7 Resources for Teachers to Change a Racism Narrative

As one of the articles we are sharing describes, racism is alive and well in America.

In your classrooms, whether in-person or virtual, you have a responsibility to ensure all children receive an equitable education.

We’ve compiled 7 resources for you from our magazines, The Teacher Advocate and the KDP Record, to help you address racism and racial inequity in your classrooms and communities.

We’re All in This Together: Four Tips for a Culturally Responsive Learning Environment

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Author: Marquita S. Hockaday (@KeeKeeHockaday), Assistant Professor of Education at Pfeiffer University

Today’s classrooms are even more diverse, mirroring the changes in American society. More than half of the students in these classrooms are culturally and linguistically diverse. They need culturally responsive instruction that allows them to recognize and understand their own culture, while building knowledge from that cultural base. These four tips will help you create and maintain a culturally responsive learning environment in your classroom.

Teaching in an Increasingly Polarized Society

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Author: Jacqueline Jordan Irvine, Charles Howard Candler Professor Emeritus at Emory University; she is a 2015 KDP Laureate Inductee

Our democracy and equal opportunity for all students are endangered as schools become increasingly polarized. Dr. Jacqueline Jordan Irvine calls for better-prepared and more committed teachers in the areas of social justice and culturally responsive pedagogy.

Racism is Alive and Well in America

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Author: Joyce Lynn Garrett, Teacher and Administrator in the public schools and higher education for 35 years

“A recent event from my own experience provided the impetus for this column,” writes author Joyce Lynn Garrett. “At a social gathering, someone used a racial slur to describe President Obama. After I made it clear I was offended by the comment, I left immediately.” Read more of Joyce’s story and find three areas she recommends teachers address in the fight against intolerance.

Broadening Our Approach to Educating Children in Poverty

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Author: Pedro Noguera (@PedroANoguera), Distinguished Professor of Education at the Graduate School of Education at UCLA; he is a 2011 KDP Laureate Inductee

 

New York City leaders have embraced a holistic vision of school reform that begins to confront the race and class disparities in learning opportunities for poor children that most other cities neglect. Though their plan for high-quality, full-service schools goes against the current tide of market-based reform, research has shown that these schools can have a major impact on the academic and social outcomes of children.

Failed Citizenship, Civic Engagement, and Education

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Author: James A. Banks (@DrJamesABanks1), Kerry and Linda Killinger Endowed Chair in Diversity Studies and Director of the Center for Multicultural Education at the University of Washington, Seattle; he is a 1997 KDP Laureate Inductee

Many racial, ethnic, cultural, linguistic, and religious groups are denied  structural inclusion into their nation-state. Consequently, they do not internalize the values and symbols of the nation-state, develop a strong identity with it, or acquire political efficacy. The author conceptualizes this process as “failed citizenship,” compares and contrasts it with “successful citizenship,” and describes the role of schools in reducing failed citizenship and helping marginalized groups become successful and efficacious citizens in multicultural nation-states.

Fighting to Be Heard

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Author: Tracey Flores (@traceyhabla), Assistant Professor at the University of Texas at Austin

“On an evening in June, four Latina girls entering ninth and tenth grade, along with their mothers and fathers, gathered at [my] university for an evening of drawing, writing, and sharing. Sitting side-by-side at tables, girls and their parents busily sketched, in pencil and crayon, a drawing in response to the question, De dónde eres? (Where are you from?).” Read more of Tracey’s story by downloading the article.

Hiding in Plain Sight: Understanding and Addressing Whiteness and Color-Blind Ideology in Education

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Author: David Gillborn, Professor of Critical Race Studies and Director of the Centre for Research in Race and Education at the University of Birmingham in the United Kingdom; he is a 2015 KDP Laureate Inductee

Dr. David Gillborn argues that color-blind ideology amounts to a refusal to deal with the reality of racism, which protects and extends White racial advantage, as well as shares thoughts on dismantling Whiteness in education.

BONUS: Intro to Social Justice Course

We live in a diversifying democracy—one that (at least in theory) is built upon the values of the dignity of all people, equal opportunity, and justice. But a quick glance at headlines tells us that, despite the progress made, we have a way to go. To close the gap between our democratic vision and reality, citizens (and educators) need to develop skills in citizenship and democracy.

The KDP University Intro to Social Justice Course introduces the notion of social justice and guides teachers in the development of awareness and skills needed to reframe lessons and units to have a social justice lens.

Enroll in the course for FREE by DMing us on Instagram (@KappaDeltaPi) or Twitter (@KappaDeltaPi) or by emailing us at marketing@kdp.org and simply request the Social Justice Course code.

Thinking Critically About Our Current Education System

Hi, my name is Kevin Cataldo, and I’m a recent graduate of Felician University in New Jersey. I was the chapter president of the Alpha Zeta Rho Chapter of KDP on campus. I’m also a representative of KDP to the United Nations, as a Non-Governmental Organization (NGO), and I am at currently a graduate student at Teachers College, Columbia University.

On July 15, 2019, Teachers College welcomed K–12 educators and all other stakeholders from across the country and around the world to its 4th Annual Reimagining Education Summer Institute (RESI).

During the Institute, participants got the opportunity to critically think about our current education system.

In fact, during Day 1, the participants were asked to keep the following questions in mind: Why must we “reimagine” education here in the United States? The remaining 3 days focused heavily on the following: (a) racial and cultural literacy, (b) equity pedagogy, and (c) culturally sustaining leadership.

Here I am with Dr. Ladson Billings!

This year’s keynote address was delivered in an eloquent, powerful, and thought-provoking manner by Dr. Gloria Ladson-Billings, a KDP Laureate.

She is considered a pioneer of culturally relevant teaching, a pivotal area of study in education that I hope to learn more about as I continue my graduate studies at Teachers College.

The Institute was extra special for me this year, as this was my first time participating in it. I also was a dialogue session co-facilitator.

During the 4 days, my co-facilitators and I provided K–12 educators and other stakeholders with a brave space to share their thoughts, feelings, concerns, and knowledge about our education system. As a soon-to-be first-year third-grade language arts and social studies teacher in Newark, New Jersey, the Institute provided me with hope that I have the power to “reimagine” our education system and truly make a difference in the lives of my students.

At the conclusion of the Institute, both educators and stakeholders were asked to return to their respective school communities with a crucial question in mind: “What Now?”

In other words, what will I do to bring equity pedagogy into my school community?

Today more than ever before, the United States and the world must join forces and “reimagine” education, especially since one’s society depends heavily on an educated citizenry.

Furthermore, as a member of Kappa Delta Pi, International Honor Society in Education, and as one of its UN Youth Representatives for the upcoming 2019–2020 academic school year, my goal is to raise awareness about this unique Institute at the world stage—at the United Nations Headquarters.

To end, raising such awareness can be beneficial not only to educators, but to other stakeholders within the United Nations as well.

Why? Think about it: The goal of the Institute is to help educators realize how vital it is for schools and stakeholders to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (SDG 4: Quality Education).

Getting Political About Teacher Preparation for Multilingual Learners

Today’s blogger is Kathryn Strom, California State University, whose essay (co-authored with Tamara Lucas, Meghan Bratkovich, and Jennifer Wnuk) on professional development opportunities on ELL for inservice teachers appears in The Educational Forum.

Recently, I attended a superintendent “Listening Forum” with executive leaders serving districts in the East Bay of San Francisco.

One superintendent, who headed a district with a large migrant worker population, described observing a downward trend in attendance across her district among specific groups. Latino students and, in smaller numbers, other groups of immigrant populations, were not coming to school.

When she and her team spoke to principals, teachers, and parents to find out what was happening, they were told that undocumented families were avoiding their public schools due to fears of U.S. Immigrations and Customs Enforcement (ICE) arrests, which had risen in 2017. In response to this story, several other superintendents shared that they were grappling with racially charged speech and acts toward the same groups of students. While these types of incidents had occurred in the past in their districts, the superintendents collectively agreed that since the election of Donald Trump as President of the United States, they had skyrocketed.

These stories reflect a national trend. In the month after the 2016 election, the Southern Poverty Law Center (2016) conducted a survey of more than 10,000 teachers. More than 90% reported a negative impact on their school climate, and 80% said their historically underserved students exhibited heightened anxiety.

While we might like to pretend that education is solely about the enterprise of learning and is unaffected by what is happening outside the classroom, stories like these demonstrate that it is not. Our educational systems, curricula, and classroom pedagogies are not somehow separate from the rest of the world, nor are they neutral. They are shaped by multiple external factors, including historical conditions, policy makers with specific political agendas, and current societal trends. Schooling and teaching are profoundly political, and perhaps nowhere is that more visible than in the education of multilingual learners, also known as “emergent bilinguals” or “English language learners” (ELLs).

As Lucas and Villegas (2011) detailed in their Linguistically Responsive Teaching Framework, the teaching of multilingual learners has important historical and sociopolitical dimensions that teachers need to understand to effectively educate these students. For instance, the United States has long valued English over other languages. This has resulted in multilingual students having limited access to dual-language or bilingual programs, and has led several states to mandate that multilingual learners would be taught exclusively in English—policies that contradict a large body of research on quality second-language instruction. Furthermore, teachers of multilingual learners need to understand their own possible biases and how these may translate into low expectations or deficit views of their linguistically diverse students—which, in turn, may influence their instructional decisions and interactions with these students.

Many initial teacher preparation programs in the United States now offer at least some coursework focused on instruction for multilingual learners. However, as shown in the recent review of literature regarding preservice preparation for second-language learner instruction by Villegas, SaizdeLaMora, Martin, and Mills (2018), most programs do not offer sufficient experiences to develop “sociopolitical consciousness,” or understanding of how social and political issues affect the education of multilingual learners. Similarly, in Lucas, Strom, Bratkovich, and Wnuk’s (2018) recent review of professional development opportunities for teachers of multilingual learners, the researchers found little evidence that inservice teachers engaged in learning aimed at increasing their understanding of how the current political context, societal divisions, and their own deep-set beliefs about language and diversity may influence the learning of their multilingual students.

As a country, we are more polarized than perhaps at any other time in recent memory. Already a politically fraught area in education, the instruction of multilingual learners is being further affected by the mainstreaming of xenophobia as part of an ethno-nationalist presidential administration. Across the professional continuum, teacher candidates, beginning teachers, and veteran teachers need learning opportunities not just about quality instructional practices; they also need sustained opportunities that explicitly address how the political climate and potentially their own internalized understandings of language and second-language learners impact their multilingual students.

KDP is proud to partner with Routledge to share Kathryn Strom’s essay with the education community. Access the article at Taylor and Francis Online, free through May 31, 2018.

 

References

Lucas, T., Strom, K., Bratkovich, M., & Wnuk, J. (2018). Inservice preparation for mainstream teachers of English language learners: A review of empirical literature. The Educational Forum, 82(2), 156–173.

Lucas, T., & Villegas, A. M. (2011). A framework for preparing linguistically responsive teachers. In T. Lucas (Ed.), Teacher preparation for linguistically diverse classrooms: A resource for teacher educators (pp. 55–72). New York, NY: Routledge.

Southern Poverty Law Center. (2016, November 28). The Trump effect: The impact of the 2016 presidential election on our nation’s schools. Retrieved from https://www.splcenter.org/20161128/trump-effect-impact-2016-presidential-election-our-nations-schools

Villegas, A. M., SaizdeLaMora, K., Martin, A. D., & Mills, T. (2018). Preparing future mainstream teachers to teach English language learners: A review of the empirical literature. The Educational Forum, 82(2), 138–155.

What’s the Role of Education in a Democracy?

The political candidates vying for local, state, and national positions have included education as a plank in their platforms.

To energize and curry favor with the voters, these politicians have focused on hot-button issues, such as standardized testing, the Common Core, and the affordability of college. Without question, these topics deserve our attention.

But, are we limiting ourselves? Are there other issues that we should include in our current conversation about education?

I encourage all educators to read the latest themed edition of the Kappa Delta Pi Record. (Click here to access full issue.)

The authors expand the current political debate about the role of education in a democracy to include issues such as community schools, undocumented students, and food insecurities. Let me pique your curiosity by sharing highlights from three articles in this edition.

Stacey Campo in the article titled “Nurturing Democratic Education in Community Schools: The Role of Leadership,” builds on her work as the director of a community school in the Bronx, New York, to explain how schools are ideal places to teach students about democracy. She contends that when schools and communities partner and inform one another’s work, students benefit intellectually, physically, and socially.

Rachel Chapman and Michael Olguin in the article titled “Teaching Democracy Without Borders,” detail an ethnographic research study that examined the use of humor and critical pedagogy in teaching undocumented youth in an alternative high school in Tucson, Arizona. These researchers found that schools can help students to learn how to challenge negative policies and practices, and create a more just society.

René Roselle and Chelsea Connery in the article titled “Food Justice: Access, Equity, and Sustainability for Healthy Students and Communities,” explain the food justice movement in Hartford, Connecticut. The authors claim that the health of a democracy depends upon the health of its citizens. Today’s young people need access to healthy foods.

The ideas of John Dewey, the great educational philosopher and KDP Laureate, serve as a foundation for two of these articles. Dewey (1916, as cited in Roselle and Connery) believed that a primary purpose of a school was to improve democracy. Dewey (1987, as cited in Campo) also believed that a school, by giving students opportunities to examine their differences in a nurturing environment, prepares them to become productive citizens in a democracy.

As you listen to the candidates’ campaign speeches, note the presence or absence of community schools, undocumented students, and food insecurities.

If you can, ask the candidates to clarify their positions in these areas.

As we move forward, let’s include these issues in our ongoing conversations about the purpose of a school in a democracy.

nbondDr. Nathan Bond is a full professor at Texas State University and the chair of KDP’s Public Policy Committee. Dr. Bond served nationally as KDP President from 2010 to 2012, and he has served locally as KDP Faculty Counselor at his university for the past 16 years. He and Sam Perry co-authored the article titled Voting as a Form of Professionalism: Five Steps to Take Now, which appeared in the Fall 2016 edition of the New Teacher Advocate.

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