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Self-Reflection
Anti-racism recommendations
Kendi, Ibram X. How to Be an Antiracist. New York: One World, 2019.
“Being an antiracist requires persistent self-awareness, constant self-criticism, and regular self-examination,” remarks Dr. Ibram X. Kendi in How to be an Antiracist. Through anecdotal self-reflection of his own life, Kendi incorporates history and cultural theory that will push the reader to examine one’s own beliefs, beliefs that may be blatantly or insidiously racist. Kendi is a leading expert on antiracism and this book accelerates the idea that one must actively choose to be antiracist.
Consider creating a safe space to discuss the themes in How to be an Antiracist, a start to identify and dismantling racism. A simple internet search will yield several book club resources including a book club kit offered at Dr. Kendi's website and other nonproprietary guides such as one offered by the National Park Service.
Oluo, Ijeoma. So You Want to Talk About Race. New York: Seal Press, 2019.
Ijeoma Oluo’s So You Want to Talk about Race is described as a straightforward conversation about the racial divide in the United States of America that is present in our schools, workplaces, government, and commerce. Oluo’s perspective, as a Person of Color in the racially charged United States of America, is considered honest and even humorous. Readers clearly understand that action must be taken to tear down racism.
Consider your own identity. How has Oluo's book been a window, mirror, or sliding glass door for you? When you are ready to collectively process this book, make sure that you commit to Oluo's Basic Guidelines as supplementary material at the end of her book.
Watson, Dyan, Jesse Hagopian, and Wayne Au. Teaching for Black Lives. Milwaukee: Rethinking Schools, 2018.
Available at Rethinking Schools.org, part of the Zinn Education Project, Teaching for Black Lives is a Skipping Stones Honor Award (2019) winner for teaching resources. Clearly, this urgent text emerged from the Black Lives Matter movement. Editors Watson, Hagopian, and Wu show how a responsive classroom can connect curriculum to Black students’ experiences, and they underline the importance of activism.
Closely consider Section 5, "Teaching Blackness, Loving Blackness, and Exploring Identity." Discuss how your curriculum can be (or is) a Black mirror or Black window. Then, for further self-exploration, locate complementary material on the Zinn Education Project website.