Reflect

I think it is important to allow students to express their feelings and thoughts on how they are feeling based on their racial identity, and their struggles. I think that we are so quick to dismiss conversations that we are not comfortable having, when in reality we should be having these uncomfortable conversations. I think the more we talk with our students about how they are feeling regarding their racial identities, the more trust we are going to build. As well as incorporating these tough topics into our curriculums by having social justice discussions, or projects to allow the students to explore on their own and bring their own ideas into the classroom.

Role modeling, protocols, rubrics. I think that having students research their own topics on social justice topics and bringing those ideas into the classroom opens the door to a lot of risk. But as the teachers, if we design rubrics and protocols to deliver the information and to have the conversations, I think it would greatly benefit the conversation and prepare them to engage with these topics while still be sensitive to students and prevent further trauma.

I found these videos to be very informative! I think the place to start is education, it's difficult to understand or be empathetic to various groups' struggles and benefits if we are not educated. I think it's also important to encourage students (with their families) to explore their racial identities and what does it mean to identify with those racial identities. I talk about racism with my students and co-teachers often and we've often asked our students why they feel so comfortable talking with us candidly and honestly and they all have said that it's because we listen and are open minded- though, I'm not sure we can "teach" those qualities... it is a good place to start. 

As I reflected on questions for this week, the thought that resonated with me was emphasizing the importance of compassion. How can we support students or foster trust…compassion.  I’m thinking about the world we live in with a global pandemic and the political situation. I get the feeling that It's crucial that we need teacher leaders that will exhibit compassion. I was reading a book by Bill George who notes that “leaders learn to accept their weaknesses, failures, and vulnerabilities, just as they appreciate their strengths and successes… they gain compassion for themselves and the ability to relate to the world around them in” (George,2018, p. 96). Compassion is the characteristic of having real concern for other individuals. As a leader and throughout the culture in an organization, this characteristic creates greater ties between people. It will enhance collaboration which in turn enhances the organization. Our "organization" the school system needs at Its core foundation compassion. Compassion means “listening more than talking. It also means suspending our agenda and being genuinely interested in others” (McKee & Massimilian, 2006). An individual or leader cannot actually help if they don’t understand the person they are trying to help. It’s literally as simple as that. We can fill in the missing holes with assumptions and to jump to conclusions without hearing the full story. While our motives maybe positive, not taking appropriate the time to dive deeper will result in incomplete information necessary to convey valuable advice. To understand, means to listen more than you speak. As the Dalai Lama says, “When we are motivated by compassion and wisdom, the results of our actions benefit everyone, not just our individual selves or some immediate convenience…” (Francis et al. 2019). Words we all should live by.      

References:  

Francis, A. P., Carter, M. A., & Nickson, A. M. (2019). Supervision and professional development in social work practice (first edition). Sage India.

George, B. (2018). Lead true - Bill George. Lead True: Authentic Leadership Rediscovered.Retrieved February 2, 2022, from https://www.billgeorge.org/wp-content/uploads/2018/09/Bill-George-Lead-True-eBook.pdf    

McKee, A., & Massimilian, D. (2006). Resonant leadership: A new kind of leadership for the digital age. The Journal of Business Strategy, 27(5), 45-49. https://doi.org/10.1108/02756660610692707      

The remaining .1% of our DNA account for superficial characteristics such as hair texture and melanin levels that protected our ancestors from the sun.  Homo sapiens originated in Africa and traveled from there. The lower sunlight levels in Europe favored lighter skin tones due to the need to absorb vitamin D. This geographical factor favored mutations that slowly lowered melanin levels over time.

Our students should know that we are not different races. The concept of race was used to target various groups of people and exploit them. Africans being considered a different race was used as an excuse to enslave them.  The Nazis targeted the Jewish people as a different race that needed to be "exterminated". 

Our students should see themselves as equal to all others, regardless of geographic, ethnic, gender or socioeconomic affiliation. We all have the same cognitive abilities that should be maximized. We are far more alike than different.

Our SCSD students should be taught how to advocate for themselves so that they may have access to classes/interventions that will best develop their skills in reading, writing and math. This also includes access to a safe learning environment and a better school transportation system, of which both will increase school attendance and participation. Education is a major gateway to opportunity and all of our students have the right to an equal education and equal opportunities. Knowledge IS power! We want them to know that!

I think that the work of helping students to feel secure in their racial identities starts with the teacher's effort and antiracist journey. As a white female educator, I need to put a lot of work into identifying and reflecting upon my own biases and engaging in my antiracist journey. I do a lot of reading and listening outside of school, which helps me to be a better antiracist educator in school. If I did not put in this time, I'm not sure I would have the capacity to engage students in meaningful thought provoking conversations about race and identity and I certainly wouldn't do these conversations justice. 

Additionally, I believe that a school's culture plays a big role in students securities in their diversity and racial identities. Having signage and posters around the school that highlight the races and cultures of the students that they serve, highlighting holidays of the cultures of the students that they serve. These important steps that a school are a big step that helps students to feel seen and understood. 

My main takeaway was not to shhh children when they bring up race, or mention a racial stereotype – in that way we influence children not to be color-blind, but to be color-silent. Instead of hushing students when race inevitably comes up, we should use misconceptions as a conversation starter. We should not be afraid to acknowledge the nation’s tainted history of slavery. We should avoid trauma by making it clear that slavery is no longer the reality – that students are not in danger of becoming slaves again. We should also not tell the story in such a way that makes blacks passive victims, and whites as always the enemy… we should include the accounts of active black resistance as part of the narrative, as well as making it clear that white allies are part of the story as well.

I think open and honest conversations between members of different races is the strongest tool in breaking down racial barriers and misunderstandings. I believe most negative feelings come from a place of ignorance, not willful spite, and are perpetuated by stereotyping. Allowing the space to safety ask questions and explain perspectives goes a long way towards correcting misconceptions and building collegiality among students and staff.
I also believe that teachers must intentionally and frequently ensure they represent all races and cultures in their materials. But by this I don't just mean showing pictures with persons of color. Allowing students to see themselves in historical and powerful positions such as scientists and politicians helps instill self confidence and pride in one's racial identity. 

I think this work needs to be intentional well-thought out and continual. I think this work can begin even before the first day of school! Getting to know students, their families and even the surrounding community is understanding where the student comes from and learning about their support system. I like to go on home visits and learn about the family and their history and this helps me understand the student a little more. I live very close to the school, so fortunately we share a neighborhood community and I often find that helps when talking about identity and community injustices. Next year I would like to use the journal: This Journal is Anti-Racist by Tiffany Jewell to create a classroom community that analyzes, evaluates and speaks out against racial injustices.