Tuesday, February 25, 2014
Monday, February 24, 2014
Sunday, February 16, 2014
The True Role of an Educator
One afternoon, a male student of mine walked into my room after school as I was preparing my things for the next day. He entered nonchalantly, plopped down at a desk and said not a word. He was a frequent visitor, but never really said much, so I had grown accustomed to his presence. As I went about my business, he sat there quietly and studied my movements not saying a word. Eventually I broke the silence and asked him, “Keith, I have a question. Why do you guys always come around here to hang out with me?” He sat up and seemed taken aback by my question. After a few stammers and the timeless, “I dunno” response that students give when they need more time to think of their answer, he finally dropped a gem of insight that I will never forget. “I guess it’s kinda like looking into a mirror in the future. You know, being able to see what you want yourself to be…”
In the humility and sincerity of his response, he neglected to realize how deeply his words impacted my perspective and orientation in this work. It was in that moment that I realized that who you are in this work is important. It became clear to me that there is much more to this job than teaching kids the nuances of binomials and quadratic equations, but rather that there is a broader role you play when you look like the kids you stand in front of every day. The reality of our society is one that provides Keith and students like him a narrow perspective as to what a black man is and can be. To him, my existence and presence stood counter to that narrative.
I think a lot about how important it is that the kids we work for see themselves in positive ways daily. To me, that means that there needs to be more of us, as black men, in classrooms stepping up to the potential impact that we can have. At the same time, just being there isn’t enough. There is a level of critical consciousness, clarity of identity, and commitment to the art and science of teaching that we need to possess and operate with in order to truly impact the students we serve.
This movement is one that is in dire need of soldiers, and I am looking for my brothers to be the first ones that stand up.
http://teacherpop.org/2014/02/the-true-role-of-an-educator/?utm_source=2013+Corps+Members&utm_campaign=ed3c688bc4-0216141cms&utm_medium=email&utm_term=0_115a64f4c1-ed3c688bc4-287689745
In the humility and sincerity of his response, he neglected to realize how deeply his words impacted my perspective and orientation in this work. It was in that moment that I realized that who you are in this work is important. It became clear to me that there is much more to this job than teaching kids the nuances of binomials and quadratic equations, but rather that there is a broader role you play when you look like the kids you stand in front of every day. The reality of our society is one that provides Keith and students like him a narrow perspective as to what a black man is and can be. To him, my existence and presence stood counter to that narrative.
I think a lot about how important it is that the kids we work for see themselves in positive ways daily. To me, that means that there needs to be more of us, as black men, in classrooms stepping up to the potential impact that we can have. At the same time, just being there isn’t enough. There is a level of critical consciousness, clarity of identity, and commitment to the art and science of teaching that we need to possess and operate with in order to truly impact the students we serve.
This movement is one that is in dire need of soldiers, and I am looking for my brothers to be the first ones that stand up.
http://teacherpop.org/2014/02/the-true-role-of-an-educator/?utm_source=2013+Corps+Members&utm_campaign=ed3c688bc4-0216141cms&utm_medium=email&utm_term=0_115a64f4c1-ed3c688bc4-287689745
Tuesday, February 11, 2014
Human Rights of Children
The key to detoxifying the social environment and to strengthening children to resist it lies in a human rights perspective on child development. We need to focus positively on what children need to thrive; we must channel our efforts into realizing that vision. This is the fundamental purpose for government as laid out in the Declaration of Independence. Recall that after listing the fundamental, unalienable rights of life, liberty, and the pursuit of happiness, the Declaration states "that to secure these rights governments are instituted." That's the foundation for educating children in a socially toxic environment.
Educating Children in a Socially Toxic Environment
The key to detoxifying the social environment and to strengthening children to resist it lies in a human rights perspective on child development. We need to focus positively on what children need to thrive; we must channel our efforts into realizing that vision. This is the fundamental purpose for government as laid out in the Declaration of Independence. Recall that after listing the fundamental, unalienable rights of life, liberty, and the pursuit of happiness, the Declaration states "that to secure these rights governments are instituted." That's the foundation for educating children in a socially toxic environment.
Educating Children in a Socially Toxic Environment
Friday, February 7, 2014
Thursday, February 6, 2014
Five Things Not to Do During Black History Month
5. Don’t think you can’t talk about black history because you’re a white educator. Last week at a retreat, a colleague told me how she and another mutual friend lead a professional development session for a multiracial group of teachers in Michigan. She laughed that they were two white ladies talking with this group about race. Well, isn’t it appropriate, I thought, that our white colleagues would be taking the lead in discussions about race? Remember, discussion of anything racialized is not the sacred territory of only people of color. Nor does a discussion about race in America require the presence of a person of color.
I know white educators who are very skilled at talking about race and equality inside the classroom, in the teacher’s lounge and in the community. But they wait for permission or feel the need to apologize for stating the obvious: that we live in a racialized society. (Note: There’s a difference between a racialized society and a racist society. That’s a discussion for another day.)
You do not need to be a person of color to talk about race. But you do need to be comfortable in your own skin, build your knowledge about the topic and be in alliance with educators of color for support and feedback. Remember what happened at Beaver Ridge Elementary. Wonder who their alliances are?
There are a number of white educators to look to for both inspiration and information. I lean on them for insight and understanding, too.
Check out the work of Herb Kohl and his essay “I Won’t Learn From You” in his book by the same name. Then there is Tim Wise, who takes racial awareness to a whole other level. I love the work of writing teacher Linda Christensen and the way she creates a classroom culture that makes it OK to racialize language arts topics. Her books—Reading, Writing and Rising Up: Teaching About Social Justice and the Power of the Written Word and Teaching for Joy and Justice: Re-Imagining the Language Arts Classroom—are both worth reading. Two other good resources are Everyday Anti-Racism: Getting Real About Race in School and Colormute: Race Talk Dilemmas in an American School, both by Mica Pollock.
Now a question for you: How has your teaching of black history changed over time?
I know white educators who are very skilled at talking about race and equality inside the classroom, in the teacher’s lounge and in the community. But they wait for permission or feel the need to apologize for stating the obvious: that we live in a racialized society. (Note: There’s a difference between a racialized society and a racist society. That’s a discussion for another day.)
You do not need to be a person of color to talk about race. But you do need to be comfortable in your own skin, build your knowledge about the topic and be in alliance with educators of color for support and feedback. Remember what happened at Beaver Ridge Elementary. Wonder who their alliances are?
There are a number of white educators to look to for both inspiration and information. I lean on them for insight and understanding, too.
Check out the work of Herb Kohl and his essay “I Won’t Learn From You” in his book by the same name. Then there is Tim Wise, who takes racial awareness to a whole other level. I love the work of writing teacher Linda Christensen and the way she creates a classroom culture that makes it OK to racialize language arts topics. Her books—Reading, Writing and Rising Up: Teaching About Social Justice and the Power of the Written Word and Teaching for Joy and Justice: Re-Imagining the Language Arts Classroom—are both worth reading. Two other good resources are Everyday Anti-Racism: Getting Real About Race in School and Colormute: Race Talk Dilemmas in an American School, both by Mica Pollock.
Now a question for you: How has your teaching of black history changed over time?
Wednesday, February 5, 2014
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