Do we not want students to question? Don't we want them to stand up for themselves or seek the "why" to larger issues? Why, then, are we so afraid when they turn that critical eye onto us as their teachers?


Teachers and parents who call out the not-quite-truths we tell children understand that this matters not only because we should be honest with students, but because the stories we tell about each other matter. They affect the way students understand themselves, their families, their communities, and their potential.


When we call for culturally-responsive education as part of teacher preparation, it's not because it will increase test scores or because it's what's trendy in education. It's because we know that being responsive to and inclusive of a students' culture is a sign of love for the students themselves.


Ultimately, #GraceLeeTaughtMe that we have everything we need already, within us. The communities we serve have all the brilliance they need. We merely need to rake away decades of oppression and release the tethers of systemic injustice to allow it "create the world anew."


When we use the term "minority," we continue to use the language of disempowerment to refer to students, teachers, and communities of color.


"Coddling" my students would be running away from the conversation altogether. Caring about them means creating a space where we can have these difficult, frank discussions in a way that still allows them to feel safe, validated and empowered, even when we disagree.


In an attempt to "fix" issues, we risk erasing family stories and community knowledge often ignored in the mainstream education debate.


Students not only look to us for content, they also can experience either empowerment or oppression based on the culture of our classrooms.


There is a difference between teaching students to know facts and teaching them to truly understand and empathize with history.


Actively working through our identities and biases with our students can create a vulnerability, trust, and strength that is much deeper than content knowledge.


The opinions expressed in The Intersection: Culture and Race in Schools are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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