Issue link: http://educator.cta.org/i/515703
It can be uncomfortable — but it's neces- sary, says Brown. "When we discuss how race affects the dynamics in American life, it shifts the paradigm, and they can understand racism means unequal access, unequal treatment by law, poor health, and internalized stress that comes from being voiceless. When young people understand that, they don't feel as powerless and they can advocate for their needs." H av i n g d i s c u s s i o n s o f f e r s s t u d e n t s a chance to express things they have felt and experienced, but could not put into words, says Brown. Mostly, it has given some stu- dents a voice. "They know they have been treated different than white people in adjacent communities, and that law enforcement officers look at them as though they are guilty of something or might be a danger. My students are able to connect that they may be seen as a threat." For their safety, he urges them to ditch the saggy pants, baseball caps and hoodies and lose the attitude (especially if stopped by a police officer), and always be aware of their constitutional rights. Learning about their rights " W h a t s h o u l d yo u d o i f yo u a r e e ve r s to p p e d by t h e p o l i ce ? " a s k s M i c h a e l Rodriguez. They are only seventh-graders, but many of them already have had encounters with police in their neighborhoods. Their lives could depend on knowing how to interact with law enforcement. Several students tell Rodriguez their parents have been stopped by police due to racial profiling. His students at Spurgeon Intermediate School in Santa Ana are watching a video from an organization called Flex Your Rights, pausing every few minutes for dis- cussion. Interwoven in Rodriguez's lesson are the Bill of Rights, the Fourth Amend- ment prohibiting unreasonable searches and seizures, the Fifth Amendment protect- ing persons from being compelled to testify against themselves, and the Miranda right to demand legal representation. I n t h e v i d e o , s t u d e n t s l e a r n d u r i n g a police encounter it is unwise to talk back, and they should stay cool and calm, be respectful, and de-escalate the situation. Two years ago in nearby Anaheim, two Latino young men were shot in separate incidents within a week. One was shot in the back while running from police. Riots ensued in the Orange County com- munity. Due to these events, a campaign was founded to create districts in the Ana- heim City Council to address the disenfran- chisement of Latinos in city politics. If driving, students should keep their hands on the wheel, advises the video's narrator. In the video, a young black man demon- strates wrong and right ways to respond to police. In the first example, he says flippantly, "Yo, what's up sucker, I don't need to tell you nothing." In the second example, he says politely, "Officer, I know you are just doing your job, but I do not consent to a search." The point is not to make students afraid. It's supposed to empower them and make them aware of how to respectfully demand their constitutional rights. "These types of discussion are important and necessary, although they can be uncom- fortable for teachers," says Rodriguez, Santa Ana Educators Association. "It's important to try and teach my students not to stereo- type others. It's also important for them to understand how stereotypes FOR LEADING DISCUSSIONS ABOUT RACIAL ISSUES AND CURRENT EVENTS TIPS Tie in past events with current events, such Jim Crow laws, Selma, the Watts riots and Rodney King. #1 Stay focused on having a discussion, not winning an argument. #2 Tell students your classroom is a safe place for honest discussions. #3 Ask questions to encourage critical thinking, such as: What is the role of law in society? What is profiling? How does media coverage contribute to racial stereotypes? What is the definition of social justice? #4 Keep it age-appropriate. The NEA offers guidelines in its Racial Profiling Curriculum Guide. #5 Alexandra Campbell Jones with Andrea Zavala, Paige Anderson, Fabrizio Elevancini, Micah Alleyne and Nathan Hosley. Learning 43 V O L U M E 1 9 I S S U E 9