Issue link: http://educator.cta.org/i/1491904
identify as Black, Indigenous or People of Color (BIPOC). In an effort to create a supportive affinity space for Black educators in Santa Clara County, Talton and a couple other Black teachers formed a group that meets regularly to sup- port each other and collaborate and share. Redlands Teachers Association member and high school educator Duan Kellum helps students explore issues of identity, social movements and unconscious bias in his ethnic studies class. He was part of a district committee that developed the ethnic studies curriculum for Redlands Uni- fied, focusing on helping students get a better understanding of others and learning what it means to be an American through a different lens. "Once you understand yourself, then you can start under- standing others," Kellum says. Kellum's class focuses on many perspectives — Sikhs, Arab and Muslim Americans, Latinx, Asians and Pacific Islanders, Native Americans and the fight for Black civil rights — and the intersectionality of their struggles. He incor- porates the material in his curriculum throughout the year, not just during BHM. "Black history is American history, and we include it with all the other histories whenever we can," says Kellum, a for- mer CTA CADRE trainer in unconscious bias and sensitivity. "I think my presence in the classroom represents Black his- tory, and the material we cover addresses it." In addition to being an AVID and ethnic studies teacher, Kellum is an accomplished artist using screen-printing to shine a light on social and racial issues. He was vocally sup- portive of the Black Lives Matter protests nationwide in 2020, and his passion for social change is well-known at the high school and beyond. Kellum incorporates art into his classes, asking students to utilize music, video or visual art to explore the identity issues they cover in class. His classroom wall is covered with student creations that include pieces on gun violence, race, justice and LGBTQ+ identity. Kellum also holds screen-print- ing workshops on campus. Kellum works to create safe spaces for his students, ser ving as adviser for the Wildcat Pride Student LGBTQ+ group and working to elevate student voices on issues like gender-neutral restrooms on campus and removing gender-based restrictions on the choice of colors for graduation gowns. During the pandemic, Kellum co-opened another safe space — this time in San Bernardino. Creative Grounds stu- dio is part of a broader movement to bring arts and culture back to San Bernardino. There, he's worked with local immi- gration coalitions to hold fundraisers and hosted a variety of community events, including book signings, monthly music events, youth poetry performances, LGBTQ+ events and a Dia de los Muertos celebration. Attendees of last year 's San Gorgonio Service Center Council Leadership Conference were treated to a crash course on Art for Union Leaders led by Kellum, where he discusses the history of union art and how to create signs that resonate. Kellum says the most meaningful piece of his ethnic studies work is exposing his students to important and thought-provoking material that resonates inside them, helps them learn more about themselves and facilitates connec- tions with others. " These are our future leaders, lawmakers and innovators. There are students who are positively taking in this infor- mation and it's really rewarding," Kellum says. "What we do is powerful — and now I understand why there is so much opposition to it." Duan Kellum holds his screen print "GPA," a commentary on school shootings. Credit: Laarn Palec. Veronica Talton sings at San Jose's State of the City address, as part of the Tabia African American Theatre Ensemble. "Black History Month is a time when we feel safe to celebrate who we are. It's a time of liberation, celebration and appreciation. I want to bring that to my students, my community and my union." —Veronica Talton, Alum Rock Educators Association 15 F E B R U A R Y / M A R C H 2 0 2 3