Class
Article
College
College of Humanities and Social Sciences
Presentation Type
Oral Presentation
Abstract
Modern-day racism exists in mostly subtle ways and is often felt most keenly in the classroom. When schools began the legal integration process in 1954, Black teachers were fired, all-Black schools were closed, and Black students were bused to the formerly all-White schools. In this new environment, Black students and all Students of color were forced to accept and adapt to an educational system that favored Whites over all other racial groups. Today, White Supremacy in education affects the establishment of state and national standards, school and district boundaries, and the un-fair disciplinary action taken against Students of Color. White Supremacy in education also affects what and how content is being taught in schools. In the Language Arts classroom, works of White authors are celebrated as the standard for Literature and writing while works by Authors of Color are often categorized as "ethnic" and "other." Instructors who teach works of Authors of Color in their classrooms need to use these texts to help engage their students in real discussions about race, identity, and the impact of bias and racism on today's society. Productive race talk is essential to dismantling White Supremacy, helping individuals overcome personal racisms, and to helping Students of Color feel represented in their classrooms. Instructors can use poems as a starting point to discuss topics such as bias, privilege, language and power, and microaggressions. Poetry has a way of reaching the human spirit in a way that no other writing can. Through intentional integration of poems by Authors of Color, instructors can help their students confront issues of race and identity and, hopefully, encourage them to take steps towards anti-racism in their individual lives and in society.
Start Date
4-8-2020 2:00 PM
End Date
4-8-2020 3:00 PM
From Theory to Practice: Establishing the Classroom as the Setting for Race Talk through the Intentional Analysis and Discussion of Poems by Authors of Color
Modern-day racism exists in mostly subtle ways and is often felt most keenly in the classroom. When schools began the legal integration process in 1954, Black teachers were fired, all-Black schools were closed, and Black students were bused to the formerly all-White schools. In this new environment, Black students and all Students of color were forced to accept and adapt to an educational system that favored Whites over all other racial groups. Today, White Supremacy in education affects the establishment of state and national standards, school and district boundaries, and the un-fair disciplinary action taken against Students of Color. White Supremacy in education also affects what and how content is being taught in schools. In the Language Arts classroom, works of White authors are celebrated as the standard for Literature and writing while works by Authors of Color are often categorized as "ethnic" and "other." Instructors who teach works of Authors of Color in their classrooms need to use these texts to help engage their students in real discussions about race, identity, and the impact of bias and racism on today's society. Productive race talk is essential to dismantling White Supremacy, helping individuals overcome personal racisms, and to helping Students of Color feel represented in their classrooms. Instructors can use poems as a starting point to discuss topics such as bias, privilege, language and power, and microaggressions. Poetry has a way of reaching the human spirit in a way that no other writing can. Through intentional integration of poems by Authors of Color, instructors can help their students confront issues of race and identity and, hopefully, encourage them to take steps towards anti-racism in their individual lives and in society.