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Thread (1):
The recent events in our country have been heartbreaking. The #GeorgeFloyd incident is historically tragic; the response and the outrage reflect years of anger, frustration, and pain of experiencing racism and discrimination. As a human, I am hurting.
The recent events in our country have been heartbreaking. The #GeorgeFloyd incident is historically tragic; the response and the outrage reflect years of anger, frustration, and pain of experiencing racism and discrimination. As a human, I am hurting.
(2)
Through my hurt, I question my role as a person, a father, a citizen, and an educator. So many people are being impacted. Our cities are burning. Educators need to have a role in our healing. As an educator, I am worried about our students.
Through my hurt, I question my role as a person, a father, a citizen, and an educator. So many people are being impacted. Our cities are burning. Educators need to have a role in our healing. As an educator, I am worried about our students.
(3)
Students need forums to have their voice heard, to process issues, and to try to understand this incredibly complex web of hatred in our world. Some get this opportunity at home or have a communication network that allows for this. Others do not.
Students need forums to have their voice heard, to process issues, and to try to understand this incredibly complex web of hatred in our world. Some get this opportunity at home or have a communication network that allows for this. Others do not.
(4)
Regardless, these discussions can’t be optional in schools. As a school, our literal responsibility is to teach. By remaining silent on these issues, our inaction is teaching, but doing so by sending a destructive message through our omission.
Regardless, these discussions can’t be optional in schools. As a school, our literal responsibility is to teach. By remaining silent on these issues, our inaction is teaching, but doing so by sending a destructive message through our omission.
(5)
It is one thing for a school district or an institution to generally denounce racism, discrimination, or hatred, but if that isn’t accompanied by other action, by students hearing teachers speak directly to them & their classmates, that denouncement becomes a hollow message.
It is one thing for a school district or an institution to generally denounce racism, discrimination, or hatred, but if that isn’t accompanied by other action, by students hearing teachers speak directly to them & their classmates, that denouncement becomes a hollow message.
(6)
Even in the best of times, every student enters class wondering “Do I belong? Am I enough? Do I matter? Will my voice be heard? Are my opinions valued and dignified?”
Even in the best of times, every student enters class wondering “Do I belong? Am I enough? Do I matter? Will my voice be heard? Are my opinions valued and dignified?”
(7)
Now imagine being a student, having those questions, and then layering on the rage and anger of the events of the world. These emotions are being combined with the questions of race, power, identity, in both schools and in society.
Now imagine being a student, having those questions, and then layering on the rage and anger of the events of the world. These emotions are being combined with the questions of race, power, identity, in both schools and in society.
(8)
And then what if you, as a student, spend a day at school with those questions burning, encounter multiple adults in your world, and never once is the issue raised or is a platform offered? How do you feel now?
And then what if you, as a student, spend a day at school with those questions burning, encounter multiple adults in your world, and never once is the issue raised or is a platform offered? How do you feel now?
(9)
Such inaction moves beyond avoidance and into negligence. This is not placing blame on teachers. Being in the midst of a school closure, teachers will have an incredibly difficult time doing this. They need help.
Such inaction moves beyond avoidance and into negligence. This is not placing blame on teachers. Being in the midst of a school closure, teachers will have an incredibly difficult time doing this. They need help.
(10)
Teacher interactions with students are limited in this remote learning environment. They have been tasked to essentialize curriculum and narrow content. I would argue...what’s more essential?
Teacher interactions with students are limited in this remote learning environment. They have been tasked to essentialize curriculum and narrow content. I would argue...what’s more essential?
(11)
Students need teachers who show them and explicitly tell them that they matter, teachers need administrators who support them taking risks and engaging in these necessary and courageous conversations.
Students need teachers who show them and explicitly tell them that they matter, teachers need administrators who support them taking risks and engaging in these necessary and courageous conversations.
(12)
Teachers need curriculum flexibility and administrative backing to feel empowered and to be given explicit permission to bring relevant world issues into the classroom. Discussing tough issues needs to be encouraged.
Teachers need curriculum flexibility and administrative backing to feel empowered and to be given explicit permission to bring relevant world issues into the classroom. Discussing tough issues needs to be encouraged.
(13)
Teachers and students need district and national policymakers to systematically address policies and practices that perpetuate inequities.
Teachers and students need district and national policymakers to systematically address policies and practices that perpetuate inequities.
(14)
And educators need understanding from society, parents, and peers that teaching transcends standards and content.
But most of all, we need educators at all levels to garner the will (personal and institutional) to confront inequities.
And educators need understanding from society, parents, and peers that teaching transcends standards and content.
But most of all, we need educators at all levels to garner the will (personal and institutional) to confront inequities.
(15)
Some books and resources that I have found to be helpful in my own growth as an equity-minded educator (and I know I am in need of much more growth):
@DrIbram Ibram X. Kendi: How to be an Anti-Racist
@RobinDiAngelo Robin DiAngelo: White Fragility
continued...
Some books and resources that I have found to be helpful in my own growth as an equity-minded educator (and I know I am in need of much more growth):
@DrIbram Ibram X. Kendi: How to be an Anti-Racist
@RobinDiAngelo Robin DiAngelo: White Fragility
continued...
(16)
Additional resources that have been helpful:
@MattRKay Matthew R. Kay: Not Light, But Fire
@TyroneCHoward Tyrone Howard: Why Race & Culture Matter in Schools
@Ready4rigor Zaretta Hammond: Culturally Responsive Teaching and the Brain
continued...
Additional resources that have been helpful:
@MattRKay Matthew R. Kay: Not Light, But Fire
@TyroneCHoward Tyrone Howard: Why Race & Culture Matter in Schools
@Ready4rigor Zaretta Hammond: Culturally Responsive Teaching and the Brain
continued...
(17)
More resources...
@DrHoward_RECAST Howard Stevenson: Promoting Racial Literacy in Schools
@pgorski Paul Gorski and the Equity Literacy Institute
These are just some, but there are many more.
Thank you.
End: 17/17
More resources...
@DrHoward_RECAST Howard Stevenson: Promoting Racial Literacy in Schools
@pgorski Paul Gorski and the Equity Literacy Institute
These are just some, but there are many more.
Thank you.
End: 17/17
