I read a Tweet yesterday about “canceling Lincoln.” No one is ‘canceling Lincoln.’ But I am asking teachers to do a much better job and overhaul the curriculum and framing of the Civil War.
Here are some links from the school year 2018-2019 (8th grade Humanities) and Zinn Education Resources:
Teachers: I used this document as a shared reading piece. The students came to their own conclusions: no, Lincoln did not free the slaves.
This thread by Jared Yates Sexton is also a good place to start with thinking about Lincoln’s role and shifts in philosophy.
Even as Lincoln worked to abolish slavery, he was meeting with luminaries like Frederick Douglass and telling them he didn’t believe white and black people could live together.
Douglass shocked him by telling him freed slaves just wanted to be Americans.
In 1865, Black people all over the South were saying this Union officials: Do not abolish slavery and leave us landless and disenfranchised. Do not force us to work for our former masters and call that freedom. Do not allow the law replace the master. 1/3
Contextual framing is required for teaching our history. We must teach the concepts of paradoxes, of conflict, and abstract thinking skills so students, and us teachers, too, can hold conflicting thoughts, ideas, and facts in our minds in order to construct a broader, more accurate view of history. This is the challenge in our times of transactional, binary “leadership” and thinking. We think in terms of winners and losers, and we must move and evolve to consider what harm is caused, consequences, and how fear, greed, culture and needs impact us.
Just a few facts:The US was 3rd to last in the Americas to abolish slavery.
The Emancipation Proclamation came abt partially because enslaved people were self-liberating by the thousands. Don’t let them tell you we just waited to be free.#JuneteenthDay
Just a correction- an army ship arrived, they told enslaved people it would be best to stay with your masters and work out payment, there were celebrations, but there were also massacres, the next year in an act of defiance and a celebration Juneteenth was born
— jennthetutor 🎓 👩🏾🏫 🧩 #testoptionalnow-ESQ/JD (@jennthetutor) June 19, 2020
Although news of emancipation came at different times during that Texas summer and autumn 1865, local blacks gradually settled on June 19 (Juneteenth) as their day of celebration. Beginning in 1866 they held parades, picnics, barbecues, and gave speeches in remembrance of their liberation. By 1900 the festivities had grown to include baseball games, horse races, street fairs, rodeos, railroad excursions, and formal balls. Two distinct trends emerged with these early celebrations. First the oldest of the surviving former slaves were often given a place of honor. That place of honor rose direct proportion to the dwindling numbers of survivors with each passing year. Secondly, black Texans initially used these gatherings to locate missing family members and soon they became staging areas for family reunions.
In other words: The Emancipation Proclamation was signed January 1, 1863. Enslaved peoples did not hear of the news until over two years later. And the white general and military want a medal for that. But at least Al Edwards tried to make it an office Texas state holiday. When I read some articles about it, the levels of critical thinking skills to parse out some of the underlying racism and white supremacy to all my brain power. Our nation did not honor the blood taken during the Reconstruction. We have a chance to make things better, right, and just. If you believe in a higher power, and that higher power speaks to you, listen.
“On January 1, 1980, Juneteenth became an official state holiday through the efforts of Al Edwards, an African American state legislator. The successful passage of this bill marked Juneteenth as the first emancipation celebration granted official state recognition. Edwards has since actively sought to spread the observance of Juneteenth all across America.“
If you, white person, don’t know much about Juneteenth it’s never too late. Imagine our nation and its ability to heal, and tap into its more generous and loving side, if Juneteenth had been made into a national day of remembering, asking for forgiveness, and most importantly: reparations.
These educators shape my practice, keep me accountable, and provide the resources and inspiration we can all use in keeping us sustained, accountable, and growing. Their generosity is unsurpassed. These are teachers I’ve met in the virtual world that have included me in direct, collaborative projects.
Monise Seward: Monise is THE go-to educator for all things math, special education, and just all-around amazing. She supports students first. She invited me to work on curating resources this summer, and I don’t want to let her down. You can find her on Twitter: @MoniseLSeward
Alicia Blankenship–caring, resourceful, and generous:
Larry Ferlazzo: though I’ve followed his work for years, since becoming an EL teacher his work is holds greater value for my practice. https://larryferlazzo.edublogs.org/ Follow his work: I am wondering if he has a clone somewhere because his work and energy is boundless!
Holly Stein and Kim Norton: two of my writing project teachers, and very dear friends. I’m still working on that book, ladies.
#ProjectLit: becoming a community leader in #ProjectLit, started by Jarred Amato, which provided me with the opportunities to meet Jason Reynolds, introduce me to Mrs. Hall, and many other teachers who share a passion for books that our students want to read.
It’s hard to express the joy of finding others to work with, share, create, who inspire, and show me grace and love. And since this series is “White People Homework” I am asking white teachers who grumble, complain, and disparage “those students” I would feel pity for you if you weren’t harming children. But alas, I don’t. I’m not that generous. But if you’re feeling sad, hateful, and discouraged, there are others out there who show and share love and generosity. You can have those gifts, too. But you must let go of that ignorant hate first. It’s your choice.
We can’t do this work alone. And I’ve recognized that if I’m not “the” teacher that connects with a student, I know that there will be one for them along the way. I don’t want to be “the one” anyway — truly. I want all of us to provide each child we teach and in our care to be respected, model self-respect, and supported. And just like children need different supports, so do adults. How one colleague begins their anti-racism work and their place on the journey toward an equitable, just society may look different for each of us. This is Part 1 of some of the educators who’ve influenced, inspired, and become an integral part of my community.
Here are some of the educators doing this work, and they can help you on your journey:
Jess Lifshitz approaches anti-racism work with humility and great love. And don’t be fooled; she is a powerful and amazing educator.
John Spencer has been a friend of mine for years. I trust his voice and his work.
Tom Rademacher is direct, no-nonsense and will help you with direct, honest conversation about anti-racism work. I cannot recommend his book, It Won’t Be Easy, enough.
Any progress I’ve made towards anti-racism has been because of Black, Indigenous, and POC work and scholarship. I do my best to cite and amplify those voices that have been meaningful to me, but could be better.
Mrs. LaQuisha Hall — it would be a challenge to find an educator as generous as she.
He walked up to my desk at the end of class, looked at me and said, Mrs. Hall, you are truly one of the best teachers I’ve ever had.” I was in awe… just out of nowhere. I told him I wished I had captured that. He said, “I’ll say it again because I mean it.” 😢 #mrshallscholarspic.twitter.com/qzkMjuNb7c
In a Facebook group whose mission is to discuss anti-racism and equity issues (one of about a thousand of these groups) a member asked if it’s “okay to compliment an accent.”
My short answer was “no.” She was not satisfied with this. I told her I would research it further, but my first response comes from being an ELA/ELL teacher, and complimenting someone’s accent or dialect may make them feel singled out, “other” ness. It may discourage students who speak one or more languages other than English, and while they’re working on English will feel self-conscious.
And I am wondering why I am still so irked. Why wasn’t it enough for me to say “no?” The reason is because when a white person doesn’t get the answer they want, it takes a trajectory of time (confirmation bias strength) and friction (cognitive dissonance). She wanted to continue her behavior. I get it. I still like to tell students they’re amazing, beautiful, smart, loyal friends, courageous, and creative. When we’ve done pop-up toasts as a class and they need to speak to/about other students, it’s my honor to help them find ways to compliment one another that’s healthy, loving and profound.
Further Reading:
Note: even the word “microaggression” sounds like “small racism.” They’re aggressions.
“And maybe, just maybe I don’t want to tell you where I’m from because I might look at this country as being my home. I’ve worked hard to become part of your world. And I love it here.”
We’re not a football family in our house. And like many areas of fandom, it’s okay–no judgment on those who love football, and as far as we know we aren’t judged by others. Wouldn’t matter. So forgive me for not knowing who Emmanuel Acho is. Turns out, he’s pretty amazing! And I am so grateful for other media formats who bring people such as him into my life and help me learn.
And I am an ELA/ELL teacher; however, full disclosure, I was not an English major in college. Most of what I learned about mechanics, style guides, and conventions I relearned and created lessons while teaching. My next question is what are the current grammarians and style guide writers determining about the capitalization of Black and White. Here’s what I’ve found:
The National Association of Black Journalists does not capitalize Black in its publications, including the NABJ Style Guide. Many of the terms related to Black and White people in The Diversity Style Guide come from 100 Questions & Answers About African Americans. The team that put together that guide decided to capitalize Black and White, according to editor Joe Grimm. After much research and consideration, the editor of The Diversity Style Guide elected to capitalize Black and White when used in a racial context, but most would say it’s not incorrect to lowercase those words.
However, when words labeling an entire people are at the root of a language dispute, that’s reason enough to seek direction outside of our usual resources, especially if the resources are outdated. If your editorial directive is to call people what they want to be called—including names, pronouns, and labels—then look to Black media outlets like Ebony and Essence for accepted usage and avoid overriding their terminology. By capitalizing black and white, we also make necessary distinctions between color and race—black hair and Black hair—similar to distinguishing between native and Native. Don’t wait for your style guide to catch up, because it’s waiting for you to demonstrate sufficient usage.
We believe that it is important to call attention to White as a race as a way to understand and give voice to how Whiteness functions in our social and political institutions and our communities. Moreover, the detachment of “White” as a proper noun allows White people to sit out of conversations about race and removes accountability from White people’s and White institutions’ involvement in racism. We are also reckoning with the threatening implications of capitalizing “W” in “White,” often used by White supremacists, to establish White racial dominance. The violence of capitalizing White in this context makes us grapple with the history of how Whiteness has functioned and thrived in the United States; acknowledging that, yes, White people have had power and still hold power in this country. While we condemn those who capitalize “W” for the sake of evoking violence, we intentionally capitalize “White” in part to invite people, and ourselves, to think deeply about the ways Whiteness survives—and is supported both explicitly and implicitly.
Language is powerful, and oftentimes I think ELA teachers don’t teach the true power of capitalization, punctuation and syntax. Because it “wasn’t on the test” we spent the past 14 years teaching to a test that uses excerpts like out-of-context entrails on an autopsy slab. I am going to call on my other experts on history and language to ask their thoughts. I will and do capitalize Black when referring to race, and have been using lower case “w” for white people. My instinctual response was because capitalizing the “w” felt like a nod for white supremacy. However, CSSP makes a strong case. (No pun intended.) Language is ever-evolving and shifting, sometimes for honest, descriptive and precise communication and sometimes for nefarious and subtextual racist communication. This article was written in 2015 by the Columbia Journalism Review: I think we can all agree that we need to be mindful of language and do our best to stay current and mind the impact.
And also, ELA teachers, be especially mindful of your use of Martin Luther King’s, Jr. works.
Every “y’all lost us with the word ‘defund,’” go read A Letter from A Birmingham Jail.
Every “y’all lost us with the word ‘abolition,’ go read some Sojourner Truth & Frederick Douglass.
It is possible-and necessary- to evolve on these things.
Literally. Go read.
— brittany packnett cunningham does not do remixes. (@MsPackyetti) June 14, 2020
AP has changed its writing style guide to capitalize the “b” in the term Black when referring to people in a racial, ethnic or cultural context, weighing in on a hotly debated issue. https://t.co/yeigYh9GWU
I’ve just signed a petition about this bridge to dignity as seen in SELMA. It is named after a KKK grand wizard and confederate warlord. Edmund Pettus Bridge should be the John Lewis Bridge. Named for a hero. Not a murderer. Join this call. It’s past due. https://t.co/EZqu7ic0bU
Bree Newsome climbed up a flagpole and took down the racist, Confederate flag of South Carolina in 2015. I was teaching 7th grade Humanities that year, and her actions were shared with my students.
Newsome’s move, for many, was nothing short of cathartic. Weeks before, white supremacist Dylann Roof gunned down nine parishioners and injured three more during Bible study at the Emanuel AME Church in Charleston, South Carolina. The day before Newsome climbed the flagpole, former President Barack Obama gave a moving eulogy for South Carolina state senator Rev. Clementa Pinckney, one of the shooting’s victims, in which he called for the removal of the Confederate flag from the statehouse grounds, describing it as “a reminder of systemic oppression and racial subjugation.”
The debate over whether or not to take down statues of the Confederacy began to heat up, and information and background history of when and why those statues were erected shared, but still the debate waged on. And nothing was done. We forgot about this work.
Just this past week, a mother of one of my favorite people, and she is a loving, Christian woman who is on his side, loves his bravery and voice, and shares his convictions, stepped out in one way –she believes the taking down of the statues is a form of censorship. Now, I am sensitive to the word ‘censorship.’ (This morning a colleague said, unequivocally, that “racist texts need and should be burned.” She didn’t cite specific works. She said it would be an anti-fa act. I said it is also a fascist act. One of the paradoxes of our times. But the book burning post is for another day.)
Instead of debating or making a case whether or not taking down statues is censorship, I had this epiphany this morning, and I am going to explore further. It came to me while listening to the news about Britain putting barricades around statues to protect them from protestors:
I do not know everything about history. I know quite little, actually, and this lack of knowledge affords me this opportunity to think about the statues and monuments I’ve encountered. If I see a statue of a man on horseback dressed in military gear, I assume he’s a famous person who has performed some act of bravery. The statue is shorthand and communicates an agreed-upon statement. If there is a statue of someone that means they did something worth getting a statue for. Right? I mean, we don’t honor horrible people, do we? We honor brave, kind, intelligent, worthy people who save lives, heal others, tell stories, or share a greater gift with the rest of humanity, right? There are statues that are works of art, fountains, monuments, that bring beauty and joy. But think: when looking at them, what assumptions do we make?
When we see Confederate military statues, or statues such as James Marion Sims, we assume heroic deeds. And that is where the true censorship happens. It happens when the voices of those enslaved, tortured, harmed, killed and exploited are silenced. The censorship happens when we don’t know whose land we’re on. And in the cruel legacy of Sims, medical students still think BIPOC don’t feel pain the same way white people do. Still. To THIS DAY. Or what treacherous and heinous acts they performed. If we do keep colonizers, slave owners, and religious zealots statues present, why not put up a huge sign that tells the whole story? Would you have known what Sims did if you just walked through the park, saw his statue, and went about your merry way? Or Columbus? Would you have known about the Taino he slaughtered? If we’re going to keep Christopher Columbus status should we put the hands of the slaughtered around his neck? And how is Georgia planning on blasting off Stone Mountain? (Look it up.) Because that one is large and horrifying.
Now, of course, I would prefer that the statues just come down. Go in a museum basement somewhere. Or melted down and made into beautiful bells and chimes. For every statue that’s taken down, if we need to replace them we have thousands waiting who truly did do wonderful things. Brave things. Acts of courage and generosity. People half-joke about putting up statues of Dolly Parton. What about Harriet Tubman? What about Ida B. Wells?
And I wouldn’t mind seeing his work in every city across this nation:
Our current institutions are in dire need of systemic overhauls, and education top of the list. Please read and keep Ilana Horn’s thread and work close to your work and research. I am. If you’re a teacher who’s work in a school during the past ten years you may have heard or read, or even supported some of the behavioral management programs. And the trend is to have a white man create, package and sell these programs. This post is going to upset some educators and colleagues, but the intent is to provide information and background, with the hope of impact being you change and help change your own classroom policies, know how to push back, and keep districts accountable.
Here are some I’ve encountered, and others I’ve read:
Teach Like a Pirate by Dave Burgess: I read this book on my own a few years ago, and it didn’t sit right with me. I am already a creative teacher, and I found the ‘pirate’ thing gimmicky. He also fan-boy’d Tony Robbins, and yeah. No. Thanks. So, I put it aside, and moved on. I am kind of repulsed by a grown man who wears a pirate-style bandana on his head and a black t-shirt. I tried to go through the #TLAP hashtag on Twitter and can’t find precise criticisms, but a whole lot of fans who gush over this work. But the criticisms tend to run toward this: It’s teacher-centered. And since 80% of teachers are white women, that’s problematic.
PBIS: PBIS stands for “Positive Behavior Interventions and Supports.” It’s based on a Tier System. Every school I’ve worked in (now at three) has used PBIS, or when I’ve gone in for interviews have been asked about my knowledge and expertise with this system.
It’s a glorified “Change your clip” chart. And these are only my observations, because life at school goes so fast, any chance to discuss and create a sustainable method falls apart. The problems with PBIS is it’s a token economy: it rarely gets to the place for students to get to internalized positive behavior motivation. I have witnessed years of students ‘gaming’ the token system, too. One year in particular, kids kept the tickets that were intended to be traded for prizes and snacks, hoarding them as the treasure or trading them on the open market. It was actually quite genius. Students know inauthentic, tokenized systems of oppression. And the more important factor which lead to lack of success and meaningful change: there wasn’t the support for students. The physical, real-time qualified adult bodies to support students. My dream: instead of school safety officers we have a counselor and adult support for every 30-50 kids, including classroom teaches, counselors, and administration. We don’t overcrowd schools in the first place. We don’t use harmful, hateful violent curriculum (looking at you, programs that use racist, colonized canon). And we stop the systems that promote meritocracy. PBIS is that.
“To be honest, after reading over 100 pages of the book (there will be a follow-up blog when I finish reading the entire book), I have to say it’s incredibly shallow and simplistic – yet the scary part is the dictatorial demand to keep everything shallow, uniform and simplistic. And as mentioned above, Lemov’s beliefs about “teaching like a champion” are beginning to co-opt what true educators really understand about teaching, child development, and engaging learners. This book is a great primer for reducing learning to uniform and robotic student behavior which is easy to “track” (Lemov’s word – not mine) and manage, in order to get the results that you want. And the results that they want are high test scores. Lemov is clear in stating that this work is gauged via state test scores.
Every parent want their child to be able to go to school and feel free to learn, free from obstructions, bullying, racism, distractions, and fear. They want to know when their child comes home after the school day they have friends, healthy relationships based on mutual respect from adults, have grown their brains, bodies, and joy. And we humans are messy. We have bad days. We experience grief, anger, frustration, and a hundred ways to express these emotions based on our upbringing, context, culture, and desires. We get stuck with labels. I don’t have the answers. Every year I’ve made mistakes. I do know there are better ways to do this. I was a troublemaker in school.
Sag Harbor is 11 yrs old, but it’s a side of CWhitehead that might surprise readers that know only his two most recent novels. AND it’s about the summer AND an African American setting that many readers might not know exists https://t.co/3XIFvnrNDO#DisruptTexts#SummerReading
— Joel /hō•ÉL/ Garza is cofounder of #THEBOOKCHAT 📓 (@JoelRGarza) June 10, 2020
When I first began teaching, I used a lot of picture books. I still do, actually; I didn’t this past year as much because well, it was this past year. One book I loved as a read aloud was Skippyjon Jones by Judith Byron Schachner. And something didn’t sit right after a few readings. And then the book was panned by critics, and yes, it’s racist. No question about it. So, out it went. I never read it again or shared it. Know better, do better (Angelou).
Let’s start taking a look at how books impact our students. If white kids are only taught a narrow narrative about enslaved Blacks, that narrow line of thinking will shrink their critical thinking and empathy processes. And since I taught 7th and 8th grade most of my teaching career, this quote from Nic Stone took my breath away. Is this why my students stop reading in 8th grade, because they’re tired of waiting for books, mirrors, and sliding doors (Rudine Sims Bishop)?
Up until that point, required reading was either minimal or animal—shout-out to Mrs. Frisby and her NIMH-ish rats—but then eighth grade hit. And I started to disappear.
Nic Stone, “Don’t Just Read About Racism–Read Stories About Black People Living.”
The emotional, spiritual, education, and economic costs of racism are complex, chaotic, and connected. But there are verifiable receipts to these costs, and if I was a better statistician or social mathematician perhaps I could write with more scholarly credibility. But I do know the data are available, and historically white people have ignored these costs to others, themselves, and future generations. It costs billions to clean up fractured lives, and it can’t possibly cost as much to build sustainable, equitable lives for us all. Think about the amount of money and conscious choice it takes for Republicans to maintain their racists infrastructure of voter suppression. Think of the economic health of our nation if we ended racism and racist practices in law, civil interactions, and upheld our principals of life, liberty, and the pursuit of happiness.
This post provides links to articles and data regarding the economic cost of racism.
Read these articles and consider using them in a Socratic Seminar, argumentative reading resources, etc. Ask students if they think racist policies and practices in this country have affected them, either by privilege, benefit or disadvantage.
Why should students know their rights? What if their rights are violated? What does that cost them in time, emotional and mental health, money, and opportunities? How do students advocate for themselves and others safely?
Anti-racist work for white educators: prioritize understanding how this looks like in your own classes and your relationships with students:
Finally, consider the economic costs of trauma. Racism and violence cause trauma. While trauma and injuries are not always connected with racism and racism violence, it is clearly a portion of the costs represented in the $671 billion dollar figure.
There are real, calculated costs to racism. Racism and systemic racism props up wealthy white people. It maintains their vast wealth. It maintains their infrastructure of police protections and brutality. If we continue to work toward a more just nation and world, always consider the money: who benefits, and who seeks to maintain the status quo. And speak directly to that with your voice, power, votes, and information.
