Issue link: http://educator.cta.org/i/498229
P H O T O G R A P H Y B Y S C O T T B U S C H M A N racial justice can thus be beneficial by giving them a new frame of reference for understanding the com- plexity of the world in which they live. The current movement gives students a very unique opportunity to think about a problem (one outside traditional curricula that is very important), internally wrestle with it, and make deductions. Understanding how we interact with one another as human beings, and how structures im- pact our lives, is extremely difficult. 4. What are some of the ways that teachers can incorporate the current movement for racial justice into curriculum and class discussions? A useful method would be to show students a video recording of recent protests and perhaps subsequent news reports, and then pose questions that encourage the students to make sense of what they've just seen, how it relates to their everyday lives, and how it relates to the history and future of our nation. 5. Is there any "right" age to bring this up with students? Are there age- appropriate levels of managing this? Age-appropriateness is a factor to consider, and it's hard to determine because youth socially and emotionally develop at varying rates. I think a more important focus, when it comes to the present movement for justice and equity, is the strength of its cultural and historical relevancy. Movements like the present one don't come around too often. It has caught the hearts and attention of millions of Americans. This energy, emotion, and struggle for equity should be harnessed as a unique educational opportunity. 6. What are the best resources for teachers who would like to do that? In terms of approaches to educational pedagogy and theory, I like the works of Paulo Freire, Pedro Noguera, Mica Pollock, Tyrone Howard, and Jeannie Oakes. A second good source is whatever is currently rel- evant to the lives of students. Consider how it might relate to the underlying racial justice issues sought to be addressed. Alternative platforms, such popular music, social media and news may help things resonate. Third, consider educating students with evi- denced-based concepts that help explain racial inequali- ties, such as implicit or unconscious bias. Fourth, to provide historical context, and a more ho- listic understanding, it would be great to tie current pro- tests and related reform efforts to preceding movements for racial equity. Touch upon, for example, emancipation, reconstruction, and the civil rights movement. Have students ponder how MLK and leaders for racial progress before him would have viewed present struggles. 7. Is the movement just for African Americans? At bottom, I'd say it's for the advancement of our nation's democracy, which includes people of varying demographic backgrounds. At the same time, it's import- ant to recognize that those disproportionately suffering from the underlying social issues that have led to pres- ent movements in favor of justice are disproportionately black and brown. These voices are vital. 8. Why is the movement controversial? Most movements to change societal status quos are often controversial. The civil rights movement was ex- tremely controversial. People, as human beings, tend to want to hold onto long-held beliefs and systems, even if they are wrong and unjust, especially if there are bene- fits or privileges at stake. 9. What is your response to those who say "all lives matter"? Yes, all lives do matter. But perhaps a better question may be, to what degree do varying lives matter in our present-day society? The recent deaths of many black and brown people at the hands of law enforcement — such as Michael Brown in Ferguson, Eric Garner in New York City, Tamir Rice in Cleveland, Alex Nieto in San Francisco, and both Ezell Ford and a homeless man named Africa in Los Angeles — reflect an all too familiar story, one which indicates that the lives of people of color are still less valued despite the tremendous progress since our na- tion's founding. 10. What is the best way for educators to initiate a conversation about race and social justice? Ask difficult questions and speak frankly. Perspectives 23 V O L U M E 1 9 I S S U E 8 We visit classrooms to see how members have turned recent race-related tragedies into teachable moments. Coming Next Month