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Thanks to @FanFlauters for organizing and fostering such great discussion! Looking forward to many more as D25 enacts our board-approved resolution! #D25forEquity
A8: (2/2) Our students deserve a truly equitable world, but until then, they deserve to be taught to think critically, advocate for themselves/others, and feel safe expressing themselves and their desire for justice. #d25forEquity
A8: (1/2) I will remember the story of Little Kendi & how upset he was when he saw injustice but didn’t quite have the language or avenues to express himself. How will we shape our classes in a way that will honor and empower student voices? #D25forEquity
A7: I already read Stamped, so this book put a personal spin on Kendi’s research. This book reminded me that if we solely work on the inter-personal anti-racism, and don’t spend time on institutional racism, nothing will truly change #D25forEquity
A6: (2/2) Redlining impacted Chicago and the suburbs in a very tangible way. This @chicagotribune article from 1986 shows some of the stark inequalities in real estate (directly impacting schools). This isn't new. #D25forEquity chicagotribune.com/news/ct-xpm-19…
A6: (½) “The source of racist ideas was not ignorance and hate, but self-interest.” Maybe we think it's wrong that we receive more funding, resources, & support than predom. black schools, but are we willing to give up any of our cushion to correct that injustice? #D25forEquity
A5: Kendi spends time focusing on the idea that you don’t need to win over the hearts and mind of every citizen in order to effect change and create policy change. we should invest our anti-racist efforts wisely. #D25forEquity
A4: (2/2) How are we fostering their activism within OUR system? Do we offer avenues for Ss to change our systems? Do we encourage their voices at all levels of our district? “Question institutions but never question this one” is not the right message #D25forEquity
A4: (½) [*banging on pots and pans] CRI-TI-CAL THINK-ING! Critical thinkers learn how to question assumptions and not placidly accept the status quo when it comes to racism, sexism, homophobia, fatphobia, etc. #D25forEquity
A3: This reminds me of something @brandonkgood recently posted on IG. Kendi does not mean that we shouldn’t help on an interpersonal level, but that we need to work at addressing systems so that success is attainable for all, with or without mentor programs. #D25forEquity
A2: @SceneOnRadio Seeing White Series (S2E6) explores the bias of non-confederate state citizens & the belief that they are more “enlightened” & far less racist than southerners. Another way for ppl to turn a blind eye to institutional racism by blaming the south. #D25forEquity
A1: We can start by recognizing that 5-10% of pop. (depends on study) openly identify as LGBT. Statistically, many (if not all) will have a queer student in our classroom every year. Even if they are not out yet, it does not mean they don’t need our open support #D25forEquity
Hello again! Erica, 5th grade at GB. I plan on taking my doggo on some adventures and long walks before she goes on bedrest for heartworm treatment #D25forEquity
A7: I used some of my time this summer to create a resource that is searchable and sortable so that anyone can find what they need in their preferred format and time limit. Lots of good stuff on here! bit.ly/250resources #D25forEquity
A6: I really hope D25 pursues some equitable recruiting and hiring to ensure that our teaching staff looks like the America we know. Everyone has biases, and the best we can do is create systems to combat those biases. #D25forEquity
A5: (2/2) I love having my students tally up the number of white vs. POC and male vs. female people in our SS textbook as an intro lesson #D25forEquity
A5: (1/2) We can start by defining how white, male, and eurocentric our curriculum is. Instead of just filling our classroom with diversity and not actually discussing race, we need to help students develop a critical eye that they can apply to all settings. #D25forEquity
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