Race Conversations and Equity Work in the Classroom

As a teacher, sometimes it is hard for me to grapple with my feelings about systemic racism in the education system. The institutions of education we now have in our country were created by and for white people. Some of my own bias, beliefs, and behaviors stem from being raised in and teaching in that system.

I had a discussion with my students recently about how education is power. We are learning about courageous people. This year I've specifically focused on and tried to direct them to information about people of color. So we've talked about Malala Yousafzai who fought for the education rights of women in Pakistan and now continues to do so around the globe. We also talked about the Little Rock Nine who chose to attend school in the face of much blatant racism and outright violence because they wanted to fight for their right to an equal education. My students asked...why did people want to stop African Americans from attending school?

I talked to them about how throughout history, when a group of people is being oppressed by another (women, natives, Blacks, etc.) that literacy and education are withheld from them. Because education is power. The more a group of people is educated--the more they understand about the world around them and how to fight back against the systems that hold them down. And our system of education is STILL not equitable!

Some teachers still can't acknowledge that much of the way we run education today does not and CANNOT benefit students of color. The way we talk about texts, the texts we read, the bias and beliefs about how students should behave are all colored by the expectations we have and much of the time--students of color do not fit that mold.

I continue to acknowledge my part in upholding some of these racist ideals in the school. I do my best to educate myself on what I need to do and know and change in order to benefit all of my students. One of my biggest goals right now is having more conversations with other white people about racism and white privilege. People of color generally carry the burden of discussions about race and it's high time white people confront their own problems. 

Some parents believe that race shouldn't be something discussed in school and that politics shouldn't be addressed either. However, I think that the growing gap between political parties and the increased violence that has occurred in our nation are signs that we need to acknowledge events happening in our country and how race may play a part. Not all parents are addressing these issues in their homes. I know that as a teacher it isn't my responsibility or perogative to tell my students what political party they should be in or what they should think. But I can present them with facts (there really shouldn't be a debate on what the facts of any event are) and then teach them the skills they need to have a respectable collegiate discussion. 

One of my favorite standards from the Utah Common Core says this: Students should be able to"Acknowledge new information expressed by others and, when warranted, modify their own views." I think that this is becoming a lost art in our culture. When presented with new information, people have a hard time integrating it into their existing knowledge and beliefs and altering their world views. This is a skill I want to instill in my students and sometimes that means addressing difficult conversations.

All of this to say that I've been reading some professional development books centered on race and equity this week, so check these out:

Not Light, But Fire: How to Lead Meaningful Race Conversations in the Classroom by Matthew R. Kay

This first book's title is a reference to a quote from Frederick Douglass. He was asked to address a group and "shine light" on the abolitionist movement. However, he retorted back that, "It is not light that is needed, but fire."--a much more passionate call to action. 

I felt the title was very fitting. I felt Kay's passion for teaching, care for his students, and inspired by his willingness to be uncomfortable in discussions with his students. It made me reflect on my own conversations with my students--and how I've created an environment and culture in my classroom that makes it safe for us to have these discussions. 

One of my biggest takeaways from this book was that we shouldn't use race conversations only in the context of "February Soup." So many educators only pay attention to Black history and literature when it's Black history month and they present students with a confusing mix of information that doesn't seem to fit in with the rest of the curriculum. The goal for bringing race conversations more into the classroom should be intertwining increased multicultural literature and discussions throughout other curriculum with the goal of helping students engage with their own identities and eduation. This year especially I've been trying to do this same thing and thinking of ways I can share other cultures and races with my students naturally that allows them to question and reflect.

Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Teaching by Gholdy Muhammad

This book has been on my radar ever since I listened to a Cult of Pedagogy Podcast episode of Jennifer Gonzalez with Gholdy Muhammad. She and her book sounded like something I really wanted to read and incorporate in my practice. 

Muhammad details her equity framework in history and literacy developed through her understanding of African American Literacy groups during the 19th Century. It is a fascinating premise and I can see how implemented correctly, it would greatly improve the education of all students. 

This book is one that I will definitely have to re-read to really figure out how I can implement into my practice. At least my impression of the book was that it was more a theory and framework for curriculum that actual implementable tactics for teachers to use right now.

I've heard many educators and equity coaches talk about how the educational system needs a complete overhaul to more equitably benefit students of color--not just minor changes here and there. This book addresses this tactic, I believe. 

Here framework focuses on four tenants that were represented in African American Literacy groups and would greatly benefit all students in our classrooms: Identity Development, Skill Development, Intellectual Development, and Criticality. It focuses on a lot of rigor and helping students see their culture and experiences valued and incorporated in their education.

Coaching for Equity: Conversations That Change Practice by Elena Aguilar

Even though this is a coaching book, I still would highly recommend it to teachers. But be aware--it is SO dense with information. But in a good way! With a lot of professional development books I feel like I have to skim to find information that I want to glean from it. This book has something on every single page that I love and had to stop to reflect and consider. I find myself slowing down a lot to savor and enjoy the book. It's taken me a lot longer than other PD books.

Aguilar spends a lot of time in the book talking about her discussion with clients and how she helped them process their experiences with racism, white privilege, bias, etc. So many of her questions and conversations have made me pause and think about my own experiences and how I would respond to the questions. 

I've had a few experiences since then where I've stopped in the moment and recognized that something I was thinking or saying came from a place of bias or prejudiced thoughts and I've had to address with myself where it was coming from and how I can improve. It's not often that a book really puts you through the wringer like that and makes you confront some uncomfortable truths. I'm grateful for the work Aguilar has done in the book to help me to this point.

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I'd recommend all of these books to educators who feel like they're prepared to delve deeper into anti-racist curriculum and race in the classroom. They should be ready to tackle their own issues and practice in a way that might be very tough. If you end up reading these, I'd love to discuss!