Five Things Not to Do During Black History Month | Teaching Tolerance – Diversity, Equity and Justice

A reminder from Zaretta Hammond, author of Culturally Responsive Teaching and the Brain. 

 

It happens every February. Yep, Black History Month. Some folks are asking if we should even have a Black History Month. That’s neither here nor there, but there are some things to avoid if this annual commemoration is to have any significance. Here are five guidelines I think we should take special care to follow: Five Things Not to Do During Black History Month | Teaching Tolerance – Diversity, Equity and Justice

Don’t Say Nothing | Teaching Tolerance – Diversity, Equity and Justice

“We may be uncomfortable talking about race, but we can no longer afford to be silent. We have chosen a profession, which—like parenting—requires that our comforts come second to those of children.”

Don’t Say Nothing | Teaching Tolerance – Diversity, Equity and Justice

 

A call to action to my colleagues + the Black Lives Matter Fall 2016 Syllabus

Dear educators:

#BlackLivesMatter is the Civil Rights Movement of our time. What role are we playing [and I mean beyond posting or re-posting (re)traumatizing stories day after day on social media]? Is this not a time to stop business as usual and maybe replace our pre-planned curricula -at least in part- with a Black Lives Matter Syllabus? Whose permission or encouragement are we waiting for? Are we really “too busy” to rethink what we’re doing in our classrooms, really that stressed about material we “should” cover to prepare students for the next standardized test or college? What better way to prepare students than teach them how to respond to the world around us by modeling responsible citizenship?

Our students are listening, and our silence is deafening.

Why don’t we all fly Black Lives Matter flags at our schools? (UPDATE with better questions: What would it take for our schools to be able to fly the Black Lives Matter flag knowing we were doing the flag justice, that it was not just an empty symbol without any institutional support? What would have to happen at our schools first before we could put up that flag in good conscience?)

Please think about your universe of obligation, your spheres of influence, your locus of control and decide on some next steps you’re going to take starting on Monday.

Me? As a department chair, I am going to have a meeting about how we as the Human Development Department will be responding to recent events. And I am going to be having some awkward conversations, I am sure, following this post. I’m open and willing to be checked when I step on toes or cross some lines. Hell, I’m open and willing to put my job on the line for being “too aggressive,” perhaps, in challenging my community to self-reflect, re-evaluate, come face-to-face with white fragility -sore spots and blind spots and all-, and keep doing the work anyway.

There’s no opting out when fellow human beings literally can’t breathe.

I am not even calling anyone out right now; as I learned at Facing Race conference six years ago, and as I keep trying to teach my students, I am calling us all IN.

We can and must do better. Let’s figure out what that looks like, and then, for the love of humanity, let’s start doing it.

Thanks for reading.

tk
Here’s one selection from the Black Lives Matter Fall 2016 Syllabus. Enjoy.

 

 

 

Facing Race Issues In the Classroom: How To Connect With Students | MindShift | KQED News

Students’ racial identities play a big part in how they approach classroom relationships and learning, and teachers can learn strategies to make all their students feel comfortable and capable of learning.

Source: Facing Race Issues In the Classroom: How To Connect With Students | MindShift | KQED News

Curriculum for White Americans to Educate Themselves on Race and Racism–from Ferguson to Charleston | Citizenship and Social Justice

Curriculum for White Americans to Educate Themselves on Race and Racism–from Ferguson to Charleston | Citizenship and Social Justice