Name your commitment to learning about anti-racism to your friends, family, and on your social media posts.
Convey to all in your circle that the point of racial justice is not to hate on white people, it’s to create a more loving and humane world for ALL. We can’t fix the problem if we don’t name the problem.
Sign up to Join Teaching Tolerance’s community. Browse the thousands of resources.
Research a policy in your district/campus that targets or alienates BIPOC youth (hoodie policy or use of racial slurs). Reach out to school board to seek clarification.
Prepare yourself to interrupt racial jokes. Click HERE for some advice about how.
Learn how to be an ALLY for racial equity. Watch THIS video and share it with a colleague and discuss how you can be a better ally for staff who identify as BIPOC.
Research candidates running for local office (city council & school board). Ask them questions about how they have disrupted racism in the past and what their plan is to dismantle systemic oppression, or what issues in the BIPOC community concern them the most (wow… we can only imagine how surprising this question might be!).
Reach out to students and families who are underserved by doing a home visit with a simple, positive message like, “Thank you,” or “You are Missed.” Let them know their voice matters as you go through the school year and as decisions are made. See what you or the institution can do to better help them share their input (don’t tell them what they need to do).
Check out this resource regarding social justice standards by grade level. Choose one standard in the “Justice” category and create a lesson to use with your students immediately.
Solicit input from colleagues about antidotes students, staff, or families have shared regarding racism or lack of inclusion in your educational setting. Perhaps these are microaggressions, but gather these antidotes so that the work you do is personal and local. Often times, educators are not even aware that exclusion or racism is an issue in the educational setting.
