Jun 20

What if…

[This blog post coalesced around reading the NY Times article Black Church Is Target Again for Deadly Strike at the Heart and the work and mission of my friends leading the EduColor movement are engaged in every day.]

I have a concern.

I have a concern that we exist in a cycle right now where horribly violent and racist things happen and people, whether they be newscasters, politicians or teachers, rush to decry what has happened and then things settle back to whatever we call normal in this country until the next time something horrible happens, and the cycle starts all over again.

That’s not going to bring about the change our world needs, because it is a profoundly reactionary frame of reference, and things like racial justice and equality are pro-active states of being. And while, yes, our history is dotted with positive change as a reaction to moments of pain and tragedy and hate, I worry that the change we need today requires a far more forward-thinking mode of being than what we are seeing around us.

That’s where the teachers come in.

What if all of us admitted that the institution of school is part of an American system that has not lived up to its potential – its stated ideals – of being a more perfect union for all who take part in it, and that too often, school has intentionally or not, reinforced the racial, gender, religious and socio-economic inequities that have kept our country from achieving the most idealized vision what of what it means to be America?

What would happen if all of us, every day, asked ourselves if our actions actively worked to make a more just and kind world every day?

What would happen if all of the educators who use social media and blogging to share our ideas with the world took the time to always examine our ideas through the lens of equality and justice?

What would happen if we as educators asked ourselves first, are our actions are best for children who have been long marginalized by the American educational system and second if our actions are best for all children?

What would happen if more and more educators took the risk of publicly figuring this out for themselves and wrote about it, not just when national tragedies happen but in the quiet moments, so that we could, as teachers, model the powerful notion that fairness, justice, equality are everyday pursuits, not simply grand gestures?

What would happen if we, as a nation, understood that the goal of making a better nation – a better world – was the priority of public education every bit as much, if not more so, than the goal of helping a single student?

What if we said that the idea of “each and all” meant that we had to examine our systems, our structures, our very teacher-selves to ensure that what we did every day worked to empower all young people to see the need for a better world and work to make it so?

What if we all – especially those of us who are not confronted by this reality every day – didn’t wait until the next tragedy to talk about all of this?

Jun 18

Charleston and Teaching Children

I’ve run out of ways to write about this.

I don’t think I’m going write anything I haven’t said before.

I’m certain that I’m not going to write anything that other people haven’t already said – and said better.

Maybe that doesn’t matter. Maybe the important thing is, simply, that I write.

Last night, a white 21-year-old man walked into a historic African-American church, sat and listened to Bible study for an hour before opening fire – apparently with a gun his father bought him for his birthday – and killing nine members of the congregation including the pastor.

It doesn’t matter if no organized hate group takes “credit” for this heinous action – this was domestic terrorism.

We can not afford, as a nation, to treat the continued hatred, prejudice, and violence against those who do not neatly fit into the dominant paradigm – racially, sexually, religiously – in this country as isolated incidents. To do so is to perpetuate the myth that there’s nothing anyone can do to stop the violence and make a better, more just, world.

As teachers, we have an obligation to teach our children to examine the systems of thought that perpetuate hate and prejudice so that our students can work to change them.

As teachers, we have an obligation to teach all our children that equity and justice are not just the cause of those who face oppression, but the cause of all people who believe in the promise of a better world.

As teachers, we have an obligation to teach all our children that it is not enough to passively hope for change, rather we must speak to the world we wish to create, work for the world we want to see.

Today, I have tried to use social media to speak to the hurt and anger I feel, not because I think I have much to add, but simply because I want all SLA students and families — especially our African-American students — to know that I stand with them. In a moment of tragedy, I would never want any student — especially our African-American students — to have to question for a moment where I stood or if I cared. And I am writing this now in the hope that students know that I never think it is enough for me to exhort them to action, rather that they understand I, too, will use my voice to demand a world where being black no longer means fearing for your safety anywhere you go — even in sanctuary – in church.

Last week, I told our graduates that the world could not wait for their voice, their action, because the problems we face are far too great. Last night, I was reminded how true that really is. Today, I hope that all of us who are lucky enough to teach children remember that we must teach our children to critically analyze the world around them and then have the voice, skill, and courage to be the change our world needs them to be. And today, I hope all of us who would claim the mantle of teacher realize that it is imperative that we model that voice, skill, and courage for them as well.

Feb 17

Teaching About the Jordan Davis Murder

[This post represents the work of a group of educators and education activists who wanted to help educators  help students process the verdict in the Jordan Davis murder trial. Many of us wrote from our experiences both in and out of the classroom, and as such, many of us used “I” statements in talking about these ideas. The writers are Melinda Anderson, Joshua Block, Zac Chase, Alexa Dunn, Bill Fitzgerald, Matt Kay, Diana Laufenberg, me, Luz Maria Rojas, John Spencer, Mike Thayer, Jose Vilson and Audrey Watters. You can also link to the Google Doc or the whole thing as a PDF. Everything written below is collaborative. This document is Creative Commons – Share Alike. I only add that as educators, this is a way we can make the world just a little bit better – by talking, by trying, by teaching. There are many other ways our society has to address the issues that Jordan Davis’ murder demands we face. But as teachers, we have our classrooms. We can all can start there. — Chris]

As educators we believe that we have a responsibility to use our classrooms to help young people grapple with and address the messiness of the world around them. In collaborating on this, what we know to be true is that there is more than a single lesson plan here. The issues raised by the Jordan Davis murder trial touch deeply on issues of race, law, social justice, and any and all of these issues could be a course of study. What we hope to do is offer a number of ways for teachers and students to think about the case while knowing that no one way, no one day can possibly speak to all of the challenges this case represents.

What follows is an attempt to organize what was a 15-hour brainstorming session into a few organizing concepts – 1) things to consider as a teacher when tackling this subject, 2) ideas and resources around teaching about / toward the Jordan Davis murder verdict, and 3) some concrete lesson plans that teachers could use that examine the verdict from several different lenses.

General Thoughts About Teaching Toward The Jordan Davis Murder and Verdict:

  • Many teachers are a little uncomfortable, maybe even afraid, to have these conversations, but that’s exactly why we need to have them. Importantly, these conversations also need to happen among the adults in the building as well. Many of the ideas in this post could also be used for professional development sessions with the adults.
  • Pay attention to the context of your classroom. If it is a predominately white classroom, please don’t use the minority student as the “expert informant” whose job it is to “tell it like it is.” That’s a whole lot of pressure to put on a kid. On the same note, if you teach in a school where students are mostly African-American (or students of color in general), share how you feel about it, how it makes you angry and sad. Then give them space to talk about it.
  • Give students the permission to process in a way that represents who they are. Some kids want to talk about it. Some want to listen. Some want to blog about it. I’ve had some kids sketch their ideas out in word bubbles or in art while we try to make sense out of the tragedy. Talking to Children About Violence: Tips for Parents and Teachers
  • I would caution teachers that some kids (including African-Americans) might not feel as crushed by it as they do. Some students have normalized injustice. Some students have seen things that we can’t fathom and it’s hard for them that their own stories of injustice were never deemed “newsworthy.” Some students are just not that interested in the moment in an even that feels “far away” from them. Kids don’t want to feel emotionally manipulated by any adult – especially a teacher. (very important to remember, well said)
  • I think it helps sometimes to make the distinction ahead of time that discomfort doesn’t mean “unsafe.” It might not be a comfortable conversation, but hopefully it will be a safe, trusted environment. I know that I’ve had to go over this concept when talking about racial injustice in immigration policy.
  • On issues that have significant emotional impact, I like to start the class with the opportunity for personal reflection and thought-gathering before getting into group discussion. One process I used was to open the class with a background reading, and give students blank index cards. After they have read the background piece, they write one adjective describing their thoughts on the piece. Then, the cards get collected and displayed in a publicly visible space. This process creates the room for people to all get familiarity with the issue, along with some time to collect thoughts/emotions before starting discussions.
  • Keep developmental level of kids in mind. The way I talked with my older son (3rd grade) is different from how I’ll talk to 8th graders.
  • Plan the lesson, not as scripted, because you cannot script this conversation, but be aware that just having an open-ended conversation with kids may unintentionally create the space where kids don’t feel safe or o.k. to have the conversation. Small group discussions, writing prompts, time for reflections, and the setting of norms for these conversations can help to create a place where kids feel safe to have what will quite possibly be a very uncomfortable conversation.
  • I think it’s important to say that we will not “solve” this problem in an hour-long class, and we have to be thoughtful about owning that upfront.
  • That said, it is important to really be aware of time when dealing with topics like this. it isn’t fair to kids to get so caught up in the conversation as to lose track of time and then just “dismiss” the kids when class is over without giving students the opportunity to have some closure on the conversation you are having, even if many of us are at a place where we have don’t closure on what actually happened.

Ideas and Resources For Teaching The Jordan Davis Murder Verdict:

One Possible Lesson Plan: Target Age – Grades 7-12

Warm up: What is Justice? Provide examples. What is injustice? Provide examples. Discuss.  Collect examples on the board or digitally.

Provide students with scenarios that allow them to take a stand on whether something was just or unjust. Suggestions – students can jot down their thoughts first and then use the ‘stand on a line’ or ‘opinion continuum’ activity for students to indicate where they fall on the just, unjust spectrum with each of the scenarios.

Scenario 1: A family is forcibly interned (confined for political or military reasons) for 2 years because they are American citizens of Japanese descent and the government decided they were dangerous. (Reference)

Just or Unjust.  Explain your thoughts.

Scenario 2: Homeowners lost their homes in order to make room for a General Motors plant to be built.  They were fairly compensated by the government for the cost of their property but were not given a choice to sell or not sell.  (Reference)

Just or Unjust.  Explain your thoughts.

Scenario 3: 16-year-old drives while drunk and kills 4 people. He receives probation and no jail time for the crime.  (Reference)

Just or Unjust.  Explain your thoughts.

Scenario 4: Children are removed from their homes and taken to boarding schools where they are taught that their native language is bad and must learn English, take ‘western’ names and adopt western customs in order to fit into American culture better. (Reference)

Just or Unjust.  Explain your thoughts.

Scenario 5: A man was released from death row after 15 years when DNA evidence was used to clear him of wrong-doing in the murder of his cousin. (Reference)

Just or Unjust.  Explain your thoughts.

Then introduce the basic facts of the Jordan Davis case, including information on Stand Your Ground and self-defense – ask students to write down questions as they hear the facts of the case.  Allow time for question and answer time.

Have students develop statements about how justice and injustice relate to this case.

Play/read different perspectives of people after the verdict.  Discuss the emotions and frustration felt by many Americans as a result of the verdict.

Talk about action steps… if one wanted to speak out against or DO something … what are options.  Brainstorm and then teachers shares ones not mentioned. Such as:

  • Register to Vote – Encourage Parents to Register to Vote
  • Letters to the Editor
  • Discussions with parents/family
  • Use social media to bring about awareness amongst peers
  • Keep up to date with current events and issues of social justice
  • Be aware of local issues of injustice
  • Lead a school wide day on issues of social justice
  • Start a youth group to discuss issues of social justice and bring awareness

Resources to continue the conversation:

Another Potential Lesson Plan: Target Age – 7th – 12th Grade:

I think lesson plans that bring up pertinent questions that help kids wrestle with the subject are most useful. Especially I would like the lesson plan to help kids see that Jordan Davis is emblematic of what happens in schools via zero tolerance and black males disproportionately affected by suspensions/expulsions. When does an innocent high school student become “intimidating,” “threatening” or “suspicious”? That’s why “Stand Your Ground” laws are so flawed – because its underpinning is that bodily harm or death is justified if the person feels intimidated or threatened – people can feel threatened if they are scared or paranoid about their safety. How does “intimidating,” “threatening” or “suspicious” look in their classrooms, their schools, in their daily interactions outside school – by exploring from their own experiences, that to me as a parent would be most valuable. My son has said that he notices people judge him and his friends by their appearance, depending on how he’s dressed. It makes him feel self-conscious. Maybe explore those concepts:

Journal Entry:

Have you ever had a moment where you felt that someone judged you because of your perceived race, gender, age, religion, sexual orientation and/or manner of dress? How did that make you feel? Or have  you ever judged someone based on those perceived attributes?

Discussion:

In small groups, have students discuss their personal reactions to the journal entry for several moments. Then ask groups to share out with the class what they discussed.

Transition / Class discussion prompt:

  • What are your concerns when people make judgements based on those perceived attributes?

Activity:

Have students read the New York Times article on the Jordan Davis case:

http://www.nytimes.com/2014/02/16/us/florida-killing-over-loud-music.html

In small groups, have students take on the following questions and then share out:

  • Why did Michael Dunn see Jordan Davis as a threat?
  • Why did Michael Dunn feel threatened by someone sitting in a car, listening to loud music?
  • Why do these kind of thoughts surface in people’s heads when they see a black person?
  • Would things have been different if Jordan Davis was a white kid sitting in his car, listening to loud music? Why or why not?

Big Questions:

  • What does it mean when institutional decisions (for example, court cases, school policies, employment opportunities, housing) are influenced by this kind of pre-judging / stereotyping?
  • How does it affect us if we believe a decision was made because of the way someone perceived us due to our perceived race, gender, sexual orientation, religion, and/or manner of dress?
  • What does it mean when laws or policies like “Stand Your Ground” or school suspension policies have a disproportionate negative impact on people of color more than whites?

Summary:

  • What can be done to help people be better informed about those they see as “others” based on the perceived identifiers above?
  • What needs to happen to make sure that laws and policies do not reinforce existing inequality in our country and in our communities?
  • What can we do as a community to begin and support that work?

Potential Lesson Plan: Target Age – 7th – 12th Grade

The goal of this lesson plan is to give students the chance to talk about the trial, about their feelings about it, and then do meaningful, real work that allows them to address the problems they see in the trial / the law.

Do now:

Read one of three articles about the trial:

Give students blank index cards. After they have read the background piece, students write one adjective describing their thoughts on the piece. Then, the cards get collected and displayed in a publicly visible space. This process creates the room for people to all get familiarity with the issue, along with some time to collect thoughts/emotions before starting discussions.

Discussion:

  • What do you think of the verdict? Was justice served? Why or why not?

Short write – Potential Topics:

  • What is the relationship between the way I feel about this personally and what I can do as a person in America?
  • How is what happened to Jordan Davis relevant to me?
  • How does this compare to my world? My experiences? What does it say about America? My city? My state?

Activity:

In small groups, come up with an action plan about what can be done to make a more just society / country / community. Some potential activities include:

  • Blog post about “What should society / can we as a community do after the Jordan Davis murder trial?” – maybe even an open-ended blog post with several options (a brainstorm of blog topics crowd-sourced in small groups)
  • A letter to Jordan Davis’ parents
  • A letter to local politicians
  • An Op-Ed for the local newspaper
  • A meeting with local law enforcement to discuss concerns around the case.
  • Given that the Jordan Davis murder verdict is not something isolated, it would also be good to brainstorm with students about any plans/interest for ongoing involvement/activism.

Summary:

  • How do we deal with a tragedy and work to make change?
  • How do we act in the public good when we are angry, sad, frustrated, hurt, scared?
  • How do we do it as a community and not just as individuals who feel all of the above emotions?

Final thought: Thank the kids for being willing to engage in the conversation. And tell them you love them. And mean it.