributes.subject
Teaching Tolerance (Race & Ethnicity page)

# data[].attributes.attachment_link.readable_text
Skip to main content

Cultivate positive identity formation, encourage students to confront racial and ethnic injustice, and prepare them to live and work together in a diverse world. Our resources can help you facilitate discussions about race and guide students through lessons on white privilege, economic inequality, mass incarceration, the complexities of identity and more.

"We may be uncomfortable talking about race, but we can no longer afford to be silent. We have chosen a profession that-like parenting-requires us to put our comforts second to those of children."

# data[].attributes.attachment_link.description
Cultivate positive identity formation, encourage students to confront racial and ethnic injustice, and prepare them to live and work together in a diverse world. Our resources can help you facilitate discussions about race and guide students through lessons on white privilege, economic inequality, mass incarceration, the complexities of identity and more.

# data[].attributes.attachment_link.readable_text
Teaching Hard History resources for middle- and high-school educators include our popular 6-12 framework, as well as student-facing videos and primary source texts. Educators will also find teaching tools and professional development resources.

Download the 6-12 Framework

# data[].attributes.attachment_link.description
Teaching Hard History resources for middle- and high-school educators include our popular 6-12 framework, as well as student-facing videos and primary source texts. Educators will also find teaching tools and professional development resources. Download the 6-12 Framework

# data[].attributes.attachment_link.title
Full Episode: "Light Girls" | Light Girls | Oprah Winfrey Network

# data[].attributes.attachment_link.title
Full Episode: "Dark Girls 2 (NEW for 2020) - OWN Spotlight" | Dark Girls | Oprah Winfrey Network

# data[].attributes.attachment_link.title
The difference between being "not racist" and antiracist | Ibram X. Kendi

# data[].attributes.attachment_link.readable_text
Please note: We are in the process of revising our professional development program, so we are not currently offering any open enrollment workshops. However, when we are able to announce new dates, they will be posted on this page. Thank you for your patience.

Learning for Justice offers professional development workshops for current K-12 classroom teachers, administrators and counselors, and for anyone who coaches classroom teachers and administrators. You can access workshops with our expert trainers in two ways: through open enrollment or by requesting a training. Review our frequently asked questions for more details.

Virtual Open-Enrollment Workshops

Each 90 minute workshop session costs $15 per participant and is delivered via Zoom. All tickets must be purchased online. (We are not able to accept cash, purchase orders or checks.) Explore the schedule below, and register today-space is limited! We continue to add new dates, so check back often.

# data[].attributes.attachment_link.description
Please note: We are in the process of revising our professional development program, so we are not currently offering any open enrollment workshops. However, when we are able to announce new dates, they will be posted on this page. Thank you for your patience.

# data[].attributes.attachment_link.readable_text
Frederick W. Gooding, Jr. (PhD, Georgetown University) is an Assistant Professor within the Honors College at Texas Christian University in Fort Worth, TX. Gooding critically analyzes race within mainstream media, effectively contextualizing problematic patterns based upon their historical roots. As such, Gooding's best-known work thus far is "You Mean, There's RACE in My Movie? The Complete Guide to Understanding Race in Mainstream Hollywood," which has been utilized in high schools and universities nationwide. Also the co-editor of "Stories from the Front of the Room: How Higher Education Faculty Overcome Challenges and Thrive in the Academy," Gooding has stayed focused on the practical applications of equity with his recent work, "American Dream Deferred" (December 2018) carefully detailing the growth and struggles of black federal workers in the postwar era. His latest effort, "Black Oscar" (May 2020), will expand his reach into cultural studies by analyzing African American Academy Award winners and how their narratives reflect and reinforce larger American history. As budding public historian, Gooding through his dynamic and demonstrative presentations seeks to underscore that history is very much alive, especially since we share the power to create new histories together.

Ms. Joy Angela DeGruy holds a Bachelor of Science degree in Communication, a Master's degree in Social Work (MSW), a Master's degree in Clinical Psychology, and a PhD in Social Work Research. Ms. DeGruy is a nationally and internationally renowned researcher and educator. For over two decades, she served as an Assistant Professor at Portland State University's School of Social Work and now serves as President and Chief Executive Officer of Joy DeGruy Publications Inc.

Ms. DeGruy's research focuses on the intersection of racism, trauma, violence and American chattel slavery. She has over thirty years of practical experience as a professional in the field of social work. She conducts workshops and trainings in the areas of intergenerational/historical trauma, mental health, social justice, improvement strategies and evidence based model development.

Ms. DeGruy has published numerous refereed journal articles and book chapters and authored her seminal book entitled " Post Traumatic Slave Syndrome: America's Legacy of Enduring Injury & Healing." She has also developed an assessment scale for measuring respect with regard to African American male youth.

Andrew Maraniss is a New York Times-bestselling author of narrative nonfiction. His first book, STRONG INSIDE, was the recipient of the 2015 Lillian Smith Book Award and the lone Special Recognition honor at the 2015 RFK Book Awards. The Young Reader edition was named one of the Top 10 Biographies and Top 10 Sports Books of 2017 by the American Library Association and was selected as a Notable Social Studies Book for 2019 by the National Council for the Social Studies. His second book, GAMES OF DECEPTION, is the story of the first U.S. Olympic basketball team, which competed at the 1936 Summer Games in Nazi Germany.

Andrew is a Visiting Author at Vanderbilt University Athletics and a contributor to ESPN's TheUndefeated.com. He has appeared on several national media programs, including NPR's All Things Considered and Only A Game, NBC's Meet The Press, MSNBC's Morning Joe, ESPN's Keith Olbermann Show, ESPN Radio's The Sporting Life, and the SEC Network's Paul Finebaum Show.

The son of Pulitzer Prize-winning journalist and best-selling author David Maraniss and trailblazing environmentalist Linda Maraniss, Andrew was born in Madison, Wis., grew up in Washington, D.C. and Austin, Texas and now lives in Brentwood, Tenn., with his wife Alison, and their two young children. Follow Andrew on Twitter @trublu24 and visit his website at andrewmaraniss.com.

With over 30 years of teaching and leadership experience at the community college, undergraduate, and graduate level, Dr. Meccouri is the recipient of two Endowed Chairs for Teaching Excellence and is highly respected for her creative approaches to leadership and positive change.

Linda's inspiring keynotes, Nationally and Internationally, are consistently praised as "motivational", "engaging", "entertaining" and "transforming". A dynamic, energetic approach connects with her audiences and appreciatively speaks to the heart of what helps people transform. Dr. Meccouri is a scholar, a storyteller, and an entertainer with extensive experience in face to face, accelerated, online, and hybrid formats.

Her ongoing research "Making It: Resilience Against the Odds" examines the factors involved in resilience and success for low-income, first-generation college students with the social indicators associated with failure. Linda continues this work facilitating leadership workshops, and courses. Dr. Meccouri is passionate about her work with healthcare organizations to improve patient and staff experience, leading retreats, workshops and coaching professionals to improve experience, leadership and career satisfaction.

As a facilitator, her watchword is "Presume Goodwill" working with diverse professionals to design and deliver programs that transform organizations.

# data[].attributes.attachment_link.title
Tearing Down The Walls | Diversity Conference | Southeast

# data[].attributes.attachment_link.description
Frederick W. Gooding, Jr. (PhD, Georgetown University) is an Assistant Professor within the Honors College at Texas Christian University in Fort Worth, TX. Gooding critically analyzes race within mainstream media, effectively contextualizing problematic patterns based upon their historical roots. As such, Gooding's best-known work thus far is "You Mean, There's RACE in My Movie?

# data[].attributes.attachment_link.description
ADL's Education Department provides educational programs, training and resources for grades PreK-12 and college/university settings. Our anti-bias and bullying prevention programs assist educators and students in understanding and challenging bias and building ally behaviors. Our work in confronting anti-Semitism empowers young people with constructive responses to combat anti-Semitism.

# data[].attributes.attachment_link.readable_text
The NAIS Student Diversity Leadership Conference is a multiracial, multicultural gathering of upper school student leaders (grades 9-12) from across the U.S. and abroad. SDLC focuses on self-reflecting, forming allies, and building community. Led by a diverse team of trained adult and peer facilitators, participating students develop cross-cultural communication skills, design effective strategies for social justice practice through dialogue and the arts, and learn the foundations of allyship and networking principles. In addition to large group sessions, SDLC "family groups" and "home groups" allow for dialogue and sharing in smaller units.

Attendance is limited to 1,600 students and each school may send up to six students. All students in a single delegation must be enrolled in the registering school. Schools may not register students from another school. Violation of this policy creates liability and is grounds for NAIS to revoke both schools' participation in the conference.

See the 2019 SDLC schedule at a glance.

SDLC Additional Opportunities

A student can indicate interest in one of the following:

Peer Facilitators are trained to serve a vital role in our conference by leading fellow attendees in small group dialogues. Any student who has group leadership experience-or who is willing participate in special training for this key role-may serve as a Peer Facilitator at SDLC. Prior SDLC attendance is helpful, but not required.

Diversity 201: Returning students not serving as peer facilitators can join an advanced family group called Diversity 201. Diversity 201 is a specialized and advanced experience designed to allow returning participants an opportunity to dig deeper into issues of identity, power, privilege, and allyship. Diversity 201 is limited to one student per school.

Responsibilities of Students and Chaperones

Students, whether local or traveling, are expected to:

Attend all conference sessions, activities, and meals;

Sign and abide by the Student Conduct Agreement governing behavior throughout the conference; and

Cooperate with adult chaperones and with conference staff.

Schools are required to send a chaperone(s) with their student delegation. Chaperones are expected to:

Take responsibility for chaperoning only students enrolled in their schools;

Bring a copy of each student's forms with them to the conference;

Have photo identification with them at all times;

Attend an onsite chaperone orientation session;

Ensure their students attend all SDLC activities;

Arrange for students' meals not included in the SDLC registration;

Be responsible for their students during designated free times;

Meet students at designated points and times;

Support and enforce the Student Conduct Agreement, including participation requirements and adherence to curfew; and

Be on call at all times during the conference and check their cell phones regularly.

Adhere to all program and safety protocols outlined during the SDLC Chaperone Orientation.

Cancellation Policy
Registration cancellations must be received in writing by October 25, 2019. Send cancellations to NAIS@experient-inc.com to receive a full refund, less a $100 cancellation fee. Cancellations received after October 25, 2019, will be charged the full registration fee. No-shows will also be charged the full registration fee. If you are cancelling an SDLC registration and would like to replace that student with another student, you must have all student forms to include waiver forms complete and ready to send, along with your cancellation email.

Substitutions/Name Changes
All name changes must be submitted in writing to NAIS@experient-inc.com. If you are substituting an SDLC registrant, you must also include the revised waiver forms for the new student in your email in order for the substitution to be processed.

Videos: Celebrating 25 Years of SDLC
To celebrate the 25th anniversary of the NAIS Student Diversity Leadership Conference (SDLC) in 2018, these videos take a look at the history of the conference, the impact it has had, how independent schools can support its work, and hopes for the future.

# data[].attributes.attachment_link.title
PoCC - Student Diversity Leadership Conference

# data[].attributes.attachment_link.description
The NAIS Student Diversity Leadership Conference is a multiracial, multicultural gathering of upper school student leaders (grades 9-12) from across the U.S. and abroad. SDLC focuses on self-reflecting, forming allies, and building community.

# data[].attributes.attachment_link.readable_text
The NAIS People of Color Conference (PoCC) is the flagship of the National Association of Independent Schools' commitment to equity and justice in teaching, learning, and organizational development. The mission of the conference is to provide a safe space for leadership, professional development, and networking for people of color and allies of all backgrounds in independent schools.

With seminars, a master class, and more than 100 workshops on diverse topics relevant to people of color in independent schools, PoCC equips educators at every level, from teachers to trustees with new skills. You'll leave with knowledge and experiences to improve the interracial, interethnic, and intercultural climate in your school, which will have a positive impact on the academic, social-emotional, and workplace performance outcomes for students and adults alike.

With a rich history spanning more than 30 years, PoCC is unique among professional development experiences in the national education landscape. PoCC supports the complex dynamics of independent school life and culture and the varied roles people of color play and experience in these settings. As NAIS strives to build and sustain inclusive school communities, PoCC offers a sanctuary and networking opportunity for people of color and allies in independent schools.

At PoCC, you'll find opportunities to learn no matter where you are in your independent school career. Be inspired by keynote speakers who are luminaries in their fields. Find true connection and community in the affinity group sessions and with your peers at other schools. Whether you come to network or attend with your team for a bonding experience, there is something for everyone at PoCC.

# data[].attributes.attachment_link.description
The NAIS People of Color Conference (PoCC) is the flagship of the National Association of Independent Schools' commitment to equity and justice in teaching, learning, and organizational development. The mission of the conference is to provide a safe space for leadership, professional development, and networking for people of color and allies of all backgrounds in independent schools.

# data[].attributes.headline
NAIS Webinar Excerpt: A Comprehensive Approach to Health and Well-Being

# data[].attributes.subject
NAIS Webinar Excerpt: A Comprehensive Approach to Health and Well-Being

# data[].attributes.attachment_link.authors[].name
National Association of Independent Schools (NAIS)

# data[].attributes.attachment_link.title
NAIS Webinar Excerpt: A Comprehensive Approach to Health and Well-Being

# data[].attributes.attachment_link.readable_text
In 8 tips for choosing 'good' picture books featuring Black and Indigenous people and People of Color (BIPOC), our colleagues at Diverse BookFinder offer recommendations about how to evaluate "diverse" and "multicultural" children's books to find great books the children in your life will love.

In this piece, we identify promising starting points, in addition to the Diverse BookFinder, for your search for children's books to which you might apply the criteria described in 8 tips. The blogs and sites named below by no means exhaust the list of sites that highlight excellent children's books. Nor do all the books featured on those sites meet each of the 8 tips criteria. However, a search that begins with the sites on this list is likely to bear quality fruit!

EmbraceRace is not affiliated with any of these sites.

Major hubs for discovering diverse children's books

Children's book sites and blogs we like

Creating an anti-bias children's book collection

Looking to create an anti-bias library or evaluate/review books yourself? These articles and frameworks about evaluating representation in children's literature can help you think about bias in children's books and other media.

Where to get ebooks for kids online

# data[].attributes.attachment_link.title
Looking for Excellent "Diverse" Books for Children? Start Here!

# data[].attributes.attachment_link.description
In 8 tips for choosing 'good' picture books featuring Black and Indigenous people and People of Color (BIPOC), our colleagues at Diverse BookFinder offer recommendations about how to evaluate "diverse" and "multicultural" children's books to find great books the children in your life will love.

# data[].attributes.attachment_link.readable_text
Television and radio news, social media and neighborhood conversations are sometimes dominated by violence and conflict stemming from racism. Many adults across our nation continue to try to make sense what is happening in our world today, and parents face the added struggle of thinking through how to talk about racism and violence with children. These stories, and adults' reactions to them, are being seen and felt by children, including babies and toddlers. While we hope that they don't know what's going on, even young babies pick up on and react to the emotions of those they depend on.

This resource provides thoughts and guidelines for talking about these complex issues of racism and equity in age-appropriate ways with children aged two to five years of age. These are difficult and uncomfortable discussions for which there is no recipe. You will know how to adapt these ideas in a way that reflects your unique situation and the individual needs of your child. You might also find it helpful to seek input from your family and trusted sources like religious and other community leaders.

Guidelines for Talking about Racism and Violence

1) Limit access to media images and discussions about frightening events. Young children are taking in everything they see and hear, and are working to understand what it all means. They are careful observers, closely attuned to and affected by the events happening around them. But, between ages two and five, children lack the reasoning skills to make sense of complex issues. Parents have an important role in helping young children understand, manage and process what they have seen and feel. By limiting your child's access to screens and keeping her away from adult conversations (including your own very natural worries about your child's safety), you can protect her from scary events that she has no way of understanding yet.

2) Stay calm when answering, as hard as that may be. This can lessen children's fear and help them to feel safe. There will naturally be times when you just can't be totally calm. If you are upset, you can explain in simple language why: "I'm crying because I see that man is hurt. I feel so sad for him and his family. I'm sad and that's why I'm crying."

Children are very sensitive and know when there are topics mommy or daddy don't want to discuss. Even babies as young as 3-5 months old can sense if you are upset or sad! So, as much as you can, try not to expose young children (even babies) to your anxiety.

3) Answer your child's questions using simple language that they understand. Let your child know that he can come to you with any questions he has and that you are not afraid of talking about difficult issues. This makes it more likely children will turn to you as a resource, and not struggle alone with their questions.

If children ask questions about events they have seen or heard adults talk about, parents can provide short answers responding to the child's specific question. For example, a child might ask: "Why is he hitting that man?" You can answer: "He is afraid of him and angry, and has lost control. He is hurting the man and that is not ok." Then pause and wait to see if your child has another question.

If your child stops asking questions, then stop providing details-even if you haven't fully explained the situation. Children decide what and how much they can take in at a given time.

Following your child's lead is a good strategy since it gives you information about what your child is thinking about, worried about, and what he is trying to understand.

4) Tailor how you talk with your child based on his age and stage of development. When young children witness events that involve people that "look like me", these events command great attention and are meaningful to young children. It is natural for them to have questions. Depending on what your child asks and her level of understanding, she may be ready to talk about differences, equality and racism in simple, age-appropriate ways. For example, between ages four and five, children understand the concept of fairness more than ever before. For preschoolers, this means that discussions about racism can be framed as unfair behavior because people see differences in skin color as better or worse. Explaining this word and idea to your child is a starting point. Sharing storybooks on the topic is a good idea as well.

Ideas for Answering Difficult Questions

Here are some ideas for how to approach challenging and complex topics about racism, safety, and police violence are below-although it's important to modify messages for your individual child's age and stage.

Are police officers good guys or bad guys?
The job of police officers is to protect people. Police officers are just people. And there are some people who are good and kind, and some people who are not. Some police officers are good, helpful men and women. And some are not. But I believe that most police officers want to keep us safe (if you do believe this).

Why are people being mean and hurting others?
These people don't like anyone who is different from them. They only like people who look like them. And they want everyone to think the same way they do. It can feel sad and scary to see them being so mean. I'm glad that so many kind and caring people are saying, "Hey, it's not ok to be mean and hurtful to others."
If your child has seen footage of people being injured and asks about it: Sometimes people get so stressed that they do things they should not do. It is never okay to hurt people because we disagree with them. The person who was hurt has gone to the doctor for help.

What is going to happen?
Many good people are really upset about this. I don't know what is going to happen, but we're together. I love you and I will keep you safe.

Is Daddy safe? Is Mommy safe?
Grown-ups can take care of themselves and keep themselves safe. You don't have to worry. Mommy/Daddy always try to be safe in everything we do. Remember how we always look both ways before we cross the street? That is one way we stay safe. And there are many other ways that grown-ups stay safe too.

Am I safe?
Mommy/Daddy will keep you safe. That is our job. Your job is to be a kid and have fun. We love you and we will keep you safe. There are many people-black people, white people, and kind police officers-who are also working to make sure you are safe.

Police Violence:
Some police officers see an African-American person and think they are going to make trouble because of their skin color. That is wrong and there are many people trying to change that. The job of a police officer is to keep all people safe, no matter what their skin color is.

[If your child is looking for additional information:] Sometimes people get so stressed that they do things they should not do. [Consider giving an example that your child might be able to relate to: Remember how I yelled when I lost my wallet?] That happens to police officers too and sometimes it means they act badly and are too rough and hurt people.

If you don't know the answer to your child's question, that's okay. These are complex issues. It builds your child's trust in you when you are open about not always knowing the answer.

Your child may be upset or confused following these challenging discussions. Watch for these signs and respond with extra support, hugs, and time together so that your child feels secure. Point out positive, supportive members of her community (family members, religious leaders, teachers, home visitors, physicians and others) who also care for and nurture your child. Let children know they have a network of people who are there for them.

How to Help Your Child Respond to Traumatic or Scary Experiences

If your young child is a witness to violence or has seen his/her caregiver in tense or frightening interactions with the police or others, watch for behaviors like:

Increased clinginess, crying, and whining

Greater fear of separation from parents or primary guardian

Increase in aggressive behavior

More withdrawn and harder to engage

Play that acts out scary events

Changes in sleeping and eating patterns

More easily frustrated and harder to comfort

A return to earlier behaviors, like frequent night-time wakings, toileting accidents, or thumb sucking

These are signs that a child is struggling with making sense of a scary or traumatic experience and needs additional support. Reach out to your child's health care provider or to a counselor with experience with young children to plan how to move forward.

What You Can Do

Create an environment of safety and consistency. Children who have been exposed to traumatic images or experiences benefit from an environment that is safe and predictable. Regular daily routines (like at mealtime, bath-time, hair-combing, and bed-time) help children trust and anticipate what will come next. Remember that these routines are as important to babies as they are for older children for feeling safe and secure. Maintaining a child's school or child care attendance is also helpful, since this is a familiar routine that offers a sense of consistency and normalcy. If you can, try to limit changes (like switching preschool/child care providers) during this time. For children having a hard time with transitions, offer a comfort object like a special blanket or stuffed animal, or even a favorite action figure to hold.

Harness the power of positive touch. If your child is having a hard time, offer extra cuddles or add a massage to your child's daily bedtime routine. Deep pressure touch can help some children feel more 'together' and regulated.

Build children up. Point out your child's strengths and abilities. Give him opportunities to experience successes and achievements. Celebrate these milestones together. A strong sense of self and family begins with your child's relationship with you.

Use the daily routine of combing hair to connect with your young child. As a parent you can make this routine a relaxed, predictable time to talk, touch, and listen to your child. Sitting on your lap or snugly between your legs allows your baby or young child to be physically connected to you as you carry out this routine. The soothing and repetitive gentle hair-brushing of a boy or girl communicates warmth, caring, and a sense of security. Allowing your child to participate in the task (choosing bows or the number of braids) also reinforces a sense of control.

Tell the story of your family. Use stories to communicate the strength, resilience, courage, humor, and intelligence of your family members. You can also highlight different themes like safety, courage, and adults providing protection. Storytelling is an ideal way to communicate your values, rich heritage, and traditions, and build a sense of family and cultural identity and pride.

Make time for laughter and fun. Let your child see you laugh out loud while telling a story or going about your daily routines. Laugh together as a family. At the same time, be honest with your emotions. If the current tragedies are triggering memories of your own losses, be mindful of your feelings and seek support for yourself.

Protecting Children While We Work for Social Justice

As our country grapples with the complex issues of race and violence, you have the ability to build a safe haven of love, joy, hope and protection within the relationship you develop with your child. Children dream, children play, and children have hope-because of all you do.

# data[].attributes.attachment_link.title
Racism and Violence: Using Your Power as a Parent to Support Children Aged Two to Five

# data[].attributes.attachment_link.description
Television and radio news, social media and neighborhood conversations are sometimes dominated by violence and conflict stemming from racism. Many adults across our nation continue to try to make sense what is happening in our world today, and parents face the added struggle of thinking through how to talk about racism and violence with children.

# data[].attributes.attachment_link.readable_text
With protests over the violent deaths of black Americans dominating the news, it's understandable that many kids are feeling scared, confused or angry about the situation. How can parents, many of whom are struggling themselves, help children process what they're seeing and manage their feelings?

There's no one right answer. That said, there are a few guidelines parents can keep in mind to help kids deal with troubling news about race and violence.

Validate their feelings

Start by checking in with your child. Kids, even very young ones, are extremely perceptive, and they may have worries or concerns they don't know how to express.

This will look different for every child. Kids might be afraid of riots, of being hurt by the police, or worry that something bad could happen to loved ones. Avoid making assumptions. Instead, ask broad questions that give kids space to talk over what they're feeling: "How did you feel about what we saw on the news? What did it make you think about?"

For young children, drawing, painting or acting out stories with toys can be helpful tools for expressing thoughts and feelings that aren't easy to put into words.

Do your best to meet your child where they are and acknowledge their feelings, fears or worries.

Don't avoid talking about it

"Racism is not new," says Dr. Kenya Hameed, PsyD, a clinical neuropsychologist at the Child Mind Institute. "These are ongoing problems. It's going to take all of us changing the mentality and the mindset to work towards a better future and fix them."

That change, she emphasizes, can't and won't happen without frank, open conversation - a conversation that for most black families has never been optional. "It's really not a choice," says Dr. Hameed. For families of color, racism is a daily reality. "Black parents can't wait, even if they wanted to."

White parents, she says, can help by addressing race and racism with kids early and often. Research shows that even very young children are aware of racial differences, and children can learn harmful lessons about race when it's not discussed openly. It's helpful for white families to see that minimizing the legacy of racism in our society by avoiding ugly truths does children a disservice. Instead, white parents can commit to educating themselves and building conversations about race into kids' lives early on.

Additionally, white families can make a concerted effort to represent racial diversity in the products they buy for their children. For example, parents of white children can look for black dolls and books with predominantly black characters, which can help normalize diversity for kids and spark spontaneous, everyday conversations about race.

Be clear, direct and factual

Even with young children, use clear language. Don't say, "People are upset because some groups treat other groups unfairly." Instead, say: "This is about the way that white people treat black people unfairly."

"If you expect children to read between the lines, they can miss the message," says Dr. Hameed.

Emphasize that racial violence is wrong. It's easy for kids (especially little ones) to think that bad things happen to black people because black people are themselves bad. "Even if a child doesn't explicitly tell you this," says Dr. Hameed, "it is an easy assumption they can make based on how black people have been portrayed and treated in this country." Help children understand by speaking to them in a developmentally appropriate way. Emphasize to your child that black people are good and that being black doesn't make you bad. Treating people unfairly is the thing that's bad, and black people have been treated unfairly for a long time.

Talk about history. Kids need to know that racism is part of a history that dates back hundreds of years, Dr. Hameed notes. At the same time, you can also emphasize your hope for a better future and plan ways your family can help make that a reality.

Encourage questions - and don't worry if you can't answer them

Kids are likely to have lots of questions about racism and violence, and chances are they won't be easy ones. They might want to know how racism affects them or why white people treat black people unfairly. These aren't easy subjects and feeling uncomfortable during the conversation is normal - but it's not a reason to stop talking.

By tolerating discomfort you're modeling an important skill for your child. Be honest. You might say, "I find it really hard to talk about this. It feels scary. But it also makes me more hopeful about making change."

Try to be calm, but don't hide your emotions

Children take their cues from parents, so talking to them calmly and staying factual helps them process information. It's helpful to pick a time when you're feeling centered and have had a chance to work through your own feelings.

At the same time, it's important that we don't hide our emotions from children, especially when the subject is so important. Let them know that you're sad or angry, says Dr. Hameed, and acknowledge that it's good to be upset by injustice, as long as it doesn't stop you from working to make it better. That way, you'll leave kids with a clear lesson about the family values you want to pass on to them.

Rely on your support system

Witnessing scenes of racist violence is deeply upsetting for many parents, but for parents of children of color, it can also be traumatic. Take time to check in with your own mental health during this time, especially given the additional stress of the coronavirus crisis. If you're feeling exhausted or overwhelmed, reach out to your networks for support. Friends, family members, religious leaders and mental health professionals can all help you process your own emotions and plan conversations with children.

It can also help to bring in trusted allies to talk to your children themselves - having an adult perspective that doesn't come from a parent can give them more space to sort through what they're feeling and ask questions.

Keep the conversation open

Like any important topic, racism and violence aren't something you can have "the talk" about just once. For kids of any age and race, this is something that's going to keep coming up, so be sure to let your kids know that you're there for them whenever they need to talk - and keep checking in proactively, too.

Explore resources

No matter what challenges come up as you talk with your kids, there are lots of great resources out there to help you continue these crucial conversations. Check out the following resources for further help and support along the way:

# data[].attributes.attachment_link.title
Racism and Violence: How to Help Kids Handle the News | Child Mind Institute

# data[].attributes.attachment_link.description
With protests over the violent deaths of black Americans dominating the news, it's understandable that many kids are feeling scared, confused or angry about the situation. How can parents, many of whom are struggling themselves, help children process what they're seeing and manage their feelings? There's no one right answer.

# data[].attributes.attachment_link.readable_text
We live in a complex and contested time when thoughtful stewardship is more important than ever -- when young people need safe spaces to come to understand themselves and their world. In Big Picture Learning schools -- for the young people we serve and for their families -- our obligation is love. To make sure that they know that THEY MATTER. Anyone who has accepted the mantle to work in schools or school systems has pledged to change lives. In times of challenge, our work is most needed.

Through this eight-week video series, we choose joy. A joy to share our love of reading. A joy of lifting up the voices of Black educators and Black creators. And a joy of honoring our young people. Thank you for listening.

Purchase Sulwe today through Bookshop.org or from your local bookseller.

Purchase Happy to be Nappy today through Bookshop.org or from your local bookseller.

Purchase The Day You Begin today through Bookshop.org or from your local bookseller.

Purchase Get Up, Stand Up today through Bookshop.org or from your local bookseller.

Purchase The Very Cranky Bear today through Bookshop.org or from your local bookseller.

Purchase Crown: An Ode to the Fresh Cut through Bookshop.org or from your local bookseller.

Purchase: I Am: Positive Affirmations for Brown Boys through Bookshop.org or from your local bookseller.

# data[].attributes.attachment_link.keywords[]
big picture learning personalized education student centered alternative big bang

# data[].attributes.attachment_link.description
We live in a complex and contested time when thoughtful stewardship is more important than ever -- when young people need safe spaces to come to understand themselves and their world. In Big Picture Learning schools -- for the young people we serve and for their families -- our obligation is love.

# data[].attributes.attachment_link.description
As our country engages in national conversations about structural racism, our children are watching and listening. They have questions and if they haven't already, they will ask them. What they learn and how they think about topics like identity, race, differences, and racism depends on the ways in which we choose to engage with them.

# data[].attributes.attachment_link.readable_text
May 2020 | Volume 77 | Number 8
Learning and the Brain Pages 88-89

Dena Simmons

When I was in 3rd grade, I vomited every night because I was so overcome by fear and anxiety about the dangers outside of my family's one-bedroom apartment. I remember lying in the full-size bed I shared with my twin sister and aunt, shivering as gun shots exploded near the window.

It is only in the past decade that I have come to realize that I still carry with me the trauma of having grown up in an unsafe neighborhood terrorized by the violence of poverty and racist policies. For years, I had convinced myself that because I performed well in school and have continued to experience success in work and in life, I was fine. However, the traumas of a childhood burdened by fear, bigotry, and family suffering have not left me unscathed. To the outside world, I may look as if I am thriving-winning awards, speaking nationally, and writing a book-but underneath it all, I am still on my healing journey, still putting myself back together.

Through self-work and support, I have learned that my trauma manifests in my overachievement-and the resulting lack of sleep-because overworking is something I can control. I can control the emails to which I respond. I can control the articles I write. I can control the speeches I give. I can control the meetings I attend.

Although research on the connection between trauma and overachievement is scarce, there is anecdotal evidence suggesting a link (Maté, 2010). What we do know is that the effects of trauma can be both immediate and long-term. The typical mental health sequelae of exposure to violence and other adverse childhood events include post-traumatic stress disorder, anxiety, depression, and behavior problems. All of these are associated with lower grade-point averages and IQ, decreased high school graduation rates, and significant deficits in attention, abstract reasoning, long-term memory, and reading ability (Center on the Developing Child at Harvard University, 2016). But for me, most of these manifestations were not present. I graduated with honors from high school and excelled academically. For the most part, I do not suffer from depression or anxiety unless I am triggered.

We also know, from research, that trauma changes the biomarkers and brain structure in young people, which sometimes results in violent behavior, suicidal tendencies, and drug abuse (Park & Schepp, 2015). Additionally, youth who have experienced trauma tend to be less engaged in school, suffer greater chronic health conditions in childhood, and have lower employment productivity in adulthood (Wade et al., 2014). Again, these manifestations of trauma have not been true for me. I am mostly healthy and lead a productive life. (I sometimes wonder, however, whether my twin sister's chronic illness is a result of the toxic stressors we experienced as children.)

The fact is that while many people exhibit typical signs of trauma, many others, like me, have found ways to cope by pouring themselves into work to avoid the discomfort of their distress. Too often, the trauma of high achievers, especially those of color, goes unrecognized because their achievements are sometimes mistaken for resilience. While some of us may be excelling thanks to having a caring adult and other supports in our lives, the scars of our past remain, and we are still in need of care, love, and healing.

Deeper Healing

All this makes me worried about the overachieving Black students and youth of color who might be masking their pain. These worries are compounded by recent research showing that Black students' mental health needs tend to be undertreated and underrecognized, and that suicidal behavior is on the rise among Black children (Lindsey et al., 2019).

Trauma does not manifest in the same ways in different people. Thus, we must engage in a concerted effort to recognize the diverse manifestations of trauma in our students and stop lumping them under one umbrella. We can best support our students who may be at risk for trauma by getting to know them; discovering their gifts; paying attention to and meeting their unique needs; being consistent, nurturing adults in their lives; helping them find and access mental health services; and integrating healing-centered practices that build off of their strengths (Ginwright, 2018). We must also commit to developing anti-racist and anti-bias mindsets, pedagogies, and school policies, to disrupt the trauma of racism and other identity-based violence that many youth at the margins experience on a regular basis (English et al., 2020).

We must also remember that our students do not owe us their trauma for us to believe they deserve healing. Our responsibility is to create policies, practices, and school environments that do not traumatize or retraumatize our students.

As we aim to meet the needs of our students, adults like me who have repressed their traumas must also commit to taking care of ourselves, setting boundaries, and seeking support from friends, professionals, or family. Although not all educators can relate to my experiences, we are all susceptible to vicarious trauma, the emotional residue we pick up from other people's stories and experiences of trauma. If we are not whole for ourselves, we cannot be whole for our students.

By modeling our healing behaviors and practices, we can support students in recognizing their gifts and possibilities. Above all, together, we must commit to taking care of one another. We must do the necessary and deliberate work of confronting and eradicating the unjust systems that perpetuate trauma for too many of us simply because of the color of our skin, our zip code, our gender, our health status, and other aspects of our identities.

References

Center on the Developing Child at Harvard University. (2016). From best practices to breakthrough impacts: A science-based approach to building a more promising future for young children and families. Cambridge, MA: Author.

English, D., Lambert, S. F., Tynes, B. M., Bowleg, L., Zea, M. C, & Howard, L. C. (2020). Daily multidimensional racial discrimination among Black U.S. American adolescents. Journal of Applied Developmental Psychology, 66, 1-12.

Ginwright, S. (2018, March 31). The future of healing: Shifting from trauma informed care to healing centered engagement. Medium.

Lindsey, M., Sheftall, A. H., Xiao, Y., & Joe, S. (2019). Trends of suicidal behaviors among high school students in the United States, 1991-2017. Pediatrics, 144(5), 1-10.

Maté, D. (2010). In the realm of hungry ghosts: Close encounters with addiction. Berkeley, CA: North Atlantic Books.

Park, S., & Schepp, K. G. (2015). A systematic review of research on children of alcoholics: Their inherent resilience and vulnerability. Journal of Child and Family Studies, 24(5), 1222-1231.

Wade, R. Jr., Shea, J. A., Rubin, D., & Wood, J. (2014). Adverse childhood experiences of low-income youth. Pediatrics, 134(1), 13-20.

Dena Simmons is a lifelong learner, educator, and activist who supports schools throughout the United States in implementing social and emotional learning and culturally responsive and equitable practices. She is the author of the forthcoming book, White Rules for Black People (St. Martin's Press, 2021). Follow her on Twitter.

# data[].attributes.attachment_link.title
The Trauma We Don't See - Educational Leadership

# data[].attributes.attachment_link.description
May 2020 | Volume 77 | Number 8 Learning and the Brain Pages 88-89 Dena Simmons When I was in 3rd grade, I vomited every night because I was so overcome by fear and anxiety about the dangers outside of my family's one-bedroom apartment.

# data[].attributes.attachment_link.readable_text
"Fellow-citizens, above your national, tumultuous joy, I hear the mournful wail of millions! whose chains, heavy and grievous yesterday, are, to-day, rendered more intolerable by the jubilee shouts that reach them. If I do forget, if I do not faithfully remember those bleeding children of sorrow this day, "may my right hand forget her cunning, and may my tongue cleave to the roof of my mouth!" To forget them, to pass lightly over their wrongs, and to chime in with the popular theme, would be treason most scandalous and shocking..."

I have never been a big fan of the Fourth of July. Yes, in the past, I have joined parties or barbeques and taken my pictures in red, white, and blue with friends or my significant other. But, last year I had enough.

Last year, I decided to spend this day trying to reshape our nation into something better. On July 4, 2019, I spent the whole day at the National Education Association Representative Assembly advocating for ethnic studies and anti-racist policies for education with my colleagues. It was a start.

Now, this year, as I am reflecting on everything that is happening in America, I believe that is the best way to spend the Fourth of July (and every day). This Fourth of July (and every day) I call on us to push to change our nation into something better. I call on us to understand racism in order to advocate for anti-racism. I call on us to read and help our students and children read about racism and our history as a nation. We must not forget our history because, to forget the racism in our history or not teach it, is to run the risk of repeating it. And, for many communities of color (including my own), that is a risk we cannot take.

The most patriotic thing we can do is to constantly strive for our nation to be better, more equitable, and just. So, today (and every day), sit down with your kiddos, delve into racism in our American History, and talk about next steps to redress the harm. Here are some books to Read About Racism & Our History:

The Spectrum for Multicultural Lit.: Conversation

Age Range: 5-8 years old

We Came to America talks about immigration and the different reasons people came to America. It is one of my favorite books to talk about immigration and America because it shows about how some people did not come here by choice (a reference to slavery), which some immigration and history books never address. Use this to talk about who makes up America and start the conversation of what we need to do to make a country that is just for everyone.

The Undefeated, by Kwame Alexander and Kadir Nelson

The Spectrum for Multicultural Lit.: Conversation

Age Range: 6-10 years

Kwame Alexander and Kadir Nelson are a dream author-illustrator team that produced this picture book. The Undefeated is a poem that acts as a "love letter to Black America". It references the obstacles and triumphs that have happened to the Black community in history. Use this book to talk about how we can redress the harm and trauma that comes with racism in our country.

The Spectrum of Multicultural Lit.: Conversation

Age Range: 12+ years old

I have been loving that Ibram X. Kendi has been reimagining his famous book, Stamped from the Beginning, for younger and younger crowds. Jason Reynolds, another brilliant author who specialties in middle grade books, teamed up with Kendi in order to write this version of Stamped geared towards middle school and high school students. It shares the history of racism within our nation and reminds us how racism is still very real today.

The Spectrum of Multicultural Lit.: Conversation

Age Range: 12+ years old

Another beautiful book that delves into racism and the history of the United States. Debbie Reese and Jean Mendoza adapted An Indigenous Peoples' History of the United States by Roxanne Dunbar-Ortiz for middle-grade and young adult readers. This book examines the history of the United States through the legacy of Indigenous peoples.

The Spectrum of Multicultural Lit.: Conversation

Age Range: Young Adult +

This book is on the shelf of so many anti-racist activists and advocates. With 608 pages, Ibram X. Kendi writes about the history of racist ideas that are rooted in America. He shows how racism was birthed in order to justify extreme racial inequities, harm on communities, and discriminatory policies. It is a long read, but a worthwhile read, especially in our journey to change our nation.

-

Remember: the most patriotic thing we can do is change our nation into one that wants the best for our communities!

Native Hawaiian. Founder of Colorful Pages. Racial Equity Coach and Temporary Program Manager for the SEA Center for Racial Equity. Ethnic Studies Writer and Grades 2/3 Educator for SPS. View all posts by Kaitlin Kamalei Brandon

# data[].attributes.attachment_link.authors[].name
View all posts by Kaitlin Kamalei Brandon

# data[].attributes.attachment_link.title
Read About Racism & Our History: Diverse Books for Students

# data[].attributes.attachment_link.description
The most patriotic thing we can do is to constantly strive for our nation to be better, more equitable, and just. So, today (and every day), sit down with your kiddos, delve into racism in our American History, and talk about next steps to redress the harm.

# data[].attributes.attachment_link.readable_text
It is incredibly important that we talk about race, racism, and anti-racism with our kiddos starting at a young age. As someone who has taught ethnic studies to students as young as Kindergarten, I can tell you firsthand the amazing benefits my classroom experienced because of ethnic studies. Students are able to process and enter the world with the ability to recognize racism, appreciate diversity, and stand up for anti-racism. These conversations and lessons help us have an inclusive environment that empowers every student that walks through my door - I STILL get emails from the first class I ever taught!

With the calling for anti-racism in education, Colorful Pages and I have gotten countless (and I am talking ) requests for an Anti-Racist Book List! It has taken me a long time to get this list together because, when talking about race, racism, and anti-racism, it has to be done right. I am splitting up this Anti-Racist Book List into two posts: one for elementary students and one for middle school and high school students. Every book on this list is written by an author of color because I feel we, as Black Indigenous, People of Color, need to be the ones to tell these stories since we are the ones that have experienced the racism discussed within them. I have listed 16 books altogether: 4 diverse books about race; 5 books about racism, prejudice, and anti-racism in a modern context; and 7 books about racism, prejudice, and anti-racism in a historical context.

Personally, as a teacher, when I first talk about race, racism, and anti-racism, I do it in this order: Race, Racism in a Modern Setting, and Racism in a Historical Setting. I choose to talk about racism in a modern setting first in order to help dismantle the myth that "racism was solved with the Civil Rights Movement", which is what I was unfortunately taught within my schooling experiences (my teachers were great, but just needed resources on how to teach about racism, which is why Colorful Pages exists today). I feel that when we present racism as "prejudice + power" through a modern context, we are calling out the need for anti-racism now. Then, I always delve into racism in a historical setting to teach true history and add to the reasons why we need anti-racism in our modern world. There are definitely other ways to teach about race, racism, and anti-racism within the classroom and home that are just as great. The important thing is we teach it and do it the justice it deserves! Hopefully our Anti-Racist Book List for Elementary Students can help inspire you to bring these conversations to your classroom, home, and/or library!

The Spectrum of Multicultural Lit.: Conversation

Age Range: 4-8 years old

Just as the title suggests, Julius Lester's book is all about race. He breaks down what race is in an age-appropriate way. I always use this book to introduce the vocab term of "race" within Kindergarten and older classrooms!

The Spectrum of Multicultural Lit.: Exploration

Age Range: 3-7 years old

This picture book is another great option to talk about race with little ones! Bell Hooks, a world-renowned professor and scholar, wrote this book to dive into race and identity. She writes about how race matters, but only a little bit, which sets up nicely to dive into racism and anti-racism.

The Spectrum of Multicultural Lit.: Exploration

Age Range: 2-8 years old

The Skin You Live In is a picture book that talks about race through the idea of skin color and social acceptance. Michael Tyler uses a nursery rhyme format to touch upon this important subject. This is perfect for the really little ones!

The Spectrum of Multicultural Lit.: Exploration

Age Range: 4-10 years old

Latashia M. Perry writes about skin color in this beautiful picture book. Skin Like Mine explores skin color using rhyme and metaphors. It talks about the beauty of each skin color and diversity! This is a great way to introduce race through beauty, acceptance, and diversity. Plus, the illustrations are so vivid and magnificent!

The Spectrum of Multicultural Lit.: Conversation

Age Range: 4-8 years old

My favorite author and illustrator combo come together for this picture book. In Chocolate Me!, the young Black protagonist tells us about his experiences being a Black child. He talks about how he is teased and othered for his skin color based on prejudice and power. His mother then helps him realize how beautiful he is! This would be a great book to introduce racism as "prejudice + power" to your students through the eyes of someone who either looks like them or has a different identity as them.

The Spectrum of Multicultural Lit.: Conversation

Age Range: 4-8 years old

We at Colorful Pages have built a lesson plan around Black Lives Matter using this book to talk about racial injustice and racism. These three authors collaborated on creating a story to talk about police brutality and racial injustice in an age-appropriate way. The picture book follows two families, one White family and one Black family, as they discuss an unjust shooting of a Black man. Students get to see different children process it, which helps give them the language to discuss racism and police brutality.

The Spectrum of Multicultural Lit.: Conversation

Age Range: 4-8 years old

I used to read Amazing Grace to teach about racism in my classroom, but I always found it problematic because it was a book about racism written by a white author who never experienced it personally and also I had some qualms with how the ending was presented. Recently Not Quite Snow White was published and I found it to be a great replacement! Ashley Franklin wrote this picture book about Tameika, who wanted to try out to play Snow White, but was told she is "too tall", "too chubby", and "too brown". Tameika really struggles with the insults, especially the "too brown" racist comment. However, her parents help her see that she is not "too much" of anything. This is a great book to talk about racism by using it to show examples and non-examples of racism through the different comments. I am hoping to publish a lesson about how to use this book to talk about racism soon!

The Spectrum of Multicultural Lit.: Conversation

Age Range: 4-8 years old

Where Are You From? is a picture book I wish was in my own elementary classroom growing up because of how much I got asked this question and how hurt it left me feeling about my racial identity! This picture book is all about a little girl struggling with the othering and hurtful question she gets from her classmates: "Where are you from?". In the book, she goes to her abuelo to ask him how to deal with this question and he helps her see the beauty in her heritage and identity. This is a great book to talk about the prejudice (and sometimes racism) that stems from this question and othering of communities of color.

The Spectrum of Multicultural Lit.: Conversation

Age Range: 2+ years old

Oh my goodness! Another book I WISH I had growing up (or at the very least in my early years teaching ethnic studies)! Ibram X. Kendi (the author of How to Be an Anti-Racist and Stamped From the Beginning) reimagined his previous books geared towards older crowds about anti-racism in this new book, AntiRacist Baby. His board book talks about anti-racism and gives nine easy steps for children to take to be anti-racist. Ooooh, I love it and cannot wait to use it next year!

The Spectrum of Multicultural Lit.: Conversation

Age Range: 8-12 years old

Ruby Bridges tells her own story of her experience fighting racism and school segregation as a child. I am sure you know her story already, but Ruby Bridges was the first African-American student to desegregate an all-white school in Louisiana. This is a great story to continue conversations about racism and talk about racism in the education system and its unfortunate roots we need to dismantle.

The Spectrum of Multicultural Lit.: Conversation

Age Range: 5-8 years old

Talk about a must-have author! Jacqueline Woodson always writes such beautiful books and The Other Side is no exception. Woodson tackles racism in segregation by telling the story of Clover and Anna. Clover's parents tell her not to cross the fence to Anna's side because it isn't safe to go into the white part of town. However, Clover and Anna want to become friends and try to go around that rule by sitting on top of the fence.

The Spectrum of Multicultural Lit.: Conversation

Age Range: 6+ years old

Sit-In is a picture book that tells the story of four college students participating in a Sit-In protest during the Civil Rights Era. This picture book is not only beautifully illustrated, but is a great launching point to talk about ways to be anti-racist.

The Spectrum of Multicultural Lit.: Conversation

Age Range: 6-9 years old

Separate Is Never Equal is a wonderful way to teach deeper into racism for little ones because they are able to connect with it since the protagonists are the same age as them. Duncan Tonatiuh wrote this picture book to tell the true story of Sylvia Mendez and her family as they fought against racism through school segregation in California in 1947.

The Spectrum of Multicultural Lit.: Conversation

Age Range: 4-8 years old

The Bracelet is a picture book about Emi, a seven-year-old, and her family's experiences being forced to go into a concentration camp, where all Japanese-Americans were ordered to go in the 1940s. Author Yoshiko Uchida uses her own childhood experiences to write this important story. I have used this book to introduce the Internment of Japanese Americans and address the racism that harmed the Japanese-American community during World War II.

I Am Not a Number, by Dr. Jenny Kay Dupuis and Kathy Kacer; illustrated by Gillian Newland

The Spectrum for Multicultural Lit.: Conversation

Age Range: 7-11 years

Dr. Jenny Kay Dupuis, a proud member of the Nipissing Nation, and Kathy Kacer wrote I Am Not a Number. This picture book follows Irene Couchie as she is stolen from her First Nation and forced into a residential school (the Canadian term for "Indian Boarding Schools"). Irene's story is a devastating one that will bring up strong emotions in any reader. However, no matter how hard it is to face this part of history, we MUST teach it to our students in order to redress it and make sure it never happens again.

The Spectrum of Multicultural Lit.: Conversation

Age Range: 4-9 years old

Paula Young Shelton, the daughter of Civil Rights Movement activist Andrew Young, authors this book about her experiences as a child within the Civil Rights Movement. It brings a new perspective to the Civil Rights Movement that children can easily connect with because of the age of the protagonist. We have used this book in my classroom to launch our discussions about the Civil Rights Movement. It is also perfect to break into sections and read over many days.

-

"In a racist society it is not enough to be non-racist, we must be anti-racist." - Angela Davis

# data[].attributes.attachment_link.authors[].name
View all posts by Kaitlin Kamalei Brandon

# data[].attributes.attachment_link.title
Anti-Racist Books for Elementary Students: A Diverse Book List

# data[].attributes.attachment_link.description
It is incredibly important that we talk about race, racism, and anti-racism with our kiddos starting at a young age. I have listed 16 books altogether: 4 diverse books about race; 5 books about racism, prejudice, and anti-racism in a modern context; and 7 books about racism, prejudice, and anti-racism in a historical context.

# data[].attributes.attachment_link.readable_text
Recently, our country was harmed by another racist tragedy. On February 23rd, Ahmaud Arbery, a 25-year-old Black man, was jogging through a neighborhood and was followed and murdered by two White men. Yet, it took until THIS week, after more media attention, for the two men to be arrested even when there was video evidence. This is injustice and racism at its very malicious core. My heart goes out to Ahmaud Arbery's family and community.

My family and I have been in intense reflection about this incident. It kills me that no matter how much racial equity and anti-racist work I do, it never feels like enough to physically protect my loved ones and family who are apart of the Black community. However, I am a big believer that this does not mean I just get to stop, it does not mean that WE just get to stop. We need to use this tragedy to fuel our desire for racial justice even more!

One way to combat racism and achieve racial justice is understanding and countering our implicit biases. Implicit biases are malleable. And, as educators, families, and librarians, we have access to a tool to change them: Multicultural Books/Diverse Books. While diverse books aren't a magic cure for our nation's racism, they do act as counternarratives that counteract the negative images in media (social media, television, books, magazines, etc.) of communities of color that flood into our brain and can lead to implicit biases. As we know implicit biases lead to structural racism, microaggressions, and explicit racism that harm communities of color.

Therefore, as an actionable step to help address racism towards the Black community, I have created a list of books featuring Black male characters to act as counternarratives. I chose to list 8 books (4 picture books, 2 middle grade books, and 2 young adult books) in remembrance of Ahmaud Arbery because his birthday is today, May 8th. Each of these books are written by Black authors and most are written by Black men. My hope is that you chose one, some, or all the books to showcase in your classes, homes, and libraries while also holding discussions about racism and how to be an advocate for your community or a good ally. As a nation, there is so much work we need to do, but one easy step we can take right now is to add books and positive images that show that Black lives matter and Black men matter.

, by Mechal Renee Roe

The Spectrum for Multicultural Lit.: Between Exploration & Representation

Age Range: 3-7 years old

This picture book promotes strong self-esteem while also celebrating the diversity of Black hairstyles. Each couple of pages has a positive self-affirmation and a different hairstyle. I love the illustrations and the positivity beaming on each page!

The Spectrum for Multicultural Lit.: Representation

Age Range: 3-5 years old

Cedella Marley, the daughter of Bob Marley, adapted the words to his famous song and turned it into a picture book. In Every Little Thing, a little boy goes about his day not letting anything bring him down. It is a counternarrative that showcases the cheerfulness in the Black community.

The Spectrum for Multicultural Lit.: Representation

Age Range: 3-6 years old

The King of Kindergarten is a picture book about a little boy getting ready and going to his first day of Kindergarten. Barnes and Brantley-Newton beautifully position the little boy as a king ready to take on a new adventure with their illustrations and figurative language. The King of Kindergarten is a great story for every child and it specifically helps empower our Black boys. It shows that they not only belong in school, but that they are kings and can achieve so much!

The Spectrum for Multicultural Lit.: Dependent on the Chapter

Age Range: 8-12 years

Vashiti Harrison followed up Little Leaders: Bold Women in Black History with this book! In each chapter of Little Legends, she focuses on one brilliant man in Black history. She illustrates them and writes a little blurb about what they did in history. Share each of these counternarratives of amazing Black men throughout history!

The Spectrum for Multicultural Lit.: Representation

Age Range: 8+ years

The Coin Slot Chronicles are a middle grade chapter book series about Arcade Livingston, an eleven-year old, whose life changes when an old woman gives him a mysterious gold arcade token. With that arcade token, Arcade is now able to travel time and go on adventures with his older sister, Zoe. This is a great series to use as a counternarrative that features a Black male character going on adventures and as a resilient and courageous character. I also love the dedication Rashad Jennings adds, "'No matter what it takes, I'm going to be the best version of myself!' Truly, that is when your own Arcade adventures begin. And may they never end..."

The Spectrum for Multicultural Lit.: Mostly Representation

Age Range: 10+ years

Another amazing middle grade chapter book written by a phenomenal Black author. As Brave As You, by Jason Reynolds follows Genie during his summer adventures with his brother at their grandparents' place in Virginia. Throughout the book, Genie has to negotiate his concepts of bravery, and what it means to "be a man". Reynolds's book is a must-read and showcases strong and authentic Black characters!

The Spectrum for Multicultural Lit.: Mostly Conversation

Age Range: 11+ years

We Could Be Brothers is about two thirteen-year-old Black boys coming together during a three-day after-school suspension. Robeson Battlefield and Pacino Clapton seem like they come from two different worlds, but eventually come together and talk about many different topics that affect them and their community, including the use of the N-word, masculinity, and identity. When you read this counternarrative, Black characters can speak for themselves versus assumptions being made.

, by Kwame Alexander and Mary Rand Hess

The Spectrum for Multicultural Lit.: Representation & some Exploration

Age Range: 11+ years

Kwame Alexander and Mary Rand Hess write this young adult book in all verses. In Solo, Blade Morrison, a seventeen-year-old, struggles with his life as the son of Rutherford Morrison, a rock star and drug addict. After a huge family secret is revealed, Blade leaves for Ghana to find answers about his life. This book is a great young adult counternarrative that showcases representation of complex Black male characters.

-

There are so many other great books featuring Black male characters that we could list. Check out the instagram hashtags #blackbooks and #diversebooks to find more! We, at Colorful Pages, Mr. Ahmaud Arbery, will always remember you and hope to fight for justice for you and many others.

Native Hawaiian. Founder of Colorful Pages. Racial Equity Coach and Temporary Program Manager for the SEA Center for Racial Equity. Ethnic Studies Writer and Grades 2/3 Educator for SPS. View all posts by Kaitlin Kamalei Brandon

# data[].attributes.attachment_link.authors[].name
View all posts by Kaitlin Kamalei Brandon

# data[].attributes.attachment_link.title
Kings & Counternarratives: 8 Books Featuring Black Male Characters

# data[].attributes.attachment_link.description
Recently, our country was harmed by another racist tragedy. Therefore, as an actionable step to help address racism towards the Black community, I have created a list of books featuring Black male characters to act as counternarratives. I chose to list 8 books (4 picture books, 2 middle grade books, and 2 young adult books)...

# data[].attributes.attachment_link.readable_text
Our nation, especially our education system, is in a state of revolution. Never in my lifetime have I seen so many people and educators take an interest in racial justice! I am excited for what this means for my students of color and my fellow communities of color. However, there are some lingering questions in my mind: How long will this last? How can we make sure to continue this fight for racial justice and Black Lives Matter?

As someone who has constantly fought for racial justice and experienced many hurdles, I feel uneasy during this time. I want to make society's desire for racial justice lasts. I want to make sure there is lasting change. After talking with my husband, I realized the way I can do that is to keep coaching educators and keep pushing out resources during this time, no matter what.

Therefore, I turned what I am doing this week with my second and third graders into a Grades K-5 Lesson Plan and Materials! It is almost the end of school year for us and it is also almost Juneteenth, a nationally celebrated commemoration of the ending of slavery. If we are able to hold online class on June 19th, I am going to put some materials together to help recognize Juneteenth. However, to lead up to the commemoration, I thought it would be powerful to do another look at Black Heroes in History. My students have learned a lot about Black Heroes in History, Black Lives Matter, and Black History during our year together, so this is NOT the only thing we have done (just like it should NOT be the only thing you do during the year or next year). It will be a great way to recap what we have learned while also leading up to Juneteenth.

In order to pass on resources using diverse books, I have expanded my materials and learning plan to cover Grades K-5. Check out our newest lesson plan: Black Heroes in History: Grades K-5 Learning Activities.

Learning Plan & Materials

In this lesson, students will start to learn more about Black History through researching Black Heroes in History. Depending on the grade level and setting, students will participate in research through an adult read aloud, YouTube video, and/or an article. Then, they will be asked to complete a worksheet where they will write about the facts they learned about the Black Heroes in History.

If you are able to teach in-person/live to your kids or students, you will be reading one of these AMAZING books:

This is a great lesson to START to talk about Black History and introduce students to some key Black Heroes. You can also do the lesson multiple times with different Black Heroes in History. But, please make sure the conversations do not just stop here! There are many important heroes, events, and concepts in Black History that need to be taught year-round.

We hope you are able to use our resources as a jumping off point or a way to end the year teaching Black History! Check out the following free resources we have created:

I would LOVE to see pictures of your kiddos' Black Heroes in History! Please tag us on Instagram, Facebook, or Twitter using @ColorfulPagesOrg or email us your photos at colorfulpagesorg@gmail.com. It always warms my heart when I see people using our resources!

Also, remember these resources WILL BE HERE NEXT YEAR! I challenge every parent, educator, and librarian to ask yourselves: How will we continue the fight for racial justice into the summer and next school year? How will we continue to make sure Black History and Ethnic Studies are taught in our classrooms?

Native Hawaiian. Founder of Colorful Pages. Racial Equity Coach and Temporary Program Manager for the SEA Center for Racial Equity. Ethnic Studies Writer and Grades 2/3 Educator for SPS. View all posts by Kaitlin Kamalei Brandon

# data[].attributes.attachment_link.authors[].name
View all posts by Kaitlin Kamalei Brandon

# data[].attributes.attachment_link.title
Black Heroes in History: Grades K-5 Learning Activities

# data[].attributes.attachment_link.description
In this lesson, students will start to learn more about Black History through researching Black Heroes in History. Depending on the grade level and setting, students will participate in research through an adult read aloud, YouTube video, and/or an article. Then, they will be asked to complete a worksheet where they will write about the...

# data[].attributes.attachment_link.readable_text
There has been a lot going on in our world lately. One thing that I feel like cannot go unaddressed on Colorful Pages is the murder of George Floyd and the importance of Black Lives Matter. Another tragedy has struck our country with the murder of George Floyd. Part of our job as educators, families, and librarians is to call out injustice like this and help students have conversations around race, racism, and Black Lives Matter. All lives cannot matter until Black Lives Matter!

Due to current events, I have completely switched around my distance learning activities for my own classroom. It would be another injustice to my students and community if I just stayed silent as their teacher. So, we will be learning more about Black Lives Matter this week and continuing our many conversations around race and racism. I have seen many educators and parents take up a similar calling via social media. To help, I wanted to create something to launch on Colorful Pages that would be free and easy-to-use!

K-8 Distance Learning Activities

I have created distance learning activities to help you talk about Black Lives Matter and Justice for George Floyd as a family or classroom for students in Grades K-8. After I wrote up my own plans and some extra information, I had my fellow colleagues and community members look at it, too. Of course, ALL the resources are completely FREE to use and share! This is about racial justice!

In these Grades K-8 Distance Learning Activities, students and you will learn about and process: Black Lives Matter, racial injustice, and the murder of George Floyd. To do this, you will use discussions and videos or read alouds. Then, students will get the chance to take action and stand up for Black Lives Matter and George Floyd by picking a Black Lives Matter Project to do. There are four choices for them to pick from including: art, writing, and letter writing.

PLEASE remember that these are NOT the only activities you should be engaging your class and family in. There are many more discussions that need to be had surrounding Black Lives Matter, race, and racism. Use these activities as a jumping off point or to add to your conversations!

We would love for you to use the resources here while also using your knowledge of your students/kids to meet their needs during this time. Feel free to change up the activities in our lesson plan/directions. Check out the following free resources we have created:

I would LOVE to see pictures of your kiddos' Black Lives Matter Projects! Please tag us on Instagram, Facebook, or Twitter using @ColorfulPagesOrg or email us your photos at colorfulpagesorg@gmail.com. It always warms my heart when I see people using our resources and taking a stand for racial justice!

Other Resources

These distance learning activities are just one of MANY resources out there to help talk about Black Lives Matter to your kiddos and also help you along your own racial justice journey. Here are some more amazing resources to check out:

-

I hope this helps in our community's fight for racial justice! Black Lives Matter! We stand with you!

Native Hawaiian. Founder of Colorful Pages. Racial Equity Coach and Temporary Program Manager for the SEA Center for Racial Equity. Ethnic Studies Writer and Grades 2/3 Educator for SPS. View all posts by Kaitlin Kamalei Brandon

# data[].attributes.attachment_link.authors[].name
View all posts by Kaitlin Kamalei Brandon

# data[].attributes.attachment_link.title
#BlackLivesMatter: K-8 Distance Learning Activities for Justice for George Floyd

# data[].attributes.attachment_link.description
In these Distance Learning Activities, students and you will learn about and process: Black Lives Matter, racial injustice, and the murder of George Floyd. To do this, you will use discussions and videos or read alouds. Then, students will get the chance to take action and stand up for Black Lives Matter and George Floyd...

# data[].attributes.attachment_link.title
Watch the entire CNN/Sesame Street racism town hall | CNN

# data[].attributes.attachment_link.description
CNN's Van Jones and Erica Hill partner with "Sesame Street" for Coming Together: Standing Up to Racism, a town hall for kids and families. Watch the town hall in its entirety below:

# data[].attributes.headline
NAIS Webinar Excerpt: A Comprehensive Approach to Health and Well-Being

# data[].attributes.subject
NAIS Webinar Excerpt: A Comprehensive Approach to Health and Well-Being

# data[].attributes.attachment_link.authors[].name
National Association of Independent Schools (NAIS)

# data[].attributes.attachment_link.title
NAIS Webinar Excerpt: A Comprehensive Approach to Health and Well-Being

# data[].attributes.headline
Take A Selfie for Racial Justice: Thoughts to Spur Reflection and Action

# data[].attributes.subject
Take A Selfie for Racial Justice: Thoughts to Spur Reflection and Action

# data[].attributes.attachment_link.readable_text
As an African American alumnus of an independent school, I'm compelled to look at what is happening in our world today through many lenses, but the thoughts that have taken shape in my head keep coming back to the lens of what independent school leaders can do to help make sure that the black and brown constituents in their care can breathe. While lists of resources serve a needed purpose, I want to offer something else: three strands of connected thoughts that I hope will spur your thinking and action in a new way or two.
The Mother Teresa Standard
As I witness the current unrest sparked by the brutal murders of Ahmaud Arbery, Breonna Taylor, and George Floyd, my mind keeps coming back to what's becoming my go-to reminder from Mother Teresa: "If we have no peace, it is because we have forgotten that we belong to each other."

When Minneapolis police officer Derek Chauvin killed George Floyd, not letting his knee off of Floyd's neck despite his plea for mercy, he didn't believe, or (at best) he forgot, that Floyd and he belonged to each other. And that malignant disregard for belonging was the final spark that set off a chain reaction. As Floyd's last breaths were being squeezed out, he searched to find to whom he did belong. I imagine that, as a saving grace, he thought to himself in some way, "who belongs to me enough to save me from this?" He cried out "Mama."

When someone tells you "I can't breathe," it's the ultimate cry for your help. That heart-wrenching plea is easily heard by people who understand that they belong to the person losing breath. But it is as easily ignored by people who either forgot or never believed in that belonging. This is an opportunity for school leaders to think deeply about what belonging to each other means at-large and within your school community. I'm talking about the kind of "when you feel pain, I hurt; when you feel joy, I smile" belonging, going beyond the "let's assure that everybody participates in the trip to Italy" kind of belonging that we might be more apt to take on within our schools. It's a "If I hurt you, I hurt everyone, including myself" kind of belonging.

I've come to think of it as the Mother Teresa Standard.

Chauvin and the other three officers fell far short of it, tragically and despicably. And the resulting assault on peace was the inevitable next domino to fall.

This line from Daniel Caesar's song "Best Part" makes me think about the message that black and brown children in our schools need to hear from you right now: "I just wanna see how beautiful you are; you know that I see it, I know you're a star."

How can you get this message across to them all the time, but especially at a time of such turmoil and threat, anxiety and doubt, fear and anger, when they're feeling like they can't breathe and they're seeing the breath squeezed out of people who could have easily been them or their brother or sister, uncle or aunt or cousin, mother or father? When they feel like too many who control the machinery of this society don't care about letting up off their necks? When they feel like there's no Mother Teresa Standard of belonging that unequivocally, unconditionally includes them?
A Thought Exercise
To help reach the Mother Teresa Standard, aggressively consider your actual, lived starting point on the belonging spectrum--not your aspirational or make-believe starting point. One way to begin is for school leaders to use Chauvin's act as a provocative symbol for a thought exercise. Think about these four things; these are intended to be provocative, not accusatory. Keep an open mind:

Whose necks are you kneeling on? If "nobody's" is your answer, how do you know? In what ways do your actions, systems, or beliefs constrict other's ability to breathe, particularly black and brown students, staff, and adults?

When black and brown people can't breathe, can they tell you? How, when, where? When they keep hearing that "this is not the right way to protest," what are they supposed to do? Do you only allow their expression on your own terms?

If they told you they can't breathe, would you hear them? Can you make their priority your priority? What noise blocks you from hearing their pleas? What's more important to you in the moment than listening to them?

If you heard them, what would you do? Offer thoughts and prayers that they'll find strength to get through it? Ignore them and keep pressing? Let up and move toward recovery and healing?

If these are tough conversations to have, so be it. If these are difficult reflections to spend time thinking through, OK. If you can't honestly self-assess your position on these questions, ask others what they think and talk about it--but be willing to just listen without defensiveness. How does your self-assessment on these points match those of your leadership team, students, faculty, staff, and others? Is what you believe about these things in step with or completely different from how others view them? Make time for the dialogue that enables you to see something that you couldn't see before; make time to act on realities that didn't get enough action before; and make time to gauge the gap between your reality and the Mother Teresa Standard of belongingness from a place of truth, not blindness or myopia.
Change in Independent Schools
My last provocative notion: Take a step back from trying to solve racism. It might be too heavy a lift. This doesn't mean that you shouldn't talk about race or racism. Teaching racism-what it is, how to spot it, how to combat it-is critically important in creating just societies, and you have access to many resources to help advance that effort. But solving the macro-level problem can feel frustratingly unwinnable. Witness that even with more than 400 years of seeking the vaccine to that plague in this country alone, its complete eradication is still far out of reach. Instead, how about we break that big boulder down into smaller pieces? How about you solve for the things that can lead to anti-racism? I'm no expert in this area of sociology, psychology, or DEI practice, but it seems to me that as school leaders, you can at least look for the daily affronts to the Mother Teresa Standard and call them out. If solving racism is too big, think about the ways that you can:

solve for belonging over alienation.

solve for kindness over cruelty.

solve for generosity over selfishness.

solve for oneness over division.

You can show teachers, staff, and parents what these things look and feel like in big and small ways every single day. But please, please, please pay special attention to people who tell you they can't breathe when the systems and behaviors crushing down on them reek of alienation, cruelty, selfishness, or division. These pathogens flourish when they are ignored, tolerated, or encouraged. Simply put: Don't tolerate mindsets or behaviors that are not aligned with belonging, kindness, generosity, and oneness. And over time, the Mother Teresa Standard within your school community takes stronger and stronger root. And who knows where it can spread from there.

Need some examples of what not tolerating unacceptable behavior looks like? Look to thispolice officer in Florida or this football coach at Oregon State University. You do it when kids cut school or cheat on tests. What about when they damage another's psyche or self-esteem, or when they disparage someone's heritage, skin tone, or otherwise forget that we belong to each other?

In herTEDxRainier talk, Megan Ming Francis, an associate professor at the University of Washington, points out that "the story of police brutality and killings of unarmed blacks is not a story about black people; it's a story about all of us." While it is something that disproportionately happens to black people, it's not just about black people; it implicates all of us. We should all feel the pain of that brutality and collectively fight against all the ways it manifests to disrupt the Mother Teresa Standard.

In whatever way you choose to stand with those fighting right now for systemic fairness, justice, and accountability in policing and criminal justice in your community at large, don't forget to turn the camera on yourself.

Yes, take a selfie. A different kind of selfie.

Use this as an opportunity to reflect aboutyour systems for fairness, justice, and accountability. Find where your system has faults or gaps--intended or unintended--and correct what's wrong. Listen when you hear the breath being squeezed out of some child, parent, or colleague you're supposed to serve and protect as a leader of your school community. Act quickly and boldly when the anti-racist virtues of belonging, kindness, generosity, and oneness are compromised or violated. Maybe it's too hard to fix the world, but it should be easier to fix your school. And it should be even easier when you stay rooted in the Mother Teresa Standard that we all belong to each other.

I believe that what happens in independent schools can change the world; one of them changed mine. But what happens in our schools can also keep so much about the world the same. What do you want to change, and what do you want to keep the same to live the Mother Teresa Standard?

About The Blog

Independent Ideas: The Independent School Magazine Blog explores the issues and trends that matter most in education now. As a professional learning community, it features a diversity of voices and solution-oriented perspectives.

# data[].attributes.attachment_link.title
Take A Selfie for Racial Justice: Thoughts to Spur Reflection and Action

# data[].attributes.attachment_link.description
As an African American alumnus of an independent school, I'm compelled to look at what is happening in our world today through many lenses, but the thoughts that have taken shape in my head keep coming back to the lens of what independent school leaders can do to help make sure that the black and brown constituents in their care can breathe.

# data[].attributes.attachment_link.readable_text
Building a diverse collection of fiction, nonfiction, novels in verse, graphic novels, and biographies can be an overwhelming task. The books need to appeal to a wide variety of students that turn over every few years. Knowing how to spend your budget can be quite daunting.

Having diverse literature available helps to create a culture of understanding of each other, and provides powerful tools for teaching students about social justice. ¹ The need for diverse books extends beyond the school library; English and civics classrooms need access to a variety of texts to go beyond the single story and celebrate cultural diversity.

Windows, Mirrors, Sliding Glass Doors and Beyond

The phrase "windows and mirrors" has been used by educators, especially when it comes to literacy, for quite some time now. This concept was initially introduced by educator Emily Style in 1988 for the National SEED Project. She explained that books that provide windows offer a view into reality, not just into imaginary worlds, and books that reflect a reader's own life are mirrors. ² In 1990, author/educator Rudine Sims Bishop added to this concept, describing books as sliding glass doors. These doors allow readers to walk into a story and become part of the world that has been created by the author. ³ More and more young adult and children's literature are offering diverse windows into other people's cultures and varied mirrors into individuals' experiences.

Finding yourself reflected in a book is powerful. When students read books where they see characters like themselves, their family, and their culture being valued in the world, they feel a sense of belonging. Through access to window texts, students learn to understand and appreciate others.

Books, however, are so much more than windows, mirrors, and sliding glass doors. Grant Snider's comic in the 2018 issue of The Southampton Review perfectly captures the spirit of what books are. ⁴

Books are anchors during life's biggest storms; they are escape hatches when the world is too much to take; they are springboards to new ideas and understandings. Books are warm blankets and can save readers from the feelings of loneliness and heartache when they see themselves in literature. As students are discovering their place in the world, the books we provide them act as a guide in this discovery.

Single Story = Stereotypes

Stereotypes can be reflected in literature through the single story. When we are exposed to the single story, showing that people are one way (over and over again) it limits our understanding of who people truly are.

In a 2014 TED Talk, author Chimamanda Ngozi Adichie describes the problem of the single story. She explains, "The single story creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story." Adichie points out, we must seek diverse perspectives and, in turn, writers must tell their own stories. "Telling the stories that only we can tell, about our experiences, hopes, and fears, helps break down the power of cliches and stereotypes." ⁵

We Need Diverse Books / #OwnVoices

When we say students need diverse books, we are saying that they need books that reflect their own experience as well as the experiences of others. In addition to stories about different races and cultures, diverse books are about gender identity and sexual orientation, people who live in blended families, and people who live in poverty. The diversity provided through window and mirror texts extends beyond ethnicity. Diversity includes how a piece of literature addresses family structures, dialects, cultural traditions and values. ⁶

We Need Diverse Books is an organization created to "advocate changes in the publishing industry to produce and promote literature that reflects and honors the lives of all young people." #OwnVoices is a movement originally started by YA author Corinne Duyvis on Twitter in 2015. It continues to grow with publishing companies featuring authors who provide an authentic voice. Books with diverse characters are have more value when written by authors from the same diverse group.

Understanding the Human Experience

We are lucky to be educators during a time when a wider variety of authors are sharing their stories. Grace Lin, Matt de la Pena, Jason Reynolds, and Randa Abdel-Fattah, among others, have shared how they want to provide windows, mirrors, and sliding glass doors for children and young adults. Introducing readers to diverse histories and traditions celebrates both our differences and our similarities.

As Margarita Engle, award-winning author said, "Children are the only possible peacemakers of the future." ⁷ As educators, we have the opportunity to fill our libraries and classrooms with authentic diverse books. These books can be the tools to equip children to become peacemakers. Whether you're an elementary teacher reading aloud to the class or a high school teacher assigning a social justice project - building a diverse collection is a worthwhile investment. Diverse books allow students to learn from other people's experiences. Authentic literature is at the heart of students' understanding of the human experience.
References
¹ Everett, C. (n.d.). Windows and Mirrors: Why We Need Diverse Books. [online] Scholastic Book Fairs. Available at http://www.scholastic.com/bookfairs/readerleader/windows-and-mirrors-why-we-need-diverse-books.
² Style, E. (1988).
³ Bishop, R. (1990). "Mirrors, Windows, and Sliding Glass Doors." Ohio State University. Perspectives: Choosing and Using Books for the Classroom, 6(3).
⁴ Snider, G. (2018).
⁵ Adichie, C. (2009).
⁶ Moran, K. (2018).
⁷ Krok, L . (2018). ALSC Charlemae Rollins President's Program: Considering All Children: A New Ideal in Evaluating and Engaging Around Books for Youth. [online] AmericanLibrariesMagazine.org. Available at: https://americanlibrariesmagazine.org/blogs/the-scoop/alsc-charlemae-rollins-presidents-program/. What Are Mirrors and Windows? [online] WeAreTeachers.com. Available at: https://www.weareteachers.com/mirrors-and-windows/. The Danger of a Single Story. [online] Ted.com. Available at: https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story. Books Are.... [online] IncidentalComics.com. Available at: http://www.incidentalcomics.com/2018/06/books-are.html.(printed with permission) Curriculum as Window and Mirror. [online] Nationalseedproject.org. Available at: https://nationalseedproject.org/curriculum-as-window-and-mirror.

# data[].attributes.attachment_link.title
Building a Diverse Book Collection: Providing Windows, Mirrors...

# data[].attributes.attachment_link.description
by Katy Tessman, New School Services Project Manager at Mackin Building a diverse collection of fiction, nonfiction, novels in verse, graphic novels, and biographies can be an overwhelming task. The books need to appeal to a wide variety of students that turn over every few years. Knowing how to...

# data[].attributes.attachment_link.readable_text
May 2020 | Volume 77 | Number 8
Learning and the Brain Pages 88-89

Dena Simmons

When I was in 3rd grade, I vomited every night because I was so overcome by fear and anxiety about the dangers outside of my family's one-bedroom apartment. I remember lying in the full-size bed I shared with my twin sister and aunt, shivering as gun shots exploded near the window.

It is only in the past decade that I have come to realize that I still carry with me the trauma of having grown up in an unsafe neighborhood terrorized by the violence of poverty and racist policies. For years, I had convinced myself that because I performed well in school and have continued to experience success in work and in life, I was fine. However, the traumas of a childhood burdened by fear, bigotry, and family suffering have not left me unscathed. To the outside world, I may look as if I am thriving-winning awards, speaking nationally, and writing a book-but underneath it all, I am still on my healing journey, still putting myself back together.

Through self-work and support, I have learned that my trauma manifests in my overachievement-and the resulting lack of sleep-because overworking is something I can control. I can control the emails to which I respond. I can control the articles I write. I can control the speeches I give. I can control the meetings I attend.

Although research on the connection between trauma and overachievement is scarce, there is anecdotal evidence suggesting a link (Maté, 2010). What we do know is that the effects of trauma can be both immediate and long-term. The typical mental health sequelae of exposure to violence and other adverse childhood events include post-traumatic stress disorder, anxiety, depression, and behavior problems. All of these are associated with lower grade-point averages and IQ, decreased high school graduation rates, and significant deficits in attention, abstract reasoning, long-term memory, and reading ability (Center on the Developing Child at Harvard University, 2016). But for me, most of these manifestations were not present. I graduated with honors from high school and excelled academically. For the most part, I do not suffer from depression or anxiety unless I am triggered.

We also know, from research, that trauma changes the biomarkers and brain structure in young people, which sometimes results in violent behavior, suicidal tendencies, and drug abuse (Park & Schepp, 2015). Additionally, youth who have experienced trauma tend to be less engaged in school, suffer greater chronic health conditions in childhood, and have lower employment productivity in adulthood (Wade et al., 2014). Again, these manifestations of trauma have not been true for me. I am mostly healthy and lead a productive life. (I sometimes wonder, however, whether my twin sister's chronic illness is a result of the toxic stressors we experienced as children.)

The fact is that while many people exhibit typical signs of trauma, many others, like me, have found ways to cope by pouring themselves into work to avoid the discomfort of their distress. Too often, the trauma of high achievers, especially those of color, goes unrecognized because their achievements are sometimes mistaken for resilience. While some of us may be excelling thanks to having a caring adult and other supports in our lives, the scars of our past remain, and we are still in need of care, love, and healing.

Deeper Healing

All this makes me worried about the overachieving Black students and youth of color who might be masking their pain. These worries are compounded by recent research showing that Black students' mental health needs tend to be undertreated and underrecognized, and that suicidal behavior is on the rise among Black children (Lindsey et al., 2019).

Trauma does not manifest in the same ways in different people. Thus, we must engage in a concerted effort to recognize the diverse manifestations of trauma in our students and stop lumping them under one umbrella. We can best support our students who may be at risk for trauma by getting to know them; discovering their gifts; paying attention to and meeting their unique needs; being consistent, nurturing adults in their lives; helping them find and access mental health services; and integrating healing-centered practices that build off of their strengths (Ginwright, 2018). We must also commit to developing anti-racist and anti-bias mindsets, pedagogies, and school policies, to disrupt the trauma of racism and other identity-based violence that many youth at the margins experience on a regular basis (English et al., 2020).

We must also remember that our students do not owe us their trauma for us to believe they deserve healing. Our responsibility is to create policies, practices, and school environments that do not traumatize or retraumatize our students.

As we aim to meet the needs of our students, adults like me who have repressed their traumas must also commit to taking care of ourselves, setting boundaries, and seeking support from friends, professionals, or family. Although not all educators can relate to my experiences, we are all susceptible to vicarious trauma, the emotional residue we pick up from other people's stories and experiences of trauma. If we are not whole for ourselves, we cannot be whole for our students.

By modeling our healing behaviors and practices, we can support students in recognizing their gifts and possibilities. Above all, together, we must commit to taking care of one another. We must do the necessary and deliberate work of confronting and eradicating the unjust systems that perpetuate trauma for too many of us simply because of the color of our skin, our zip code, our gender, our health status, and other aspects of our identities.

References

Center on the Developing Child at Harvard University. (2016). From best practices to breakthrough impacts: A science-based approach to building a more promising future for young children and families. Cambridge, MA: Author.

English, D., Lambert, S. F., Tynes, B. M., Bowleg, L., Zea, M. C, & Howard, L. C. (2020). Daily multidimensional racial discrimination among Black U.S. American adolescents. Journal of Applied Developmental Psychology, 66, 1-12.

Ginwright, S. (2018, March 31). The future of healing: Shifting from trauma informed care to healing centered engagement. Medium.

Lindsey, M., Sheftall, A. H., Xiao, Y., & Joe, S. (2019). Trends of suicidal behaviors among high school students in the United States, 1991-2017. Pediatrics, 144(5), 1-10.

Maté, D. (2010). In the realm of hungry ghosts: Close encounters with addiction. Berkeley, CA: North Atlantic Books.

Park, S., & Schepp, K. G. (2015). A systematic review of research on children of alcoholics: Their inherent resilience and vulnerability. Journal of Child and Family Studies, 24(5), 1222-1231.

Wade, R. Jr., Shea, J. A., Rubin, D., & Wood, J. (2014). Adverse childhood experiences of low-income youth. Pediatrics, 134(1), 13-20.

Dena Simmons is a lifelong learner, educator, and activist who supports schools throughout the United States in implementing social and emotional learning and culturally responsive and equitable practices. She is the author of the forthcoming book, White Rules for Black People (St. Martin's Press, 2021). Follow her on Twitter.

# data[].attributes.attachment_link.title
The Trauma We Don't See - Educational Leadership

# data[].attributes.attachment_link.description
May 2020 | Volume 77 | Number 8 Learning and the Brain Pages 88-89 Dena Simmons When I was in 3rd grade, I vomited every night because I was so overcome by fear and anxiety about the dangers outside of my family's one-bedroom apartment.

# data[].attributes.attachment_link.readable_text
Last year I received a consultation request from a school after two students posted pictures in blackface on social media. When I asked what time and resources they were committing to this issue, they said they had set aside 45 minutes of their upcoming staff meeting to address bias and racism. They were not interested in investing beyond that session.

Being called in reactively to support teachers and staff after a racist incident has never sat well with me. But now, as Black Lives Matter protests have swelled throughout the world, our entire country is reacting to centuries of white supremacy and violence experienced by the Black community.

As an anti-bias anti-racist (ABAR) facilitator and educator-in-progress, I've had the opportunity to partner with public, charter and independent schools across the United States and can tell you firsthand that there is no "one size fits all" approach to this work. There are, however, a number of things schools should consider as they create objectives for the short and long term.

ABAR is trending in mainstream spaces, and more schools are recognizing its importance and reaching out for resources and training. I do believe that it's better late than never, but schools must be intentional and thoughtful as they begin this life-long commitment.

While there is urgency in ABAR work, urgency cannot be prioritized over relationships or centering the voices and opinions of marginalized community members. Without careful thought and planning, schools risk alienating Black, Indigenous and people of color (BIPOC) stakeholders, reinforcing white saviorism and derailing the possibility of future efforts. Standards and skills can always be retaught, but school culture is too important to get wrong. Your north star is always centering your most marginalized and under-resourced students.

As schools and organizations plan for professional development in the weeks, months, and years ahead, consider the following thinking points and questions:

If this is the first time your school has focused on ABAR, why is it a priority now?

ABAR must begin with an honest evaluation of current practices. Recognizing how-and why-this work has been deprioritized in the past can help your school identify and plan for potential roadblocks in the work to come.

If your school has remained silent or limited work to surface-level diversity initiatives in the past, how, when and why did that happen? Remember that celebrating diversity and multiculturalism is not the same as anti-racism or dismantling white supremacy. Check out Paul Gorski's Avoiding Racial Equity Detours for examples of school practices that are often mistaken for ABAR.

How will you ensure ABAR is not just a box to check, and that no one is able to opt out?

While diversity directors or committees are important, ABAR cannot be compartmentalized within one or a few individuals. Oppressive practices exist at every level of schools, and people who work in every department and in every role have a stake in this work.

School leaders have immense power in creating a culture that values and supports ABAR. I have often heard from hesitant principals and administrators that they're concerned certain staff members of the community are resistant and unwilling. I'd ask them to remember this phrase: "What you permit, you promote." Every choice we make either upholds white supremacy or seeks to dismantle it.

To fully embrace ABAR education, schools must be willing to dive deep into their culture, policies, curriculum and the individual mindsets of all stakeholders. If you are truly dedicated to anti-racism, are you willing to let go of members of the community who are working against these goals?

How will BIPOC be centered in this work?

Consider who is directing ABAR at your school, who decides the priorities and determines if objectives are met. This work must center the voices of staff, families, caregivers and students of the global majority. Even if you have a racially and ethnically diverse staff, ABAR work is still necessary and important. Anti-Blackness and colorism are issues in every community, and these biases must be addressed.

Many schools are currently selecting books and resources for summer and fall professional development. But leaders should be careful. Particularly in predominantly white institutions, a focus on consuming and intellectualizing stories and histories of racial trauma can further perpetuate a savior mentality, inspiring pity rather than encouraging people to understand one another and work as accomplices and co-conspirators against racism. If books that center whiteness (such as Robin DiAngelo's White Fragility) are on the summer reading list, what else is being offered? There must be a balance of centering BIPOC history and narratives while also learning about culture, identity and joy.

At the end of the day, no matter how many books, podcasts, and documentaries your staff reads, an intellectualized account of racism will never outweigh the voices and lived experiences of BIPOC.

How will BIPOC be supported in this work?

There is a fine line between centering BIPOC and expecting them to do the work for others. While BIPOC should have the opportunity to lead this work, schools cannot expect or demand they expend more emotional labor in both experiencing racism, and having to educate others about it.

If you're asking BIPOC on your faculty and staff to lead ABAR training, how are you ensuring they are additionally compensated? If books and resources are being assigned that center racial trauma, what trauma-informed practices will you use with staff members of color?

How are you working to create long-lasting change in your community?

Having a person or a group that drives ABAR work forward is important (especially if these people have the power to hold the community accountable), but the goal is to embed ABAR within the culture of your school.

If this person left the position or the committee disbanded, how would you ensure all focus wouldn't disappear? ABAR is a lens that must be applied to school policies, curriculum, pedagogy, and interpersonal relationships. It is not just a teaching strategy.

Pay attention to the significant institutional support needed by those leading ABAR work. This is a marathon, not a sprint, and those who are the most active are likely to face emotional fatigue.

Despite being framed amidst the violence targeting the Black community, anti-racism work is often glamorized in the mainstream media, and some people do enter from a place of saviorism and expect recognition, which can lead to burnout for those who have been committed far before the latest media cycle.

The truth of the matter is, when you commit yourself to ABAR, you're in it for the long uphill battle. Prioritizing ABAR is not comfortable. Mistakes will be made. Parents and caregivers may complain. Some staff members may leave. It is unrealistic to expect that your school will get it right at the first try. At the end of the day, it is our job to center our students, and that means improving ourselves to set the example for the world they will inherit.

# data[].attributes.attachment_link.title
Anti-Racist Work in Schools: Are You in it for the Long Haul?

# data[].attributes.attachment_link.description
Last year I received a consultation request from a school after two students posted pictures in blackface on social media. When I asked what time and resources they were committing to this issue, they said they had set aside 45 minutes of their upcoming staff meeting to address bias and racism.

# data[].attributes.attachment_link.readable_text
Randyl Wilkerson and Alison Mann had not even started the conversation before some of their colleagues had questions-and concerns. Where was this coming from? Did something happen? What have I done wrong?

Mann remembers wondering if some colleagues would push back-or worse, revolt. They were being asked to confront lifelong preconceptions. They were being asked to refocus the lens through which they saw their students, their work and their world.

Wilkerson and Mann-who teach sixth grade and kindergarten, respectively-were spearheading an initiative that led to a schoolwide goal for professional development: identifying one's own biases.

Nestled into a single block of Boston's Allston neighborhood, Gardner Pilot Academy (GPA) has a strong reputation for equity. The school is rated a Tier 1 institution by Boston Public Schools' Quality Framework and has won awards for its innovation in environmental education, after-school programs and anti-bias principles, including the Human Rights Campaign's Seal of Excellence.

But inside GPA, educators would come to recognize that even the best teachers are not immune from bias and that the goal of equity requires looking beyond accolades and numbers. It requires looking within.

"It'll take a lifetime, and then you still won't learn everything you needed to learn," says Erica Herman, the principal at GPA. "That complexity is what makes people really scared."

Mann and Wilkerson had leaned into the complexity. For educators conditioned to expect PD that delivers concrete classroom practices, the goal inspired trepidation.

"That was a big battle," Wilkerson says. "To say these are actually proactive, definitive, culture-shifting conversations that we want to have, not prescriptive or shame and blame."

Some educators doubted that a yearlong PD centered on considering biases could translate into tangible results. Others feared evaluation. Over time, Wilkerson and Mann demonstrated their own thinking about biases to remove some of the hesitancy.

"What we had to reiterate time and again is that thinking is the work," Wilkerson says, "that thinking about your perceptions and these dialogues that you're having are work-because now you can replicate these dialogues with your students. You can use it to change your curriculum."

The Audit

The movement began with conversations. Mann and Wilkerson attended Dialogues on Race and Ethnicity, a program of the YWCA. It brought in multiple stakeholders from school and business communities for facilitated discussions about race and bias.

Mann and Wilkerson immediately recognized that other members of the school community needed access to these conversations. But while Dialogues on Race and Ethnicity represented a great opportunity, the six evening meetings were often late. For those who could not find childcare or who worked late hours, opportunities for access were limited. So Mann and Wilkerson considered their options. Instead of leaving with an answer, Wilkerson says, they left the program with a question:

"Why don't we make it our first goal to figure out what the community needs?"

So, in conjunction with the equity-focused management consulting firm Kingston Bay Group, Mann and Wilkerson developed an audit to get feedback on how the school was doing on the equity front. They solicited the views not just of teachers but also of paraprofessionals, students and families.

"I think what was great about it was that it wasn't someone coming in and saying what we're lacking and, 'Here's what you need to do instead,'" Mann says. "It was truly from the community: the community asking for our strengths, our challenges and for us to pull together."

# data[].attributes.attachment_link.title
A Hopeful Case of Teacher Leadership and Confronting Bias in Education

# data[].attributes.attachment_link.description
Randyl Wilkerson and Alison Mann had not even started the conversation before some of their colleagues had questions-and concerns. Where was this coming from? Did something happen? What have I done wrong? Mann remembers wondering if some colleagues would push back-or worse, revolt. They were being asked to confront lifelong preconceptions.

# data[].attributes.attachment_link.authors[].name
National Association of Independent Schools (NAIS)

# data[].attributes.attachment_link.title
Julie Lythcott-Haims: Nurturing Students of Color

# data[].attributes.attachment_link.description
The prerequisite to decolonizing the classroom? A personal commitment to political change.

# data[].attributes.attachment_link.title
Your Kids Aren't Too Young to Talk About Race: Resource Roundup - Pretty Good

# data[].attributes.attachment_link.description
Your kids aren't too young to talk about race. Here are a few resources to get your started.

# data[].attributes.attachment_link.keywords[]
how to talk to your children about protests and racism - cnn

# data[].attributes.attachment_link.title
How to talk to your children about protests and racism

# data[].attributes.attachment_link.description
Protecting your children from the disturbing images of riots and police brutality is a battle in today's smartphone-addicted society. Here are expert tips on how to help your child navigate the trauma of today's protests while tackling the underlying cause: racism.

# data[].attributes.attachment_link.provider_name
National Museum of African American History and Culture

# data[].attributes.attachment_link.description
Talking about race, although hard, is necessary. We are here to provide tools and guidance to empower your journey and inspire conversation.

# data[].attributes.attachment_link.title
Talking to Young Children About Race and Racism

# data[].attributes.attachment_link.description
Here are tips, books, and resources to help you have meaningful conversations with young children about race, racism, and anti-racist behavior.

# data[].attributes.attachment_link.title
"I [STILL] Can't Breathe!": Supporting Kids of Color Amid Racialized Violence

# data[].attributes.headline
Supporting the leadership & activism of our young people

# data[].attributes.subject
Supporting the leadership & activism of our young people

# data[].attributes.attachment_link.readable_text
Our children and youth are not simply "future adults." They are fully realized people with observations and opinions about the worlds they live in and aspirations about the ones they want to bring into being. On issues from climate change to Living-with-HIV to police brutality, young people - children, in some cases - are at the forefront of leading the way forward.

Watch this conversation about how parents, teachers, and other adults in the lives of children can support their activism and advocacy while keeping them safe and managing our own fears for their emotional and physical safety. We were joined by guests Lisa Hall Richardson and Alina de Zoysa from Rays of Hope and Dr. Jessica Taft from UC Santa Cruz. If you're inspired by youth activism, please consider donating to Rays of Hope. The are small but mighty, as Rays of Hope president, high school senior Alina de Zoysa, testifies in this conversation.

Lisa Hall Richardson

EmbraceRace: So we have three guests, which is unusual for us, but a whole bunch of perspectives that are super important to have on this.

The first, Lisa Richardson Hall is the founder of Rays of Hope, which teaches Central New Jersey youth from ages 8 to 18 the importance of community service, leadership, advocacy, and personal responsibility. In 2015, in the wake of some very high profile incidents of police brutality, Rays of Hope joined forces with community leaders in Perth Amboy to organize the Youth Organized for Unity March on MLK Day in 2015 in New Jersey, and currently has an active membership of about 60 young people. So welcome, Lisa, great to have you.

Professor Jessica Taft

And then we have Jessica Taft, who is an Associate Professor of Latin American and Latino Studies at the University of California, Santa Cruz. She writes about youth activism and the ways that girls, children and youth participate in social movements, especially in North and South America. And she's written two books, the titles of which are The Kids Are in Charge and Rebel Girls. Great to have you, Jessica.

Jessica K. Taft: I'm glad to be here.

EmbraceRace: Also from Rays of Hope, we have Alina de Zoysa. Alina is a rising senior at the STEM Academy at Jackson Memorial High School and President of Rays of Hope. She participates in LEAD for Diversity, the Girl Scouts, TeenSHARP, and the YesSheCanCampaign, and of course, lots of activism work which we'll get at least somewhat into. And she's a member of the Science Honor Society, the Mathematics Honor Society, and the National Honor Society. I'm like, I wish I had your resume, Alina.

Alina de Zoysa: Thank you.

EmbraceRace: Great to have you all here. And Alina, I want to start actually with you since you are the activist youth that we're so interested in. Tell us about some of your activism right now. We know that you went to a protest recently, tell us a little bit about that.

Alina de Zoysa

Alina de Zoysa: Hi, everyone. My name is Alina. I'm so glad to be here today and talking to you all, and I just wanted to share a little bit about my activism. This Sunday I went to my first protest, which I was so excited to go to and start being involved in my community. We all know about what's going on in our country right now and how we all want to be part of the movement and make sure our voices are heard and we share our stories. So that's why I attended my first protest at Jackson, that's where I live, and I've really wanted to be able to be there and share my voice.

I was invited to be also a guest speaker, and I was really scared because I used to actually have a fear of speaking in front of people. So I would not speak out when people would have open discussions and everything like that. But when I joined Rays of Hope, I was forced to be put into that leadership category and take on that role of, "If I want something to be done, I need to speak out about it. And I can't sit back and wait for someone else to do that." So like we said, at the protest there was, I think, over 1,000 people there, which was so amazing to me and I was so scared. But I got up on that stage and I spoke about what I believed in, and I was really excited about that opportunity and being able to connect with my community and talk to people I see at school, and see new faces that I've never seen at a protest or anything like that before.

And just to see my community come together as one to talk about things that matter, it was just amazing and enlightening to see and an amazing experience that I just cherish so much. Last year, it's not very recent, but in 2019, I also was active in the "lunch shaming" bill that we wanted to pass in New Jersey. We wanted free lunch from New Jersey. And that was something I really took on as a leader, and one of my first leadership roles. I really made sure I was trying to get out and active in my community. And I talked to CBS News. I was on channel 12 New Jersey news. I was on their Spotlight as well. I was on different radio stations, 101.5, just talking about how we want change to be made in New Jersey with free lunch, because the state of New York did it.

EmbraceRace: Let me interrupt you just one second. You said just a minute ago that you used to be scared of public speaking.

Alina de Zoysa: Yeah.

EmbraceRace: You are the President of Rays of Hope, which we understand is very much a student-led organization, founded by Lisa but student-led.
What is Rays of Hope's work? What work does Rays of Hope do that led you to become the leader you obviously are?
Alina de Zoysa: Okay. So, Rays of Hope is a grassroots youth organization, and we focus on advocacy and creating young people to participate in our community and make change. I joined when I was in the sixth grade. My mom actually joined me and my brother in this organization. I really didn't know much about it, but I did know a few of my friends were part of it. And so I really wanted to join. I did a few of community service things here and there in elementary school, but this was my first community service group that I was part of.

We would do activities and community service. Throughout the month, we do about two activities going around Central New Jersey and giving back. And I really was just enlightened to how giving back to my community is so important. Because I never really understood how that can impact my life, and how it impacts the people in my community. And so after being in that organization for three years, I was introduced to leadership roles. So Ms. Lisa has high schoolers really take on the responsibility of leading this group. And I think that's such an amazing thing. She really puts it in our hands to lead this group.

And we learn so many different skills that I never would have been introduced to if I was never part of this group. Like I said I was really shy, and I really did not want to speak out when people would ask me different things. But being part of this organization forced me into that. And in a good way. First, I would lead leadership development workshops in our community, and I would be in front of maybe 30, 40 people. And that would scare me, but I would still get up to the plate and just be able to speak in front of all those people.

And then that helped me grow as a person to be able to later speak at, like I said, protests. I was on a panel last year for YesSheCanCampaign. And it just really helped me blossom as a leader and to be able to work with a team of people who I can trust and who I know that I can rely on who's also my age. So, I think this is a great organization that has just helped me flourish into the person I am today.

EmbraceRace: Thank you, Alina. Lisa is having some connectivity issues. Let's go to Jessica and we can come back to Lisa when she's able. I'm hearing both the description of Rays of Hope and the work they do and what Alina said, there's a range of things that activism might entail. As far as I can tell from what you've written and from what you study, you understand that fairly broadly. Can you give us a little bit of a working definition of how we might think about what activism is?

Jessica K. Taft: Yeah, that's great. Thanks for having me first. First, let me say that. And when I think about what defines activism for me, it's work that's done collectively. So that's the first part of it, right? That is oriented toward creating some kind of more systemic form of change. And I think the important distinction for me there that I often make is between programs particularly for youth, that are oriented toward activism and social change versus programs for youth, of which there are many that are wonderful, that do all kinds of great work that are much more about transforming the individual youth, right?

There's organizations that focus on fixing the youth, addressing the individual youth's problems to overcome whatever barriers they might be facing in the world. Whereas I think about activism as the work that's actually about removing those barriers. It's the collective work that actually changes the system in some way rather than just helps youth to navigate the system that we live in.

There's organizations that focus on fixing the youth, addressing the individual youth's problems to overcome whatever barriers they might be facing in the world. Whereas I think about activism as the work that's actually about removing those barriers. It's the collective work that actually changes the system in some way rather than just helps youth to navigate the system that we live in.

Jessica Taft

EmbraceRace: Right. That's really helpful. Lisa's joining us by audio. I'm sorry you missed what your colleagues were saying, but they were representing, so don't you worry.

We're wondering about that on-ramp to activism and what the programming is at Rays of Hope. Alina, you told us about your story and the fact that you're the President and it was your first protest and you spoke at it. What a way to have a first protest and be a speaker. But you started in sixth grade, and I wonder Jessica maybe you have an outsider view of what the on-ramp is.

Jessica K. Taft: I can just add a little bit from what I heard from what Alina said. I would say this is actually a pretty common trajectory in some ways, but it actually takes time. And that's true for adults also, right? And I want to emphasize that. Absolutely everyone has to learn in order to figure out how to participate in social movements and activism. That's not unique to young people.

And I think sometimes when we think about helping young people develop activist selves, we assume that adults somehow automatically know how to do it. But nobody's born knowing how to facilitate a meeting. You actually have to learn how to do that. And the experience that Alina outlines of starting at a younger age, being just a participant in a program, watching how other people did it, maybe trying it out a little bit herself and then other people stepping in to show her how it's done a little bit more along the way, that kind of apprenticeship in a process is actually often the way that that entry works, right?

It's like we're working together on a project, and everyone is taking on different roles. But after more time in the space and more time in an organization, right? If you've been in an organization for three years, you actually know an awful lot about how that organization works and the kind of norms of how to make decisions as a group and how to work together differently. So I think that the on-ramp is really about creating opportunities for participation, and then giving people opportunities to step in to more and more leadership roles, exactly as Alina describes.

EmbraceRace: Now, Alina, I want to come back to you. I'm wondering about the ages, right? So I know in Rays of Hope, you start at 8 years old. That is younger than I think a lot of programs do. We were really glad to hear this, and it's one of the reasons we wanted to talk to you.
You joined Rays of Hope when you were 11 or 12 years old. Did you think that perhaps even younger children could have joined? What's the experience of the 8 and 9 year old's in Rays of Hope?
Alina de Zoysa: Right. So we have, like I told you, a range of activities that we do. So I'm just going to focus in on one. One that's coming to my mind is that we do these Christmas events. We go to Homefront Homeless Shelter in New Jersey and we always hold a little Christmas event. And we cook them breakfast and we do activities. And the way that we make sure everyone's engaged is that we have mentors for all of our younger students. So this year, Ms. Lisa really wanted our seniors to be there for our younger students that are a part of this program who just joined, who don't know what we're really about. They were there helping those younger kids wrap gifts for the homeless. They were there making sure that the kids knew what they were doing. And we just make sure older kids are able to guide the younger kids. Because that not only helps them become a leader in a sense. Even though they might not be in leadership positions, they're being a leader by showing younger children what to do.

Absolutely everyone has to learn in order to figure out how to participate in social movements and activism. That's not unique to young people. And I think sometimes when we think about helping young people develop activist selves, we assume that adults somehow automatically know how to do it. But nobody's born knowing how to facilitate a meeting. You actually have to learn how to do that.

Jessica Taft

They can be in their shoes as well, because a lot of our members have been part of this program for a long time, and they know what it's like to be 8 years old and in Rays of Hope. We really love the engagement of that older population really honing in on those younger kids and making sure they're knowing what they're doing, and not just being there just to have fun, which we also do, but we want to make sure that they understand the importance of activism and leadership and being involved in the community at a very young age.

EmbraceRace: What's at stake for young people, right? So if you were to sell this program to a parent or a teacher or a young person who says, "Eh. That doesn't feel like I'm going to get a whole lot out of that." What do you say to that?

Alina de Zoysa: Well, at first, I was not skeptical, but I was like, this is just a program for me to get community service hours and do what I need to do as a person in my community. But it's not just a community service experience. This is a full circle, 360 experience where I was started as just a member and became a leader. So even though people may not understand completely how to get there to be a leader, you just learn while being a member of this program or just being involved in your community. You may seem like, "Oh, I'm not doing that many leadership things. How can I be learning?" But every single thing that you're doing, even when you're just helping out as a member, just helping wrap gifts for people who are in the homeless shelter, you're learning leadership on your own.

You're learning that, "I'm taking myself seriously. And I really care about the people in my community. And I'm not only thinking about myself." Because I don't know how many kids when they're 8 years old wake up at 8:00 a.m, a week before Christmas on their free Saturday to go and help out those other children who may not have the advantages you have, being able to wake up on Christmas day with Santa who gave you presents and everything like that. I think it's a really rewarding experience to understand, even from the lower levels of just being a member of a community service organization, we just understand how important it is and how rewarding it is to be part of something and help give back to people who are less fortunate.

EmbraceRace: So you're learning about what's going on in the community in a way that you wouldn't otherwise, right? In your case, you're meeting people certainly you wouldn't have otherwise met. You've risen through the ranks. You're now President, so you're literally leading this leadership organization.

Lisa Richardson Hall: Hi. I'm sorry about this.

EmbraceRace: That's okay. You know technology. This is not the first time. So thank you. Alina has done a great job explaining Rays of Hope. I'm thinking about the conversation that we had before a few days ago, and in which you said, and both Alina and Jessica have touched on this, but long before we get to the protest or the campaign, whatever form the activism takes, there are a bunch of steps that need to happen certainly at Rays of Hope.
Can you talk a little bit about what some of those steps before the activism activities are?
Lisa Richardson Hall: Sure. Well, Rays of Hope is a youth community service organization. So when the kids join our organization, they are really already ready to do community service and activism. They are passionate about it already. When they join Rays of Hope, they know that we are going to be working in the community, so they're already ready. But to prepare them to do things like activism, what we do is work on their confidence.

Rays of Hope starts at the age of 8. So by the time they're in middle school, they've already had so much experience public speaking. And so we do things for instance, we have something called the Live Black Museum that we do every year that we require our members to do, where they dress up as a character or a person in black history, and they have to basically come alive and perform and in front of hundreds of people. And so that gives them the chance to be able to speak. They have to speak for at least three or four minutes in front of people, and that really helps to build their confidence.

And so we do a lot of that. Before they can even speak in public, we do a lot of leadership development where they are actually practicing their communication skills. And then in addition to that, we have a number of people in the community come and speak to our members about the things that matter, right? Like knowing your rights. And they go into depth about homelessness. And every time we meet, they are always learning, learning, learning. So they're educated. And so now you have the education and you have the confidence builder. And then now they're beginning to really get ready to go out and do what Alina did the other day. And I'm not sure if she shared with you that she spoke in front of over 1,000 people.

EmbraceRace: She did.

Lisa Richardson Hall: And she did a wonderful job. So, it's really about confidence building.

EmbraceRace: Thank you so much, Lisa. We're glad to have you.

Jessica K. Taft: Did you want me to answer the one about those stakes?

Jessica K. Taft: I could pull back a little bit. I think part of what Alina talks about there that's really significant is the individual stakes, right? The stakes for the people who participate. But I think when we think about the significance and the importance of youth activism, we actually should be also thinking about its significance for our communities, right? That if we're not including young people, we're actually excluding a group of people whose visions tend to be bigger, tend to be more visionary, who tends to be more critical, who tend to have a sort of alternative perspective on the world rooted in their direct experience and knowledge as young people.

And so when we're not actually listening to them and including their activism and their voices, then our ability to solve social problems is actually much worse. That we actually are fundamentally often misunderstanding what's happening in communities and institutions, if we don't really listen to youth. And so I think that the stakes around including young people as political subjects are not just like the stakes for individual youth of the things that they get out of it, which are absolutely important, but they're also stakes for all of us. And they're also, I think, about a question of justice, right? That I think many people assume that young people don't have sufficient critical understanding of the issues that are going on around them, and that's absolutely not true. Right?

We know that young people understand inequalities and injustices. And if they understand it, then to exclude them is also simply unethical, right? That it is actually an issue of human rights. And really respecting young people's rights means really listening to young people as political actors.

If we're not including young people [in our social movements], we're actually excluding a group of people whose visions tend to be bigger, tend to be more visionary, who tends to be more critical, who tend to have a sort of alternative perspective on the world rooted in their direct experience and knowledge as young people.

Jessica Taft

And so when we're not actually listening to them and including their activism and their voices, then our ability to solve social problems is actually much worse.

EmbraceRace: I mean, I heard Lisa say that certainly part of the curriculum is precisely that sort of education, development of analysis, critical thinking. So you understand the youth that you're engaging. For a long time it seemed to me that part of what makes activism among young people so important is it often felt to me like so many adults feel that they can actually get defensive because they feel implicated in the creation of the systems you may be trying to sabotage and transform. Whereas younger people, yes, certainly are fully capable of that analysis, but don't feel implicated in the same way, or are unlikely to get defensive, right? So in a way, I have often felt that it makes young people in general more clear-eyed. It's like, "Oh, that's the problem. We need to fix that."

Jessica K. Taft: Yeah, and, "Why can't we?" Right? And I think that's a really fundamental question that young people regularly ask of like, "Well, why is it this way? And why can't we just change it?" Right? They're not invested in keeping things the way that they are.

EmbraceRace: What you were saying earlier too, Jessica about how adults have to learn this too. And this idea that when a child turns into an adult that suddenly they'll be in a position to transform the structures around us without having learned to do it or without having the mindset to do it, that you have to develop over a really long time, it's really asking a lot of adults, right? Or of people that have not had that experience. So yeah, I really think that's important to remember that we all need this training.

Lisa, my question is, Rays of Hope is amazing, right? As EmbraceRace, we're definitely interested in this question of agency for young people, leadership for young people. So we keep an eye out for organizations that do the kind of work you do. I think there are not very many, again, there are very few organizations that goes as early as 8 years old.

Is there a Rays of Hope chapter or something similar in this place or that place for parents, for teachers who want to do this work? Or a curriculum? And for people who want to do this work but don't have an organization like yours to support them, what are some basic takeaways you have for working with young people?

Lisa Richardson Hall: Well, one of the things, again, about this generation is they can build their own platform because of social media. And that's something that we really ask of our members to do. We not only want them to work with us, but we want them to become a voice on their own. And so things like being on social media and posting about what's actually happening right now is how you can start to become involved and build your platform.

I think it's important that young people follow on social media, on Instagram, on Facebook, those people who are activists that are doing the work that are on the front lines right now. To follow them and really learn by looking at what is happening on social media. Alina will post daily on our Instagram page. And we have close to 600, 700 followers, not a lot. We just started really on Instagram. But it's something that really is important especially right now.

I suggest that they really get out there, get on social media and find out what's happening and start to learn that way also. There's so much information out there for them. Rays of Hope doesn't have any chapters. I started it with a group of moms. We took our children out to do community service and it just grew and grew and grew. I mean, it grew overnight. We've seen over 100 members in the past couple of years.

I don't really have the help, and I don't even have a curriculum now. We do have written information about our leadership development, but that is really it. So it's about me connecting with others who want to help children. For instance, Alina has gone to Capitol Hill and sat down and talked with a senator about working in marginalized communities. That was me making a phone call to someone that I know that can connect with someone on the Capitol. And I was able to bring my group there. Those are the types of things that I do.

EmbraceRace: Thank you, Lisa. I think the social media, I imagine that's trickier for younger kids.

Lisa Richardson Hall: Yes, it is. But we have our social media within our organization. Our organization uses GroupMe. And so our younger kids, most of them who do have phones, believe it or not, at 8 or 9 years old. And they may not be able to go on social media like Instagram and Facebook, but they're able to be a part of our group. We kind of require that with them, and they have to check in. And we have a lot of conversation and a lot of learning going on in our group, in our chat.

EmbraceRace: Yeah. Thank you you, Lisa.
And Alina, what advice would you give to the younger version of you, and especially younger version of you who doesn't have a Rays of Hope to join? What advice would you give to the parents or teachers of a younger version of yourself? What would you like them to know?
Alina de Zoysa: Yeah. For me, I would just want to know that I shouldn't be scared to speak about what I believe in. Because for so long, I just believed that what I believed was kind of irrelevant and usually I was flooded out by classmates who had always been very vocal about what they believe in. And so I'm just imagining myself in my fifth grade classroom and just sitting in the back of the class, not really saying much. And I really wanted that version of myself to know that it is important for me to get active, because if I ever want anything that I believe in to actually come true, I need to be involved. And I need to know the importance that our voices, each and every one of our voices, have.

And if we don't use that power and that tool, nothing will get done. The next leaders of our country is this generation, every generation coming up. So we need to learn as we grow to not be afraid of our voice and the value it has. So I just really would love to tell myself to get out there sooner and put myself in uncomfortable situations. Because I would always be kind of scared to talk to teachers about trying to make connections with them. And now I just am able to make a connection with someone and know how I can contribute to their life and how they can contribute to mine, and be able to have open discussions with different people, different backgrounds, and just find middle ground and talk about things that matter.

Putting myself out there and making sure I can be heard is something I think was so important to me, and I later learned in high school. But I want all young kids to really understand and use your platform. And even when your platform is your classroom. Talk to all your classmates you may not really know or be involved with all the time or you may not be friends with directly. But just make friends and try to put yourself out there and make sure you're heard and make sure that you have a spot in your classroom and in life.

If I ever want anything that I believe in to actually come true, I need to be involved... So we need to learn as we grow to not be afraid of our voice and the value it has... But I want all young kids to really understand and use your platform. And even when your platform is your classroom.

Alina de Zoysa

EmbraceRace: Alina, thank you. We've got people saying, "Alina, you should make a YouTube video and we can promote the importance of becoming involved in the community to other people."

Alina de Zoysa: Wow. We do actually have a YouTube channel. And we have our younger members and other members who are involved with video making and all of that stuff. They make really great videos all the time. We actually had a panel of moms who were battling cancer who have overcome cancer, and we had some of our members interview them. So like we said, we promote all the time public speaking and everything like that. And being involved with all ages and everything in our community. So go check out our YouTube channel and our Instagram. It's always Rays of Hope. So make sure to check that out.

EmbraceRace: Kathy says, "You are going places, Alina. Stay being you." And Jessica, we would love to hear your wisdom for either the adults in the lives of kids or perhaps for the young kids themselves.

Alina de Zoysa: Thank you.

EmbraceRace: Thank you, Alina.

Jessica K. Taft: Yeah. Most of my advice is for adults. I think that kids actually know how to do this and they know how important it is and they want to be heard. But I think that the work is usually mostly for adults. And the first thing, I think, that what we have to learn is actually an unlearning. I think we have to unlearn a lot of our assumptions about childhood and adulthood. And most especially, I think we have to unlearn the assumption that adults know best. That we have to fundamentally let go of the idea that we actually know better than young people on most things. I think we might know more, we might know less, and I think we need to be really willing to learn from young people. And I think that we can't really work as collaborators with young people, as real allies to young people until we see them as real experts and as our equals in a really fundamental way.

And that's hard work. And it's not because we're bad people, right? We live in a society that bombards us with messages that tell us that young people are self-absorbed or captivated only by social media, but not serious. Or that they don't understand, or that they're emotional, or that they're not rational, or that they can't engage in critical thinking. And all of those messages are hard to let go of, and we have to start peeling those back and asking where they come from. Are they really true? We have to let go of the idea that young people who are politically engaged are somehow pawns of adults, that they have somehow been brainwashed by adults.

We have to actually have faith in their critical capacities and their critical thinking skills. And then there's actual work to do on the ground. Right? Once we've done that unlearning, then I think we're ready to show up. And then we can actually be helpful. And then it's a matter of like, "What are our resources? Right? And what are our differential resources?" And the point that Lisa made, I think, about Ray, she was able to call somebody who knew the senator to get them in touch with the senator, is exactly the kind of resources that adults are likely to have that young people might not be as likely to have.

We can provide those kinds of connections to policy makers. We are more likely to have money, so we can provide financial supporters. We're more likely to have institutional memory. And this, I think, is really important for teachers. That teachers are in a school or an institution much longer than young people that are in that institution. And so teachers are able to say, "You know what? Five years ago, this same principal promised that they were going to start doing this thing that they haven't done."

And the students might not know that, right? So teachers actually have a really important role to play in helping maintain a kind of institutional knowledge about what young people have done previously, what the institution has done previously. And then I think we just have a lot of work that we can do around support, emotional support, really just being encouraging, doing this work of building up young people's confidence, doing some of the material labor, right? Like driving people places, printing flyers, right? There's all kinds of things we can offer, but I think we have to really learn to let young people lead and to really work with them as partners.

I think, that what we [adults] have to learn is actually an unlearning... a lot of our assumptions about childhood and adulthood. And most especially, I think we have to unlearn the assumption that adults know best. That we have to fundamentally let go of the idea that we actually know better than young people on most things... And I think that we can't really work as collaborators with young people, as real allies to young people until we see them as real experts and as our equals in a really fundamental way.

Jessica Taft

EmbraceRace: And so we have to ask, "How can I help?"

Jessica K. Taft: Yeah.

EmbraceRace: There are a lot of questions from grandparents or older activists wondering how they specifically can help. And some of them are saying they tend to be activists themselves, and they're wondering how to help young activists, but also how to get their grandchildren interested in activism. There's an idea that, "They're not as into it as I am. Maybe it's because I'm saying it." Any advice there?

Incidentally, just on that, we also have some folks writing in and saying, we'd like to help you, Rays of Hope, write out some of your program to share with others, et cetera. Here on their website you can donate. But yeah, there are all kinds of resources like Jessica was saying. It doesn't have to be money to be a contribution.

Alina de Zoysa: Can I just speak on the question earlier about the older activists? When I went to the protest on Sunday, I actually saw a lot of the older generation being there and being active and having signs and having their grandkids there with them and their children. And I just saw that, and I was so inspired. Because people who have been fighting this fight for so many years are still at it and still adamant about things that they believe in. And that's really important to make sure you don't forget what you believe in and don't let your voice be drowned-out and to keep fighting. And I really felt like that was amazing to see and just bringing that younger generation with them and saying, "Just look at what's going on, look at being part of history."

And something I like to do a lot is to just educate myself. I read the news a lot. I'm on social media a lot to just be able to see how other people are learning about these things. I'm a high schooler so I'm on TikTok and stuff like that, and so I see all these activism videos. And I see people sharing links to documents, and I see people having debates and everything like that. From both political parties, they'll have live streams and just have debates about different topics that they believe in.

And just educating yourself about things that you believe in and about history, that's something I felt was so important. Just learning what this role is about. And in order to be involved, you need to be educated. So I'm reading different types of books outside of school to make sure I know what's going on. Right now, I'm reading Howard Zinn's history book about United States history. And just learning all these little things about America's history and how we got to where we are today was not only eye-opening but inciting to see because don't learn those types of things in my history classroom.

A lot of history is very whitewashing and the people who won that war, they're able to write that history. And so to be able to read something on the oppressed point of view is something I really need to know how to do and need to seek out different types of resources that gives that point of view, the point of view that so many people try to burry down and make their voice not heard. So just inciting yourself about different things and watching the news, different news stations to see different points of views to get all sides, all points of views to make sure you're educated the most you can be, is something I really enjoy and I keep at it.

EmbraceRace: That's great. Alina, thank you. It's so amazing to know about all that before you leave high school, which as you said, what you learn there is not necessarily the whole story or never is the whole story.

So I know at Rays of Hope, you start at 8 years old. But what does activism look like at that age, or in preschool? How young is too early? Will it scare young kids?

Lisa Richardson Hall: Okay. So at 8 years old in Rays of Hope, our kids are involved in everything. The younger kids are really learning from the older kids. For instance, last week when we went on the protest, we had a number of young children at that protest. They made signs. They participated. They walked. They marched. And that's because their parents approved. That is something at Rays of Hope that I would ask. Anyone that's in elementary school, I would definitely ask the parent if they would like to participate. They don't have to if they don't want to, but they need to get permission to go on marches with us and all of that.

We don't really keep them from doing anything that a teenager does except for if we wanted to go and see a movie that is maybe PG 13 where we're learning about history or something like that, and they're not age appropriate. They wouldn't go through something like that. I think Alina was in the seventh grade when she joined Rays. I'm not sure. I can't remember.

Alina de Zoysa: Yeah. It was sixth grade.

Lisa Richardson Hall: Right. And so Alina was doing everything that our seniors were doing at that time. And just so you know, she makes me want to just cry when I hear her speak because when she joined Rays of Hope, she barely participated. She was very, very shy and quiet. So I think having the younger children and the older children as mentors really really help. We don't really keep them from doing much of what we do because of their age.

EmbraceRace: Thank you, Lisa.

Teachers are asking, how can we incorporate activism in a meaningful way into the middle school, into the high school, from preschool on up really? And what are some bits of advice you might have for that?

So, Alina, I wonder, for example, to what degree was school a source for you? Obviously, Rays of Hope was. Your peers in that program were. Ms. Lisa was. What about the school?

Alina de Zoysa: I go to Jackson Memorial High School, and I've been in the Jackson system since I was in first grade. And I'd say I don't know if school really played a huge part in my activism per se because of the demographics that go to my school. But I really felt like I found my group of people that I feel comfortable with. And I've found close friends who also joined Rays of Hope. And I found friends who believed in what I believe in, who still support me when I do my activism and speak out on issues that are important to me. So I feel like even though school didn't particularly play a part in it, it helped me bring myself into a community where it did foster that. And I also am a part of, like I said, a Saturday school program called TeenSHARP and that helps minorities learn about their history.

And that's where I started reading Howard Zinn's book and making sure I educate myself on other resources that are not taught at school. And so just being able to have access to different programs and different points of views, that helped me become the person I am. That also helped me contribute to speaking out about topics that matter to me. And so just making sure I'm part of a community and making sure I make myself a part of a community, even though I may not particularly at the be in one, put myself into one, and make sure I get the education I want and I deserve.

EmbraceRace: Thank you. That's awesome, Alina. Really so well said. Jessica, I want to come to you, and certainly feel free to respond to that question about whether and how schools might support. Alina, for example, said that, as I recall, that your mom signed you and your brother up those many years ago.
There are a lot of parents certainly who would like to see their kids be activists and be out there, and the kids may not want to for whatever reason. So, do you have any general advice for that parent? Do we just wait and if the kid shows that impulse, we feed it? Or is there a way to feed and spark that impulse?
Jessica K. Taft: Yeah, I'll take those separately. Let me start with the schools. I just want to reference a resource that might be helpful to people who are particularly interested in trying to figure out how to incorporate some of these ideas in the classroom context. So out here in the Bay Area, I would say the group that is doing this the most in schools is an organization called Teachers for Social Justice. And they do an annual conference. It's just phenomenal. They put together lots of great resources and materials specifically for teachers. They're rooted in Ethnic Studies, and they're part of a sort of push toward Critical Ethnic Studies in K to 12 in California. And they take a really clear activist orientation to their approach to Critical Ethnic Studies and are, I think, a great source if you're looking for places to go as a teacher in particular around how to do the work in your own classrooms.

And then for parents, I think the issues are different, right? I think the relationships that parents have with their kids are different than the relationships teachers have for sure. And I think my inclination is to say that part of what parents can and should be doing is having conversations about social issues with their kids, right? That that's part of what it is to raise a child in the world, right? Is to talk about all of the things that are going on in the world because kids see it. We know that kids are seeing it, and it's not that they're not aware.

And so this is also a response to how young is too young, right? 6 year old's live in the world. And they see the trauma. They see the violence. They see the inequality. And I think we do them a disservice if we think that we're somehow protecting them from that vision, right? That the work is to talk with them about those things.

Whether or not that necessarily means that somebody wants to become an activist, I think that's a little bit more an inclination in some ways. I would love to say that every kid should be an activist. But on the other hand, I think, part of respecting children's agency and autonomy and power, which is something that's been really important to me, is to also respect when they don't want to do the things that we wish they would do. And that maybe they don't want to get politically engaged at this point. So I think creating opportunities, making it available, but not necessarily pushing it is probably the right approach.

EmbraceRace: And there are other things to do. I mean, activism at large is not only protesting. Right?

Jessica K. Taft: Absolutely.

EmbraceRace: It seems like from very early on you can teach your kids that this world we're in was created and that we can also change it, right? It's not just the way it is.

Jessica K. Taft: Yeah.

EmbraceRace: We hope those of you who are listening will support Rays of Hope. It's a 501(c)(3) organization. Lisa perhaps won't say this. And certainly we haven't had this conversation about what I would say here, but I can tell you, I mean, as far as I understand, a lot of support for this organization is coming out of pocket for the people who are members of it, and certainly for Lisa herself.

If you like what you're hearing, if you like the work they're doing, please donate. Clearly a lot of you, as are we all, are very impressed with Alina and love the mission of this organization. So if you have the means and the inclination, please donate. I know that they will appreciate if you do, as will we.

There's a question which I'll just read from Christine. "How can I help my white and Latina 14 year old, a strong supporter of Black Lives Matter with few friends and classmates of color, to be a supportive ally activist for the Black community?" How do you promote alliances between kids and the understanding that we should be supporting each other?

Alina de Zoysa: I could answer that. As a student, I go to a predominantly white school, but the minorities in our community tend to stick together, and we tend to be a smaller community within our school. And we talk amongst each other all the time. One thing that we have in our school after an incident of racial injustice at our school and inappropriate comments, is we emplaced a diversity club, in which we focus on educating ourselves and our community about leaders of color in our community. And that also includes the LGBTQ community. We need to learn about different people who have contributed to our community and different backgrounds and how that helped them become that person they are today. And how that didn't limit them to what they can do.

And so just learning and sharing amongst one another our own personal stories with one another, so we can see different points of views. Not only doing that, but educating ourselves about other people who have been active in our community and who are older than us, just to look up to them and see how they've accomplished it. And so I would say to really read about different perspectives. And there's so many blogs out there about what people of color experience at school, at different functions, just learning about these individuals experiences and understand how you can help with your privilege.

And I've seen one thing on Instagram: "How can I use my White privilege for good?" And just reading up on different resources of how you can use your position in our world and how you can use it for an advantage. So just educating yourself about what you can do and who you can donate to, what you can read up about. Just reading and understanding and educating yourself, you can help others by just knowing different things that other kids may not know.

I've seen a lot of my white peers posting about different resources they can be accessing. And I thought that was so amazing to just see how they're speaking up about it, even though they're not personally affected by it. Just because you're not affected by it, doesn't mean it's not happening. Although I've seen a lot of classmates sit back and just let everything that's happening right now brush over themselves, just posting beach pictures and all that. I've seen a lot of people, who I never thought I would see, posting about how they can help and how you can donate to different organizations like Black Lives Matter and donate to people who have been victims of police brutality. So just being able to make connections with other minorities in your school and in your community is something that's really important. Just let those voices be heard, and educate yourself about different things.

EmbraceRace: Wonderful. Thank you, Alina. First, I want to say sorry to all the folks who asked lots of amazing questions. Of course, we're not able to get to them. I'm going to ask one last one then we'll have to close out. There's a bunch of questions really around emotional safety, right? Depending on the kind of activism you do, physical safety may or may not be an issue, but certainly emotional safety is likely to be an issue, at least possibly.
How do you think about emotional safety for your young people?
Lisa Richardson Hall: Well, that's extremely important to me. The great thing about what I do is that I am connected to families who allow me not only to help and teach activism and community service, but also connect with me personally. And so I've built very great relationships with all of my kids. And I check in with them constantly even during times like this pandemic. I have their phone numbers. I speak to them all the time. They call me. I have college students who have graduated through the program who still call me. And sometimes they'll tell me things that they won't tell their parents. And so emotionally, I'm just always checking in to make sure that they are all right, and if they need any help at all in any areas of their life, that they can call me. I think it's important that they have someone that they can do that with.

EmbraceRace: Well, thank you so much, everybody. Thanks everyone who's watching and thanks to our guests, to Jessica, to Alina, to Lisa for hanging in even though we had some tech issues. And we're grateful to have all this participation. We'll send you guys this video tomorrow and the resources that were mentioned. And we'll even maybe try to get some of these questions answered for you. And all of you, I think Alina you, in particular, we must say that you made some big fans. Thank you so much for your work, all of you.

Alina de Zoysa: Thank you.

Lisa Richardson Hall: Thank you.

EmbraceRace: Bye-bye.

Resources

Teachers for Social Justice - A great source if you're looking for places to go as a teacher in particular around how to do the work in your own classrooms.

# data[].attributes.attachment_link.title
"Rays of Hope": Supporting the leadership & activism of our young people

# data[].attributes.attachment_link.description
Our children and youth are not simply "future adults." They are fully realized people with observations and opinions about the worlds they live in and aspirations about the ones they want to bring into being. On issues from climate change to Living-with-HIV to police brutality, young people - children, in some cases - are at the forefront of leading the way forward.

# data[].attributes.attachment_link.title
Raising Antiracist Kids: Empowering the Next Generation of Changemakers

# data[].attributes.attachment_link.title
Parenting in Support of Black Lives: How to Build a Just Future for Kids (and How Media Can Help)

# data[].attributes.attachment_link.title
"I Can't Breathe" A Roadmap for Responding to Racist State Violence (however you are able)

# data[].attributes.attachment_link.description
Photograph by Xena Goldman for Mpls St. Paul

# data[].attributes.attachment_link.provider_name
National Association of School Psychologists (NASP)

# data[].attributes.attachment_link.readable_text
Across the nation, children of all backgrounds are experiencing a time in which discussions about race, gender, gender identity, sexual orientation, religion, and culture are at the forefront of their everyday lives. Many people avoid these discussions because they fear that conversations about race, bias, and racism lead to feelings of anger, guilt, discomfort, sadness, and at times disrespect. The current state of our Union, however, no longer allows for these tough conversations to be ignored. While uncomfortable for some, school psychologists are in a position to lead or at least participate in these conversations. By using their knowledge and expertise of systems-level change, school psychologists can facilitate the dialogue to bring about positive, productive outcomes.

This document is part of a series of resources developed by the National Association of School Psychologists (NASP) in response to recent acts of racial violence and the increasingly uncivil discourse occurring across our country. It is important for school psychologists and other educators to understand the historical and contemporary conditions that have resulted in many of these violent acts, as well as others' reactions (including violence) to these events. NASP seeks to help schools and families engage in constructive dialogue about privilege, prejudice, power, and the ways that all of us can work together to shift the conversation from hate and violence toward understanding and respect to ultimately bring about positive change and unity to our communities.

Background Information

In today's American society, each of us has an identity that shapes how we see ourselves and others. Not only do our social norms and cultural underpinnings influence our experiences, they also set the course for how we view the world. Differences in identity-and related struggles for place and power-are woven throughout our history and social and political culture. In fact, while diversity is a hallmark and strength of our nation, the path toward common ground, mutual respect, and equity has been rocky for nearly every religious, racial, and ethnic group that has become part of the American fabric along the way. The same is true for groups identified by specific experiences and characteristics, such as gender, sexual orientation, and disability. In many respects, though, the disconnect in identity and experience between White Americans and those of nonmajority backgrounds is deeply intertwined in our most difficult challenges, such as poverty, disenfranchisement, isolation, inequity, and violence, and it isn't fully possible to address these issues without also addressing this reality.

The Role of Privilege

For many members of the majority culture (i.e., those who identify as White) in the United States, being made aware of one's classification as linked to privilege is likely not a common or welcomed experience. Indeed, many people have never been asked or required to reflect on their own privileged status, and in regards to racial identity, doing so might feel uncomfortable or even discordant with the common narrative regarding social and political changes over the years. For example, White Americans may attach the concepts of progress toward equality or being "color blind" as mitigating privilege. As a result, many White Americans either may not be aware of or may avoid considering how simply being White confers special status or experiences, potentially to the detriment of others. While many Americans may not view themselves as privileged because of their economic or social status, the advantage of being in the majority racial group is real, even if often hidden.

Consider simple life activities such as shopping in a store without the fear of being followed or buying or renting a home in an area that you can afford without consideration of your race. This fundamental disconnect might both motivate and exacerbate the racial/cultural divide in the United States due to a lack of awareness of how privilege contributes to the realities of racism. Peggy McIntosh (1990), in her essay "White Privilege: Unpacking the Invisible Knapsack", wrote, "I realized that I had been taught about racism as something that puts others at a disadvantage, but also had been taught not to see one of its corollary aspects, White privilege, which puts me at an advantage." Importantly, although privilege is often associated only with wealth and/or economic status, it applies far more broadly. Privilege can be assigned to populations within a group, such as athletes, individuals perceived as attractive, individuals who attain higher levels of education, or membership in certain religious groups. Loosely defined, privilege includes the following aspects.

Unearned advantages that are highly valued but restricted to certain groups. Unearned advantages are those that someone receives by identifying or being born into a specific group. It is important to note that the groups who have received these advantages have not earned them due to their own hard work but rather their affiliation (e.g., being born into a wealthy family provides privileges that others do not have, such as accessing education as well as mental health and medical services; White Americans are more likely to walk into a mall without the suspicion of stealing). Equally important to note is the reality that while some benefit from unearned advantages, others are victims of unearned disadvantage. Unearned entitlements are things of value that all people should have; however, they are often restricted to certain groups because of the values of the majority culture that influence political and social decisions. The example below illustrates this concept.
Example: John (a boy) is perceived to understand science better than Jane (a girl). Although John and Jane are both in the same science class and have the same grades on their assignments and exams, because he's a boy, John's perceived superior understanding of science can become advantageous if he (rather than Jane) is encouraged to join science clubs. Over time, John's participation in various science clubs may lead to receiving better grades in science and improve his chances of being accepted into more rigorous and competitive classes and programs in the future.
Privilege oppresses certain groups. As explained by Wildman and Davis (1995),
Members of the privileged group gain many benefits by their affiliation with the dominant side of the power system. Privileged advantage in societal relationships benefits the holder of privilege, who may receive deference, special knowledge, or a higher comfort level to guide societal interaction. Privilege is not visible to its holder; it is merely there, a part of the world, a way of life, simply the way things are. Others have a lack, an absence, a deficiency.

Privilege exists when one group has something of value that is denied to others simply because of group membership and not based on what a person or group has done or failed to do (Johnson, 2006). For those who routinely benefit from privilege, the challenge is to not quickly deny its existence. It is important to recognize that privilege is a part of the reality that helps some while it impedes others' experiences. For example, although being female or a person of color does not necessarily directly determine an outcome, these characteristics can easily and quickly make these individuals less likely to be hired, recognized, or rewarded in a variety of situations.

Privilege is problematic (a) when it skews our personal interactions and judgments and (b) when it contributes to or blinds us to systemic barriers for those who do not possess a certain privilege, thereby creating or perpetuating inequity. In American culture, certain groups have the privilege of operating within settings-through no effort on their part-that are more conducive for their success, while others-through no fault of their own-find themselves in settings that make success more difficult (Miranda, Boland, & Hemmeler, 2009). Again, this concept refers to any advantage that is unearned, exclusive, and socially conferred. For example, with White privilege, White people are generally assumed to be law abiding until they show that they are not. On the other hand, people of color, in particular African Americans and Latinos, are routinely assumed to be criminals or potential criminals until they show that they are not (Johnson, 2006).

The Effect of Privilege in Schools

In schools, privilege-based bias plays out in many ways but perhaps most acutely in discipline. Macintosh (2014) refers to the disproportionate disciplinary outcomes in schools and the importance of evaluating implicit bias in the context of vulnerable decision points that are highly susceptible to individuals' unconscious bias. Unconscious bias at its core speaks to lack of awareness of-or literally not thinking about-internal biases when engaging in disciplinary practice. Such unconscious bias is likely the result of individuals' past experiences, including lack of exposure to certain students (i.e., ethnic minorities). When adults who are working with young people make fast decisions, the data suggest an increase in the likelihood of disproportionate disciplinary practices that unfortunately continue to perpetuate the stigma of perceived criminal behavior from African American and Latino students.

As practitioners continue to develop and grow in their own self-awareness, the potential to change the current outcomes seen in disciplinary practices is promising. Lindsey, Robins, and Terrell (2009) suggest that culturally competent educational leaders should engage in the following:

Assess one's own culture

Value diversity

Manage the dynamics of difference

Adapt to diversity

Institutionalize cultural knowledge

These practices allow culturally competent educational leaders to recognize their own cultural values, norms, and expectations, while allowing them to collaborate with students, staff, and families from other cultures. These interactions support the management of conflicts that may arise as a result of cultural differences. Adapting to diversity suggests embedding equitable practices in classroom management, instructional practices, and social-emotional learning. Finally, institutionalizing cultural knowledge speaks to informing school policies that are equitable and supportive of all students.

Self-Reflection Questions

Wildman & Davis (1995) explain that "the lives we lead affect what we are able to see and hear in the world around us." As such, an important first step to understanding the concept of group-based privilege and how it can shape peoples' perspectives, experiences, and interactions is to examine our own experience. We can be the beneficiary of privilege without recognizing or consciously perpetuating it. Learning to see one's own privilege as well as that of groups and systems can create an important pathway to self-discovery. Some questions to consider are listed below.

1. When was the last time you had to think about your ethnicity, race, gender identity, ability level, religion, and/or sexual orientation? What provoked you to think about it or acknowledge it?

2. When watching TV or a movie, how likely are you to watch shows whose characters reflect your ethnicity, race, gender, ability level, religion, gender identity, and/or sexual orientation?

3. When using social media, how diverse is your feed? How diverse are your friends and followers? How diverse are those that you follow?

4. How do you respond when others make negative statements towards individuals of a different ethnicity, race, gender, ability level, religion, sexual orientation, and/or gender identity than yourself?

5. How often do you go to social settings where the majority of individuals are of a different ethnicity, race, gender, ability level, religion, sexual orientation, and/or gender identity than yourself?

6. How diverse is the community in which you live?

7. How do you feel when you are in a community that is different than your neighborhood?

8. How would you make your neighborhood more inclusive and sensitive?

9. If you recognized your privilege, what did you do with this realization?

Suggestions for Talking to Others About Privilege

Engaging in thoughtful discussion with people of other backgrounds is essential to understanding privilege. Prior to the discussion, ask participants to read Peggy McIntosh's article, "White Privilege: Unpacking the Invisible Knapsack," or "Waking Up White" by Debby Irving.
Start by discussing how privilege looks in our society and which groups have privilege and which do not.

The first discussion should be about privilege, in general, in America and the reasons some groups have privilege and others do not. This lays a foundation before personalizing the discussion and may help participants be less defensive.

Next, ask participants to discuss examples of how they are privileged and how they are not privileged. Listen to the ways in which a person legitimately does and does not have privilege and validate any frustrations that are expressed, especially before offering your opinion or perspective. The discussion about areas in which participants have not experienced privilege is where the most empathy may be found.

Be sure to listen twice as much as you speak.

Stress that privilege is relative to each individual's lived experience.

The degree to which individuals experience privilege must be framed within the context of their own race, gender, ability level, religion, sexual orientation, and/or gender identity coupled with the communities in which they live, work, and play as well as the persons with whom they interact.
Recognize that having privilege does not require feeling guilty for your privilege.

Because each of us likely has an element of privilege within our make-up (ethnicity, gender, ability level, religion, sexual orientation, and/or gender identity), individuals need not feel guilty for their privilege.

Rather, the focus should be to use our privileged positions to challenge the systems in which we live. Specifically, challenge yourself and others to refuse to live in a system of unchecked privilege. For example, challenging school staff members to walk the route their students take to school each day is a small but meaningful step toward helping them to identify and understand their privilege in relation to the students they serve.

Determine and offer ways to challenge systems of privilege and oppression in your own life.

If someone mentions an oppressive pattern that relates to privilege (e.g., "Men always dominate conversations and talk over women because they are taught that their voices are more valuable."), consider how you will not participate in this pattern. For example, you might say less or be aware of how often you are speaking and begin to listen more while others are speaking.

Conclusion

Understanding and engaging in self-reflection and discussions about privilege is an essential step to addressing individual and systemic inequities in our society. We must be aware of and honest about our personal perspectives and how these may or may not contribute to biases that in turn may contribute, even unintentionally, to prejudice, inequity, isolation, poverty, and violence. Schools present an ideal context for helping to guide conversations and learning opportunities for students. (See NASP's lesson plan for middle and high school students, "Talking About Race and Privilege" for additional specific guidance.)

Resources
Related NASP Resources
"NASP Statement Regarding Recent Acts of Violence": http://www.nasponline.org/about-school-psychology/media-room/press-releases/nasp-statement-regarding-recent-acts-of-violence

"Racism, prejudice, and discrimination," NASP position statement: http://www.nasponline.org/x26830.xml

"Talking about race and privilege: Lesson plan for middle and high school students," lesson plan: http://www.nasponline.org/resources/social-justice
Online
"10 children's books that help White kids understand what children of color are up against," Romper blog post: https://www.romper.com/p/10-childrens-books-that-help-white-kids-understand-what-children-of-color-are-up-against-15238

"Confronting White Privilege," Teaching Tolerance article, http://www.tolerance.org/magazine /number-42-fall-2012/feature/confronting-white-privilege

"For White teachers in the times of #Blacklivesmatter," Practical Theory blog post: http://practicaltheory.org/blog/2016/07/07/for-white-teachers-in-the-time-of-blacklivesmatter/

"Resources for discussing police violence, race, and racism with children," Education Week blog post: http://blogs.edweek.org/edweek/rulesforengagement/2016/07/resources_for_discussing_police_violence_and_addressing_trauma_with_students.html?cmp=eml-contshr-shr

The Pathology of Privilege: Racism, White Denial & the Costs of Inequality, Media Education Foundation video: http://shop.mediaed.org/tim-wise-on-white-privilege-p137.aspx

"White privilege: Unpacking the invisible knapsack," monograph by Peggy McIntosh: https://www.deanza.edu/faculty/lewisjulie/White Priviledge Unpacking the Invisible Knapsack.pdf
Books
Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools, Second Edition by Glenn E. Singleton

Waking Up White by Debby Irving

"Why Are All the Black Kids Sitting Together in the Cafeteria?" And Other Questions About Race, 5th Anniversary Revised Edition by Beverly Daniel Tatum

References

Johnson, A. G. (2006). Privilege, power, and difference (2nd ed.). New York, NY: McGraw-Hill.

Linsey, R. B., & Terrell, K. N. (2009). Cultural proficiency: A manual for school leaders (3rd ed.). Thousand Oaks, CA: Corwin.

Miranda, A., Boland, A., & Hemmler, M. (2009). Understanding privilege in America. In J. M. Jones (Ed.), The psychology of multiculturalism in the schools: A primer for practice, training, and research (pp. 67-82). Bethesda, MD: National Association of School Psychologists.

McIntosh, K. (2016). How can we reduce racial disproportionality in school discipline? [PowerPoint slides]. Retrieved from: http://www.pbis.org/Common/Cms/files/pbisresources /IB intro 45 min 2016-2-9h.pptx

Tomes, Y. I. (2013). Cross-cultural interactions and understanding. Poughkeepsie, NY: NOVA.

Wildman, S. M., & Davis, A. D. (1995). Language and silence: Making systems of privilege visible. Santa Clara Law Review, 35(3), 881-906. Retrieved from: http://digitalcommons.law.scu.edu /lawreview/vol35/iss3/4/

© 2016, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, 301-657-0270, www.nasponline.org

Please cite this document as:

National Association of School Psychologists. (2016). Understanding Race and Privilege [handout]. Bethesda, MD: Author.

# data[].attributes.attachment_link.description
Across the nation, children of all backgrounds are experiencing a time in which discussions about race, gender, gender identity, sexual orientation, religion, and culture are at the forefront of their...

# data[].attributes.attachment_link.title
Speak Up: Responding to Everyday Bigotry

# data[].attributes.attachment_link.description
The Southern Poverty Law Center gathered hundreds of stories of everyday bigotry from people across the United States. They told their stories through e-mail, personal interviews and at roundtable discussions in four cities. People spoke about encounters in stores and restaurants, on streets and in schools.

# data[].attributes.attachment_link.readable_text
Being an antiracist reader means not only educating ourselves, but also paying attention to the institutions we support financially. We put together a list of Black-owned independent bookstores, thanks in part to this Twitter thread and AfroTech's list of 10 Black-owned online bookstores to support while at home.

Stores marked with an asterisk (*) below are Libro.fm partner stores-meaning that when you purchase audiobooks from their Libro.fm storefront, it directly supports their bookstore.

If you're looking for antiracist audiobooks to further educate yourself, your family, or your community, check out our antiracism playlists.
If we're missing any black-owned bookstores or need corrections on what's posted above, please let us know in the comments.
Claire Handscombe is a British writer who moved to Washington, DC, in 2012, ostensibly to study for an MFA in Creative Writing, but really, let's be honest, because of an obsession with The West Wing. She is the host of the Brit Lit Podcast, a monthly show about news and views from UK books and publishing; the author of Unscripted, a novel about a young woman with a celebrity crush and a determined plan; and the editor of Walk With Us: How The West Wing Changed Our Lives.

# data[].attributes.attachment_link.title
Black-Owned Bookstores to Support Right Now (and Always)

# data[].attributes.attachment_link.description
Being an antiracist reader means not only educating ourselves, but also paying attention to the institutions we support financially. We put together a list of Black-owned independent bookstores, thanks in part to this Twitter thread and AfroTech's list of 10 Black-owned online bookstores to support while at home.

# data[].attributes.headline
Hashtags-What should we tell our children?

# data[].attributes.subject
Hashtags-What should we tell our children?

# data[].attributes.attachment_link.readable_text
Should we tell the children? How?

Those are among the many questions parents are asking after the deaths of George Floyd, Ahmaud Arbery and Breonna Taylor. Many white parents wonder whether to talk with their kids at all, while parents of color swallow their grief and fear to have "the talk" once again.

These deaths are part of a more complex story, one some parents have been telling for generations, and others have long felt they've had the luxury to ignore. Experts in child psychology and race-based stress say these conversations are essential for all parents to have, and they underscore that there are developmentally appropriate ways to talk to children of all ages about racism and police brutality.
George Floyd protests: How did we get here?
"Silence will not protect you or them," said Beverly Daniel Tatum, a psychologist and author of "Why Are All The Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race." " Avoiding the topic is not a solution."

Racism persists, experts say, because many parents avoid difficult conversations.

"One of the most important things to remember is that you may not have all the answers, and that is OK," said Erlanger Turner, a clinical psychologist and assistant professor of psychology at Pepperdine University who studies mental health among racial communities.

USA TODAY spoke with Tatum andTurner about how to talk with children about racial violence:

Why is it important to talk with children about what happened to George Floyd and other incidents of police brutality or racism in the news?

Beverly Daniel Tatum: Even young children may see or hear about highly publicized incidents like the George Floyd case - perhaps overhearing the TV or the radio - and may ask questions. Or if parents are upset by the news, the child may perceive the parent's distress and ask why Mom or Dad is upset. In either case, an age-appropriate explanation is better than silence. Older children with Internet access may see online images on their own. Initiating an age-appropriate conversation can give children a helpful frame for understanding difficult realities. If parents are silent, children will draw their own often faulty conclusions about what is happening and why.

Erlanger Turner: Many adults are hurt and angered by these events, and their children may notice changes in their mood. It is helpful to have a healthy conversation around what happened and also talk about ways to cope when you witness social injustice.

Does COVID-19 warrant avoiding these conversations, given many children are already struggling with fear, anxiety and uncertainty?
'This report is ... a joke':House Democrats blast CDC over racial disparity data amid coronavirus
BDT: No. Not talking about upsetting events only fuels fear, anxiety and uncertainty. Being able to talk about something with a supportive adult can reduce fear, anxiety and uncertainty. Parents may avoid the conversation because they don't know what to say, but it is a mistake to think that their silence is helpful.

ET: I don't think that anxiety and fear about COVID-19 should stop a parent from talking about police brutality. This issue has been increasing in concern over the last few years as the number of black and brown people killed by police continue to rise. I think if you do talk with your child don't leave them in a high state of worry. Make sure to end the conversation by engaging in a pleasant activity after the difficult discussion so they won't stay worried or afraid.

How do parents start these conversations and how does that change depending on the age of their children?

ET: I think the first place to start a conversation around racism and police brutality is with honesty. Take ownership of your feelings and be comfortable sharing those feelings with your child. Then you can begin to allow them to share what they may already know about racial differences. I think that it is always good to allow children to share their opinion and understanding before you offer information.

For younger children conversations about racism should be limited to basic facts about how people are treated differently due to the color of their skin but also acknowledge that not everyone treats people differently based on race. For older teens, parents can consider exposure to news or social media posts as discussion points about this issue.

BDT: Regardless of the age of the child, it is important to balance acknowledging the reality of racism, or unfairness, with messages about the possibility of change, and the community of allies who are working together to make things better.

If a child of color asks if a police officer is going to kill them, what do you say?

BDT: The answer will depend on the age of the child. If it is a young child, a parent can be reassuring. "No, honey, you don't have to worry about that. Police officers don't want to hurt you."

In response to an older child, it can be reassuring to say something like: "I know that it is scary to think that something like that might happen, and I really don't want you to worry about anything like that. I know that most police officers want to help people, and most police officers never fire their guns. But sometimes they do get nervous and make mistakes. So it is important for you to know what to do if a police officer ever stops you..."

Black parents often refer to this as "the talk" they have to have with their adolescent sons to increase the odds they will survive an encounter with a police officer if and when they are stopped.

ET: That is a tough question. Depending on the age of the child, they may have some awareness of youth that have been killed by police. Obviously you don't want to respond in a way that is going to make children be more fearful for their safety. In my opinion, I think that you should let children know that most police officers work to protect them and their community.

If a child says they are afraid or angry, what do you say?

BDT: Acknowledge the child's feelings. The parent may have similar feelings. "I know it's upsetting to hear about and see these things happening. It upsets me too when bad things like this happen. Racism is very unfair. But it makes me feel better to know there are lots of people who want to change things." Being able to offer specific examples of community change agents would be useful. Being able to talk about what family members are doing to speak up against unfairness is especially useful. Actions always speak louder than words.

ET: If a child tells you that they are angry, that is appropriate. Don't force them to hide their emotional expression. However, be sure to help them identify ways to express their anger in a healthy manner which may include journaling or exercising to release the energy from their body.
Bear witness, record, de-escalate: How race may affect what bystanders are called to do in cases like George Floyd's
If a child is afraid for one of their friends, what do you say?

BDT: "I can see that you are worried about your friend. What do you think we could do that might help him or her?" Depending on the situation, this could be an opportunity to talk about what it means to be an ally, and how to stand in solidarity with another person.

ET: If a child is afraid for one of their friends, talk with them about those emotions. Allow the child to express why they may be afraid and help them identify how they can check on their friend's safety to ease their anxiety or fear. Part of what increases anxiety is the fear of the unknown. If you have a plan of action it will reduce some of those fears.

How can parents talk about law enforcement in a way that is honest but also doesn't discourage children from seeking help from law enforcement when appropriate?

BDT: Most police officers become police officers because they want to help people. And there are times when we would really want a police officer to help us - give some examples - if there's been a car accident, or if someone took something that belonged to us, etc. But sometimes a police officer does something bad, like today. When that happens, we might start to think that all police officers are like that. But it's important to remember that that is not true.

ET: I think that it is very important to talk with the children about law enforcement. For example, you can talk with them about how they protect rules in society such as making sure that people don't drive too fast so they won't harm themselves or others. Providing clear examples about the ways that law enforcement helps society will allow the child to better understand. You can also be honest about situations such as police brutality and let children know that some police officers break laws. If you have a trusted officer in your community it may be good to also allow the child to talk with them in person to reduce their fear.

Should these conversations be different depending on the race of the child?

BDT: Children of color are likely to experience racist encounters as they get older. They need to be helped to understand their own worth and feel affirmed in their identity as young people of color despite the negative messages they may get from others. Parents of color want to raise self-confident and empowered children who are not demoralized by other people's racism. This requires lots of conversation about racism and how to resist it in an ongoing way throughout their children's lives.

White children are often racially isolated as a consequence of segregated schools and neighborhoods, and consequently limited in their understanding of people different from themselves. White parents who want to interrupt the cycle of racism must learn to talk to their children about it and model their own anti-racist activity.
George Floyd video adds to trauma:'When is the last time you saw a white person killed online?'
ET: According to research, white parents often don't talk with their children about race or may emphasize "not seeing color." The concept of colorblindness or "not seeing color" is more harmful than helpful and does not honor an individual's identity. ... For white families, research suggests ... conversations should focus on raising anti-racist children and encouraging more friendships with children from others races.

Many of these deaths garner attention because footage of it goes viral. What should we say if our child asks to see it?

BDT: There are many adults who don't want to see such footage. I would not show it to a child at all. Once an image is in your head, it is very difficult to get it out. That said, it is reasonable to describe what happened and talk about why it was wrong. It is also likely that children with Internet access can view the footage without an adult's permission or assistance. Talking about it after the fact will help children process their feelings.

ET: You should not show your children these videos as it may increase the likelihood of them experiencing symptoms of trauma or having nightmares. What we know from research on witnessing disasters is that individuals may be at a higher risk of developing post-traumatic stress disorder even through indirect exposure to these events.

What do we say if, in the course of this conversation, a child says something racist?
George Floyd protests: Anger floods U.S. cities
BDT: Inquire about it with curiosity, not judgment. "I'm wondering why you said that ..." After hearing more about what the child is thinking, you can offer correction by providing new information. "You know, a lot of people might think that is true, but I don't because...."
You may also be interested in: Alia E. Dastagir is a recipient of a Rosalynn Carter fellowship for mental health journalism. Follow her on Twitter: @alia_e
ET: I think the first thing to do is to not get defensive. You want to foster open communication with your child. However, I think you should explore why they have that opinion, where did they learn it from, and tell them why what they said was wrong. It might be helpful for you as a parent to think about ways that you may have unconsciously expressed racist attitudes.

How can parents explain the uprisings in a way that doesn't condone violence but also doesn't minimize the sense of injustice fueling them?

BDT: Children understand the concept of unfairness as well as the experience of frustration. Years and years of unfairness - racism - results in intense anger and frustration. The conversation can then be about what we must do to fix the continuing unfairness.

ET: I think it is important for parents to be honest. Share your hurt, anger, or disappointment with your child. You should also talk about different ways to protest social injustice such as calling your local politicians office or even visit their office to talk with them about policy change to reduce injustice.

Resources for parents

# data[].attributes.attachment_link.title
George Floyd. Ahmaud Arbery. Breonna Taylor. What do we tell our children?

# data[].attributes.attachment_link.description
Should we tell the children? How? Those are among the many questions parents are asking after the deaths of George Floyd, Ahmaud Arbery and Breonna Taylor. Many white parents wonder whether to talk with their kids at all, while parents of color swallow their grief and fear to have "the talk" once again.

# data[].attributes.attachment_link.title
How to raise kids to be anti-racist and talk to them about racism

# data[].attributes.attachment_link.readable_text
Parents have a natural instinct to teach and protect their children. Police-involved killings, the shooting of Dallas officers, peaceful protests that turn violent - incidents that are often traumatic for adults - can make these two instincts feel in conflict.

Do we try to explain the strife our child sees on television? Or should we try to shield her from such "grown up" problems?

Howard Stevenson, a clinical psychologist at Penn GSE, studies racial literacy and racial trauma. He works with educators and families to help them understand the emotions that racial incidents can bring about, and how to reduce their negative effects on health and well being.

We asked Stevenson what ideas he had for adults who are searching for a way to discuss racial incidents with their children.
Why is this a conversation parents and guardians need to have?
Stevenson: We can't hide our children from the world. Your child is probably already more aware of race, class, and gender differences than you realize. This can be a time to teach your child about social justice, while also helping process how painful these events can be for them, and for you.
Why talk about social justice?
Stevenson: Adults often have a romanticized view of childhood that ignores how much children actually know. Our research, for example, has found elementary children are acutely aware of racial attitudes. Talking about injustice allows children to make sense of the things that don't go right in the world.

At some point, your child will be treated differently. Or one of her friends will be. They will be exposed to or have a sense of unfairness or injustice that is rightfully upsetting.

Explain that: "I'd like for you to be able to talk about it if someone treats you unfairly because of the color of your skin, or because you are a girl, or because of your religion, or because of a disability."

Right now, as chaotic as things might seem, is a good time to begin having these conversations with your child. It opens the door to you saying, "Here's what we are going to do. Here's how we can face this. You might feel helpless, which is natural and OK. I want to talk to you about this so you can feel strong."
Why talk about race?
Stevenson: We tell our kids not to approach strangers promising them candy. That's a scary situation for a child to imagine. Why do we do it? So children will be prepared for what to do.

Talking about race in America can be scary. People don't want to be seen as a racist or someone trying to start a conflict. But the less prepared we are to think about race and talk about race, the scarier those conversations are when they occur. And children need tools for how to feel and speak about these issues.
Remember "Affection, Correction, and Protection"
Stevenson: Think of this as a three-step plan for conversations about race and social justice:

1. Embrace your child's difference. Make it clear how much you care about her, how her difference is a gift, not a liability, and how not everyone will view it as a positive.

2. Correct misperceptions the world has about people who are diverse. We certainly know the adult world is filled with misinformation after a racist incident makes news. Kids hear that too. Help them better understand that no one is less human than another.

3. Monitor your child's emotions before, during, and after the conversation. Say, "this is an ongoing conversation." You're going to keep talking about these issues and they should too. When another incident makes headlines, follow up.

Reason it out
Stevenson: Kids are smarter than we give them credit for. Rather than simply give them rules ("Don't talk to strangers") give them reasons ("I would be afraid that a stranger would misunderstand you.")

Explain the reasons and emotions of why you are having this talk with a child. Explain that you want them to be able to talk about what makes them afraid, because that will make them strong.

It's OK if they're upset by what's happening in the world. You are too. Any reaction, as long as it's not violent or retaliatory, is OK.
How can you partner with other parents?
Stevenson: Every parent feels isolated having these hard conversations with their children. When you have the chance, practice having a hard conversation with your partner or a friend before you have to have it with your child.

Remember that other parents are struggling in the same ways that you are. Reach out to like-minded parents in your life at church, at your kids' games, waiting to pick them up from camp. What are we trying to say? What do we think they need to hear? What feelings am I having? Can I model how to share those feelings? If we can't communicate that, maybe someone else can. Who is that?
Avoid either/or
Stevenson: There's a reason many simple stories are told in terms of good guys and bad guys: It's easy to grasp. But this either/or construction doesn't help children reflect on the complexities in the world. Everyone has a family and loved ones.

A useful lesson is to teach a child how to refute an over-simplified either/or characterization. For example, why can't it be true that all Black, White, or Brown people act a certain way?

Many instances of injustice happen because a person dehumanizes someone else. It's much easier to be cruel or unfair if you are thinking of someone as not human. Ask your child to think, what if that person were my sibling? What feelings would I have?

Or ask, how would you like to be seen if a stranger comes up to you? That's how I'd like you to think about other people.
Listen
Stevenson: Don't assume you are the only one with wisdom to bring to the conversation. Children teach us too.

The more you listen for what your child already knows, what they are concerned about, what they are afraid of, the more you'll be able to help them speak and feel confidently about matters of social justice. And keep listening, because your child will need you to keep that conversation going.

# data[].attributes.attachment_link.title
Talking to children after racial incidents

# data[].attributes.attachment_link.description
Parents have a natural instinct to teach and protect their children. Police-involved killings, the shooting of Dallas officers, peaceful protests that turn violent - incidents that are often traumatic for adults - can make these two instincts feel in conflict.Do we try to explain the strife our child sees on television?

# data[].attributes.attachment_link.readable_text
Experts say diversity and discrimination are subjects that need to be addressed with children.

Cite this

American Psychological Association. (2016, March 9). Talking to kids about discrimination. https://www.apa.org/topics/racism-bias-discrimination/kids

Discussing discrimination can be hard enough for adults. Talking to kids about the subject can be especially daunting.

People can be discriminated against for any number of reasons, including age, gender, weight, religion, income level, disability, sexual orientation, and race or ethnicity. According to the 2015 APA Stress in America Survey, most Americans feel they have experienced discrimination. However, experiences of day-to-day discrimination are most likely to be reported by racial and ethnic minorities.

Unfortunately, many people are uncomfortable discussing racial differences. But when it comes to talking to children, experts say diversity and discrimination are subjects that shouldn't be ignored.

Children notice

Many people are hesitant to talk to their kids about differences because they don't want to draw attention to them. But whether you talk about those differences or not, kids notice when someone looks different than they do. They also notice when certain groups seem to be treated differently than others.

Studies show that even infants can distinguish skin tones. By early childhood, kids begin to have more favorable opinions of people they perceive as "the same" as they are-even if the similarities are meaningless. In one study, for instance, researchers randomly assigned 6-year-olds to either a green group or an orange group. Later, the kids were more likely to remember positive things about the kids in their own group, and negative things about kids in the other group. ¹

When parents avoid talking about differences and discrimination, experts say, children learn that the topic is taboo. Children might come to believe the differences they notice are more important than they really are. And they might be hesitant to ask questions, missing opportunities to challenge and correct stereotypes.

Discussing differences, on the other hand, can help kids appreciate diversity and better recognize discrimination when they see it. In one experiment with 8- to 11-year-olds, researchers read children storybooks that either downplayed racial differences (referred to as a "color-blind" approach) or talked about the value of diversity. Later, when listening to stories that featured examples of racial bias, the children who had read the "color-blind" books were less likely to recognize that bias. Kids who learned about diversity, on the other hand, were better at identifying examples of discrimination. ²

The stress of being discriminated against

All children can benefit from talking openly about diversity and bias. But for kids in groups more likely to be a target of discrimination, such conversations can be even more critical.

Perceived discrimination has been linked to physical and mental health problems including anxiety, depression, obesity, high blood pressure, and substance abuse. Many of these problems are believed to stem from the chronic stress associated with being a potential target of discrimination. ³

Discrimination-related stress can also affect how kids feel about themselves. It might prevent them from speaking up in class, or from participating in activities that are important to them.

But talking openly with children can prepare them for dealing with discrimination, and help them keep discrimination-related stress in check.

Discussing discrimination

How can you talk to your children about diversity and discrimination? Here are some guidelines to keep in mind.

Don't expect to have "the talk" about discrimination. It shouldn't be one conversation. Rather, let the discussion be open and ongoing.

Parents often avoid talking about hard subjects (including sex, underage drinking and discrimination) because they're personally uncomfortable. Keep talking anyway. The discussions get easier over time.

Use age-appropriate language children can understand, and don't give kids too much information at once. The conversation will get deeper and more nuanced as they get older.

Learn to respond to children's questions about differences and bias as they come up naturally. Help children feel that their questions are welcome, or they might come to believe that discussing differences is taboo.

Help children understand the value of diversity. A diverse set of experiences and viewpoints boosts creativity and helps kids (and adults) better understand the world around them. On the other hand, discrimination hurts everyone-not just the targets of discrimination. When people are discriminated against, we can miss an important opportunity to learn from them.

Take opportunities to raise discussions based on what you see around you-in real life, books, television shows and even video games. You might ask: "There aren't many female characters in this video game. What do you think of that?" or "Do you think that show accurately portrays LGBT characters, or does it rely on stereotypes?"

Help kids learn how to deal with being the potential target of discrimination. Plan ahead by developing healthy comebacks or responses to hurtful discriminatory statements. For example: "What an unkind thing to say." "Excuse me? Could you repeat that?" "I disagree with you, and here's why..."

If you hear children say something discriminatory, don't just hush them. Use the opportunity as a conversation starter to address their fears and correct their misperceptions.

Challenge your own assumptions and behavior. Do you laugh at racially insensitive jokes? Do you cross the street to avoid passing people of a different ethnic group? Children learn from your actions as well as your words.

Broaden their horizons. Think about the diversity of your own friendship and parenting networks and the places where you spend time. When kids are exposed to people from diverse backgrounds, they have more opportunities to learn about others and discover what they have in common.

Thanks to psychologists Diane Hughes, PhD, and Howard Stevenson, PhD, who assisted with this article.

References

¹ Dunham, Y., and Emory, J. (2014). Of affect and ambiguity: The emergence of preference for arbitrary groups. Journal of Social Issues, 70(1), 81-98. Doi: 10.1111/josi.12048

² Apfelbaum, E. P., Pauker, K., Sommers, S. R., & Ambady, N. (2010). In blind pursuit of racial equality? Psychological Science, 21(11), 1587-1592. doi: 10.1177/0956797610384741

³ Pascoe, E. A. & Richman, L. S. (2009). Perceived discrimination and health: A meta-analytic review. Psychological Bulletin 135(4): 531-554. Doi: 10.1037/a0016059

Recommended Reading

# data[].attributes.attachment_link.description
Experts say diversity and discrimination are subjects that need to be addressed with children.

# data[].attributes.attachment_link.title
Talking to Kids about Racism and Justice - Oakland Library

# data[].attributes.attachment_link.title
George Floyd, Minneapolis Protests, Ahmaud Arbery & Amy Cooper | The Daily Social Distancing Show

# data[].attributes.attachment_link.title
Online Resources for Families Regarding Racial Injustice - Children's Museum of the Arts New York

# data[].attributes.attachment_link.description
CMA has an important role to play supporting parents and caregivers as they do what can be the hardest part of the hardest job in the world - listening to their children. To this end, we have compiled an ongoing list of resources below that may prove helpful to children and families.

# data[].attributes.attachment_link.readable_text
Like most public school educators, Jesse Hagopian has spent the spring struggling to teach his students online. Some are homeless, while others are working frontline jobs to support their families.

And now many of his students, like others around the country, are on the front lines in another sense: protesting the deaths of George Floyd and other black people at the hands of police.

"I don't think their schooling is stopped at all. I think, if anything, it's on hyperdrive," Hagopian says. He is an author, an activist, a father of two sons and a black teacher at Garfield High School in Seattle, a city where more than 80% of the teachers are white. And he is the co-editor, with Dyan Watson and Wayne Au, of the 2018 book Teaching For Black Lives.

I talked with Hagopian about what it means to teach for black lives and why it's important. Our conversation has been edited for length and clarity.
I want to start with a word for parents, since so many parents are home teaching their kids now and may not know how to talk about what's happening. What's your advice for them?
Absolutely. I think that teaching for black lives now doesn't just mean teachers, right? It means all the parents who have been conscripted into home schooling. And they should take this opportunity to have these hard conversations with their kids about what's happening in our world today.
How old are your sons?
I have a 7-year-old and an 11-year-old.
How do you talk to your 7-year-old about police violence?
It's been a challenge his whole life. On his 2nd birthday, it was Martin Luther King Day, and I gave the final speech at the rally in Seattle. And a few minutes after that, a police officer pepper-sprayed me in the face. It was horrific pain. I got to his party late. I spent the party pouring milk in my eyes and my face. And it was traumatizing to him. So he's been knowing what police violence is about for most of his life.

And then [last week], we all went down to the rally. My wife and my kids and I. And we were there for about 20 minutes listening to speeches and chants before the police shot a flash-bang grenade into the crowd, just seemingly unprovoked and out of nowhere.

The smoke was rising. People were screaming. Everyone was running as fast as they can away. And my kids were really rattled and upset. And so, you know, I've had to have some very difficult talks that I wish I didn't have to have yet with my kids about this moment and about police violence.

He's learning from our experiences, and what I try to do is give him some context to it, help him process his emotions. And tell them he is not wrong for being scared, that it's nothing to be ashamed of. That it was OK to cry when we were at the rally and that we left right away. And I told him I would always keep him safe. So I'm just trying to hold them close right now.
Why did you publish the book Teaching for Black Lives?
We knew that there was a need to bring conversations about police violence, and about the loss of black life, and about the great contributions and struggles that black people have gone through throughout history, into the classroom.
And what is included in those conversations? Or to put it another way, what's missing from most school curricula?
You know, our students were having discussions about these horrific videos that they were seeing. And yet too many classrooms were not safe spaces to hold those discussions, so that kids are talking about it in the hallway, on the playground or on the school bus. But then actually analyzing it and what it means and how it relates to their lives was absent from too many classrooms.
And how is this coming into your teaching right now?
And so we wanted to help provide inroads for teachers to be able to have difficult conversations about the real-life situations that their kids are going through.

Too often black people are reduced to slavery, and the only way that kids learn about black history is learning about enslavement. And, you know, we wanted to say, actually there is this incredible legacy of struggle and contributions to our country that are far bigger than our oppression.

I've been trying to give historical context so that they can learn from the struggles of the past and then apply those lessons today.

We had Barbara Ransby [a professor of gender and women's studies and African-American studies at the University of Illinois Chicago] come to focus in on black women educators. So we looked at Septima Clark and Mamie Till ... and Ella Baker, and the way she always uplifted black youth.

But I think one of my biggest roles is just to be there for emotional support. Just to tell [my students] I care about them and that if they're having a hard time, you know, I'm someone they can talk to as they go through grief and trauma.
Schools are very segregated. But at the same time, they're among the more diverse spaces sometimes in our lives. What does teaching for black lives look like when your classroom is mixed?
We check in with their feelings every day. The first thing we do in my class is we do a mood meter. There's four quadrants with different colors. And they describe how they're feeling based on what color they're feeling. Beginning class with that. And using that as a way to then enter into a discussion about what's causing those feelings has been really important.
What does it look like for white teachers?
I think that I've had some of my most powerful moments of teaching in mixed-race settings. I have some really powerful stories of white students who had incredible breakthroughs with understanding their own identity and committing themselves to being allies for their black peers.

The vast majority of teachers in Seattle and across the country are white. And so if we're going to teach for black lives, it's going to require white teachers to do so. And that can be difficult. It can make you uncomfortable. But I hope that the video of George Floyd and the ensuing uprising that's happening around the country is enough of a catalyst to convince teachers that they need to educate themselves about the history of institutional racism. They need to explore their own identity as white educators and what that means. And then they need to take action by teaching about what they've learned.
Can you talk about the specific demands of the Black Lives Matter At School movement? I saw that Minneapolis public schools has just voted unanimously to terminate its contract with the police department.
And sometimes that looks like opening up space to allow the black students to teach and to share their experience. And sometimes that means contextualizing current events with history. Right. So, especially this week, teaching about the Tulsa massacres.

So I think that we need to struggle to get more black teachers in the workforce. But we also need to expect that the white teachers teach for black lives.

Absolutely. I think it will be a beacon to many educators across the country who are going to start putting similar resolutions forward at their school board meetings in this moment.

"Counselors, not cops," is one of the four demands we have, and I think it's one of the concrete reforms that could make a huge difference right now. The other three demands are to end "zero-tolerance" discipline policies, mandate black history and ethnic studies, and hire more black teachers.

# data[].attributes.attachment_link.title
Q&A: How To Talk To Kids About Black Lives And Police Violence

# data[].attributes.attachment_link.description
Like most public school educators, Jesse Hagopian has spent the spring struggling to teach his students online. Some are homeless, while others are working frontline jobs to support their families. And now many of his students, like others around the country, are on the front lines in another sense: protesting the deaths of George Floyd and other black people at the hands of police.

# data[].attributes.attachment_link.readable_text
Allyship Definition

Allyship is a process, and everyone has more to learn. Allyship involves a lot of listening. Sometimes, people say "doing ally work" or "acting in solidarity with" to reference the fact that "ally" is not an identity, it is an ongoing and lifelong process that involves a lot of work.

A white ally acknowledges the limits of her/his/their knowledge about other people's experiences but doesn't use that as a reason not to think and/or act. A white ally does not remain silent but confronts racism as it comes up daily, but also seeks to deconstruct it institutionally and live in a way that challenges systemic oppression, at the risk of experiencing some of that oppression. Being a white ally entails building relationships with both people of color, and also with white people in order to challenge them in their thinking about race. White allies don't have it all figured out, but are deeply committed to non-complacency.

Articles

Frances E. Kendall, How to Be an Ally if You Are a Person with Privilege

Peggy McIntosh, White Privilege: Unpacking the Invisible Backpack

Ta-Nehisi Coates, The Case for Reparations

Ali Michael Org, 10 Quick Ways to Analyze Children's Books For Racism and Sexism,

Allan Johnson, Excerpt from Privilege: Power and Difference

Margaret Biser, I used to lead tours on a plantation. You wouldn't believe the questions I got about slavery.

Holy shit, being an ally isn't about me!, Voices of WOC & Allies

Levana Saxon, Allyship and Accountability Glossary

Ryan Struyk, Blacks and whites see racism in the US very very differently

Matthew Hughey & W. Carson Byrd Born that Way: Scientific Racism is Creeping Back Into Our Thinking

NPR: Michael Martin, Fear of the Black Man, How Racial Bias Impacts Crime/Labor

Ernest Owens, 10 Messages of Wisdom We Need to Give Black Youth Right Now

Alexis Madrigal, The Racist Housing Policy that Made your Neighborhood

Goyette and Scheller, 15 Charts that Prove We're Far From Post Racial

Julie Turkowicz, A 'Historic Moment' for Native Americans

Nicholas Kristof, When Whites Just Don't Get It, Parts 1-7

Joy Sewing, Marrianne Williamson Asked White People To Apologize. She Got It Right

Tara Bahrampour, They Considered Themselves White, But DNA Tests Told a More Complicated Story

Books

Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools, 2nd Edition (2015) Glenn Singleton

Race Amity: A Primer on America's Other Tradition, Natl Center for Race Amity

White Privilege: Essential Readings on the Other Side of Racism, Paula Rothenberg

Woke Church: An Urgent Call for Christians in America to Confront Racism and Injustice, Eric Mason

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

Privilege: Power and Difference, Allan Johnson

Privilege: A Reader, Michael Kimmel & Abby Ferber

Raising Race Questions, Ali Michael

The New Jim Crow: Mass Incarceration in the Age of Colorblindness, Michelle Alexander

Just Mercy, Bryan Stevenson

America's Original Sin : America's Original Sin: Racism, White Privilege, and the Bridge to a New America, Jim Wallis

Slavery By Another Name, Douglas Blackmon

When Affirmative Action Was White, Ira Katznelson

So You Want to Talk About Race, Ijeoma Oluo

The Color of Law: The Forgotten Story of How Government Segregated America, Richard Rothstein

Stamped from the Beginning: The Definitive History of Racist Ideas in America, Ibram X. Kendi

How to be an Antiracist, Ibram X. Kendi

White Awake: An Honest Look at What it Means to be White, Daniel Hill

Empire of Cotton: A Global History, Sven Beckert

Slavery's Capitalism: A New History of American Economic Development, Sven Beckert and Seth Rockman

The Business of Slavery and the Rise of American Capitalism, Calvin Schermerhorn

The History of White People, Nell Irvin Painter

Films

13th, Ava DuVernay

When They See Us, Ava DuVernay

The Color of Fear, Lee Mun Wah

I'm Not Racist Am I?, Andre Lee

BOSS: The Black Experience in Business, PBS documentary

Slavery By Another Name: The Re-Enslavement of Black Americans From the Civil War to World War II, PBS based on book by Douglas Blackmon

Reconstruction, PBS based on book by Eric Foner

Videos

White Lies We Tell Our Children, Colin Stokes

The Enduring Myth of Black Criminality, Ta-Nehisi Coates via The Atlantic

How to Have a Voice and Lean Into Conversations on Race, Amanda Kemp

The Future of Race in America (on The New Jim Crow: Mass Incarceration in the Age of Colorblindness, Michelle Alexander

A Conversation with Black Women on Race, New York Times Op-Docs Series

A Conversation with White People about Race, New York Times Op-Docs Series

How Race Settled the Suburbs, Upworthy (Adam Ruins Everything)

Equity vs Equality, Carneades

Newsletter

For more resources, tips, and upcoming announcements, don't forget to sign up for our Dismantle Collective newsletter!

Support

You can also click here to donate to support our work.

# data[].attributes.attachment_link.title
Resources for White Allies - Dismantle Collective

# data[].attributes.attachment_link.description
Allyship is a process, and everyone has more to learn. Allyship involves a lot of listening. Sometimes, people say "doing ally work" or "acting in solidarity with" to reference the fact that "ally" is not an identity, it is an ongoing and lifelong process that involves a lot of work.