How are we preparing our students to build capacity and competency around civil
discussions that seek to understand? How do we, as educators, combat the division
that is apparent in our society? How can we combat racism?
Teaching about systemic inequality requires courage from teachers and from
A Teaching for Tolerance guide, suggests student dialogue is the educator’s tool
for fighting racism.
Racism affects our students at a young age. Surprisingly, by 30 months most children
are choosing playmates based on race (Katz & Kofkin,1997). When we are silent
about race, it reinforces the patterns of racism. According to Dunham, Baron, & Banaji,
by five years old, Black and Latinx children in research settings show no preference
toward their own groups compared to Whites; White children at this age are biased
in favor of whiteness (2008). Educators can play a powerful role in helping develop
positive attitudes about race when we are willing to talk about it.
Consequently, by creating a space for understanding we are moving forward. In fact,
reviews from Aboud & Amato suggest that racial prejudice decreases with age if
children develop the ability to empathize with each other (2001). For some of us this
may be intriguing and for others it is frightening. Talking about racism, violence, and
ideologies can be uncomfortable. Sometimes teachers shy away from these
conversations in fear of offending or opening feelings of hurt and confusion.
Teaching for Tolerance asks us to consider this sentence stem:
The hard part of talking about racism is...
There are plenty of ways to complete this sentence as there is discomfort in facing
strong emotions.
Christopher Lehman, the Founding Director of The Educator Collaborative, challenges
educators to take on academic dialogue in the classroom around real topics. He
suggests that students are having these conversations on social media, on the
playground, on the bus, in the hallways - then stopping the conversation when they
enter our classrooms. These are the very places where these discussions can be
pursued with norms of discussion and a caring adult who can help to create
understandings and opportunities to heal and move forward.
This type of discourse requires a lot of groundwork. Norms need to be established
with respectful conversational moves. Other issues need to be discussed first so
students feel safe and the teacher has the opportunity to build a circle of honesty
and trust.
Educators, when ready, need to lean in to their own discomfort to facilitate student
dialogue surrounding social inequality. Racism will continue if we refuse to
acknowledge it.
Some titles to build the groundwork.
Let’s Talk, by Teaching for Tolerance
The Role of Conversation in the Classroom… Dr. Paul Johnson, Intercultural Development Research Association
Not My Idea: A Book About Whiteness by Anastasia Higginbotham (picture book)
I am Not a Number by Jenny Kay Dupuis, Kathy Kacer, and Gillian Newland (picture book)
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