Each Friday this month, I'll post some ideas, folks to follow, and blog pieces about Black history, the work Black teachers are doing and how they are engaging in this month with their students.
The mistake we make is believing that there is a singular "culture" in my classroom. We fall into the easy idea that once I've gained a handle on "culture," I sudden know everything about and can teach to the specific needs of all my students.
Resources for Black History Month and reading from Black educators.
None of us grow if we're scared we'll get painted over with labels when we raise our heads to speak. No one flies forward if we're concerned the strings that came tied to our funding will pull us back.
Each Friday this month (or more), I'll post some ideas, folks to follow, and blog pieces about Black history, the work Black teachers are doing and how they are engaging in this month with their students.
Students of color aren't here to be props on your television shows, conveniently placed so that an episode looks like it's set in 2016 and not an era when these jokes weren't tired.
Focusing only on individual pieces of policy often leads to a myopic debate that relegates important, systemic issues of race and class to the peripheral (if mentioned at all).
Not all students think that way. There are so many different people who go to school, and so many factors that could affect a student's thought process and reasoning. This prevents every person being able to fit into the same mold.
If we want to combat the issues faced by students in oppressive environments, we need to do something radical and undo the damage from a system that failed them. We need to honor and cultivate their humanity.
If "teacher leadership" means seeking "innovative" ways to deny students knowledge, information, or history that is relevant for them in service of "compliance," I'm not interested and I'm running in the opposite direction.