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I agree, there should be some type of motive to get people to move and make changes in their lives for not just them, but for others. 

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We need to realize as people that we have more power than we do, and that we can educate the future generations about that power that they can do to change the injustices in the country. What students need to know that they are beautiful, and that their skin is an identity of who they are, and that they should embrace their differences as their own. What students should also learn is that with what they believe in, they can connect with a historical figure that they admire on a deeper level than they know. As for historical events, students should learn what the whole country involvement on huge events, especially with the Civil Rights Movement around the whole country. We are not alone, and that we can use that motive to come together and talk about their personal lives and how those effects them in their social and economic lives, especially with the color of their skin. We don't know people's stories, but once we realize that we have the power to do something to find out what they are. There is hope for future generations that they too will share with what they know to lessen the gaps between races, and to gain empathy for what people are going through.

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Rethinking Schools. (2020, November 25). Teaching the Radical Rosa Parks with Bill Bigelow. https://rethinkingschools.org/articles/teaching-the-radical-rosa-parks/
Rethinking Schools. (2020a, June 10). The Largest Civil Rights Protest You’ve Never Heard Of - Rethinking Schools. https://rethinkingschools.org/articles/the-largest-civil-rights-protest-you-ve-never-heard-of/
Au, W. (2009). Rethinking Multicultural Education: Teaching for Racial and Cultural Justice. http://ci.nii.ac.jp/ncid/BB14222555
Ayers, W. (2008). City Kids, City Schools: More Reports from the Front Row. http://ci.nii.ac.jp/ncid/BA89395558

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"The Largest Civil Rights Protest You’ve Never Heard Of" by Adam Sanchez is about teaching the 1964 New York City school boycott. I am going to be honest; I have never heard of this boycott before until I read about this article. Sanchez explains how he taught about this boycott to his class, and ask the students where they think the largest boycott happened for Civil Rights during the 1960's. All of them mentioned all of the usual boycotts that took place in the South, but he said that is not the biggest one. He explains that there is a basic narrative that comes with the boycotts from the South. "This narrative reinforces the myth of progress, one in which most Americans, especially those in the North, responded positively to the demands of the Civil Rights Movement and righted the wrongs of lingering Southern racism. The movement, in this story, ends victorious when the Civil Rights Act of 1964 and the Voting Rights Act of 1965 strike down Jim Crow laws in the South. While these laws were momentous victories, they encompassed only a small fraction of the movement’s goals." (Sanchez, 2019). There is a lot in the Civil Rights Movements that doesn't mention what happens in the North, that is why Sanchez considers only the South to be a small fraction of the information, which is what he teaches his students.
He did research on the involvement of the North with the Civil Rights Movement to give the students the most accurate depiction of the movement, and to have discussions about it. "The real Civil Rights Movement was not just about tearing down legal barriers, but about economic inequality, criminal injustice, police brutality, and access to quality education and healthcare" (Sanchez, 2019). He would go into detail about all of these issues that were the reason of the Civil Rights Movement, and how the boycott came to be (students protested to go to school because of segregation) but there were a lot of people (including the New York Times) that were against anything that involved Civil Rights and wrote about it being "illegal". In the end, it moved students to think about what they can do now with racism, social injustices, and even wrote final papers in the class how that the topic of the protest moved them to do something in their own lives.

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"Teaching the Radical Rosa Park" by Bill Bigelow talks about how Bill made online seminars about Rosa Parks, and to address the myths that have been put on her historic event on the bus. Bigelow also mentions in the article that Rosa Parks did spend most of her time in Detroit to help with many social issues there. "Mrs. Parks’ life is a tapestry of resistance. And, indeed, she spent more than half her life in Detroit — which Mrs. Parks called “the Northern promised land that wasn’t” — fighting segregation in housing, hospitals, and restaurants; protesting police murders of Black teenagers; organizing against sexual violence; working for Congressman John Conyers and getting to know Malcolm X. Rosa Parks’ life offers a road map from the Civil Rights Movement to Black Lives Matter and #MeToo" (Bigelow, 2020). She was a powerful woman beyond the bus boycott, and Bigelow wanted people to know that she is known for more than her life in Montgomery Alabama. She also helped many other people from the seminar to also join and stand up for what Rosa Parks thought was wrong in the world. Bigelow states at the end of the article that "Many young people were warned by their parents and teachers not to get involved in civil rights. There was this popular phrase: “In order to stay out of trouble you have to stay in your place.” But when you stayed in your place, you were still insulted and mistreated if white people saw fit to do so" (Bigelow, 2020). I agree, young people that are students need to get involved because racial issues will get bigger and happen over and over again. No matter what, someone is always going to insult people, people just need to know if they want to keep standing and let it happen to cause a change, or to just walk away.

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How does this connect to Multicultural Education? 

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How does this connect to Multicultural Education? 

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I thought about my discussion with the RME book that I have had with building community. Bigelow did this discussion during COVID, to still connect with people and to bring awareness more about what Rosa Parks did after the boycott with social issues that are still around to this day that she fought against. We are all connected with community, and that we all have connections to make a difference with the lives of others.
I feel like chapter 37 from RME really stood out to me when it came to community because of the book discussion "Nina Bonita" Or "Beautiful Girl" to teach the students that the color of their skin is beautiful. That is what the teacher was trying to show to the students, and it brought one of her students to say "Dark-skinned children are beautiful and I have dark skin, too" (pg.296). This connects to the article because it is amazing how one person can change perspectives of people, and even children to find out more about themselves in a positive way, or to find more connections with people like Rosa Parks, a leader.

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How does this connect to Multicultural Education, and what we talked about in class? 

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How does this connect to Multicultural Education, and what we talked about in class? 

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This article got me to think about chapter 9 from CKCS "Building a Community From Chaos" by Linda Christensen. In this chapter, it talked about creating material in the classroom that are meant to connect to the lives of students and to engage them in the class. Even though that there is a discussion about a historical event in the article, there can be discussion that can be about how that the boycott can apply to their lives through personal stories. Christensen explains that with personal stories and topics in the class that there is a sense of empathy and understanding. “Once they’ve seen how people can hurt, once they’ve shared pain and laughter, they can’t so easily treat people as objects to be kicked or beaten or called names." (Christensen, pg. 68). What hurts one of us, hurts all of us, no matter what background that we come from, there is always an impact about sharing our experiences or even with historical events. Teachers need to force this more into their curriculum and encourage their students to learn more about other people outside of their racial community to create positive relationships and friendships that can last them for a while. We are not alone when it comes to what we have been through, and that we don't know everything that a single person or child is going through. Teachers need to create that safe space in their classroom for conversation about personal stories, and how that connects with past events, and to talk about how students can apply what they learned about empathy and compassion about others with these lessons of personal stories and history. This will then help students to think about the future, and how talking about their struggles with others, will create stronger bonds with other people.

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This does go with my philosophy on the sense of community. We need to be more aware on how to bring people together, especially during the times of COVID, or even when there is diversity of race in the classrooms. We are not alone in this world, and once we realize that we can then have discussions about our physical appearances and how they are beautiful, and that we can connect with our historical figures deeper than we know. I believe that it is important to keep talking about historical figures and what they have done, and even mentioning their physical appearance and how they are people just like us the whole time they were alive. Even though they were famous and made a change in the world, they are still people, just like the girl in the book and the ones in the classroom in the RME book.

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I think that connecting history and personal stories is a personal way for students to have growth with empathy, compassion and community. From a young age, my dad has always told me that I should not judge people because I do not know their story. Which is true, we do not know what different people from different racial communities are feeling or experiencing, but we need to make a change to help that gap get smaller. Having discussions about social and racial issues in schools is a good way to go because even though some students may be uncomfortable, that means that there needs to be talks about it. It does not need to be an in depth conversation depending on the grade, but to create a safe environment to have that conversation.
I feel like that we as a community are afraid to talk about racial and social injustices because of not only privilege, but because of what we want for ourselves, "The American Dream". But truly, what is the American Dream? Not all people can get it, especially if you are a person of color because of the social standards that have been in place before some people of color have come to America. That needs to end because it is not solving anything. We need to create a leveled ground of opportunity to give all people a chance for their story and their voice to be heard so that they can achieve their dream.