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"disqusTitle": "Learning About Christopher Columbus By Putting Him on Trial",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Last fall, teacher Michael Palermo called Columbus’s crew to the witness stand. Wilfredo Lopez Murcia, a student at Wakefield High School in Virginia, strolled to the front of the classroom, followed by classmate Jhonnatan Moya Miranda.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Hello, mates,” Wilfredo quipped, giving a short salute to his peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wilfredo and Jhonnatan were about to defend themselves in The \u003ca href=\"https://www.zinnedproject.org/materials/people-vs-columbus/\">People vs. Columbus, et al. trial\u003c/a>, a social studies role play that encourages critical thinking about European colonization of the Americas. During the interactive lesson, which was developed by a teacher in Portland, Oregon, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\">\u003cspan style=\"font-weight: 400\">groups of students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> make a case for who was responsible for a major crime: the slaughter of millions of indigenous Taínos following Christopher Columbus’s arrival in Hispaniola in 1492.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Defending himself and the rest of Columbus’s men, Wilfredo argued that, despite capturing slaves, raping women and setting dogs on infants, they did not hold power in the situation. A classmate serving as a juror probed for more information. Was it also true that Columbus’s men cut off the hands of the Taíno people when they didn’t find gold?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s true but that’s because as soldiers we were trained to follow orders,” Wilfredo said. “There’s no choice.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A classmate defending Columbus jumped in: “Do Columbus’s men have minds? Do they know right from wrong?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wilfredo replied: “The ones who didn’t know right from wrong were Columbus and the king and queen.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The monarchs in question — Ferdinand and Isabella — would also be called to defend themselves by the end of the period, as would Columbus, Pope Alexander VI and the Catholic Church, the Taínos, and the system of empire. Although the jury would return a verdict, there would be no easy answer to who was most at fault for the atrocities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A basic habit of mind I am hoping to nurture is to urge students to ask the deep ‘why?’ questions,” said Bill Bigelow, the Portland educator who created the Columbus trial. “If it hadn't been Columbus, would a different European explorer have behaved fundamentally different?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since the early 1990s, Bigelow has shared the Columbus trial with other teachers through workshops and in the second edition of his book, “\u003c/span>\u003ca href=\"https://www.rethinkingschools.org/books/title/rethinking-columbus-expanded-second-edition\">\u003cspan style=\"font-weight: 400\">Rethinking Columbus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” That book has sold tens of thousands of copies, according to Bigelow, and the \u003c/span>\u003ca href=\"https://www.zinnedproject.org/materials/people-vs-columbus/\">\u003cspan style=\"font-weight: 400\">lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the trial has been downloaded from the Zinn Education Project thousands of times and \u003ca href=\"https://www.facebook.com/ZinnEducationProject/photos/have-you-used-the-lesson-the-people-vs-columbus-et-al-one-of-the-most-popular-te/10153194985769677/\">shared\u003c/a> with \u003ca href=\"https://www.sfgate.com/news/article/Christopher-columbus-day-history-trial-murder-12258599.php\">teachers\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Michael Palermo, who is Wilfredo’s teacher at Wakefield High, has done the trial with his classes for more than 20 years. Even though school has moved online because of COVID-19, he still plans to teach the trial. He said the activity aligns well with two recent trends in education: a move toward more \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50530/the-six-must-have-elements-of-high-quality-project-based-learning\">\u003cspan style=\"font-weight: 400\">hands-on\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51580/four-inquiry-qualities-at-the-heart-of-student-centered-teaching\">\u003cspan style=\"font-weight: 400\">inquiry-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and greater interest in showing more than the victors’ viewpoint of history. The latter trend corresponds to a shift outside of schools, too. About a dozen \u003ca href=\"https://www.cnn.com/2019/04/22/us/indigenous-peoples-day-columbus-day-trnd/index.html\">states\u003c/a> and more than 130 U.S. \u003ca href=\"https://wtop.com/alexandria/2019/09/alexandria-to-recognize-indigenous-peoples-day/\">cities\u003c/a> have replaced Columbus Day with Indigenous Peoples Day or stopped observing the holiday.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Outcomes\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In preparing for and doing the Columbus trial, students use a number of key academic skills, such as developing an argument, citing evidence and responding to counter-arguments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Bryan Chu, who conducts the trial with his middle school students in Portland, the fact that they’re practicing those skills in a student-led format makes it more engaging. “Once you give them the materials, they run with it,” he said. “They really like to put their ideas to the test and challenge other people and be able to talk back and forth and formulate arguments on the fly. ... there’s just not enough opportunities like that in schools.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56765\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56765\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/20191009_104852-scaled-e1602230704980.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Students last fall at Harriet Tubman Middle School in Portland, Oregon, plan their defense of the system of empire for a People vs. Columbus, et al trial in social studies class. \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Palermo said the format can allow different students to shine. He recalled one student last year who usually came to class fatigued from working two jobs to help his family. But \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">\u003cspan style=\"font-weight: 400\">acting the part\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of King Ferdinand in the trial “really got him fired up,” Palermo said. “I felt bad for (the other groups) because he was really gunning for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students draw on historical evidence to argue different perspectives in the role play, they also explore their own \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54150/teaching-6-year-olds-about-privilege-and-power\">\u003cspan style=\"font-weight: 400\">ideas about power, responsibility and morality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s one of those discussions where … we’re not trying to decide what happened, they’re trying to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53123/how-to-teach-students-historical-inquiry-through-media-literacy-and-critical-thinking\">\u003cspan style=\"font-weight: 400\">make some meaning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of it,” said Palermo. “That’s what makes history interesting.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In late October, after Wilfredo and his classmates made their defense of each group, the jurors deliberated in the hallway. Then they returned their verdict: Columbus, his crew, Queen Isabella and King Ferdinand were all guilty in the murder of millions of indigenous Taínos. Students from other groups cheered and threw up their arms in victory.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But as the hurrahs subsided, Palermo pointed out that it’s a complicated decision. In each of the three classes he taught that week, the jurors returned a different verdict. In class discussions or essays following the trial, both Palermo and Chu ask students to formulate their own verdicts. Chu also presents data from verdicts over multiple years of the activity to encourage students to analyze patterns.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Challenges\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chu said that the same reasons students love the Columbus trial can make it scary for teachers — it’s unscripted. “It can go in a million different places, right? And you gotta be willing to just let it go there and deal with things as they come up,” he said. “If you’re waiting for yourself to be 100 percent prepared, you’ll never do it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers also may worry whether questioning the dominant Columbus story is too political. But Chu said that framing Columbus only as a hero comes from a specific viewpoint, too, and it leaves out indigenous experiences. “At the end of the day, (students) do have to come to their own conclusions of what they do with the information or not. My job is to make sure, when it comes time, they have a million different starting points.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Bigelow, “To teach about history is to teach about injustice,” and the Columbus trial does not present simple conclusions about that. “What has been most gratifying is hearing from teachers about how the activity has prompted students to think more deeply about the roots of violence and injustice,” he said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>https://youtu.be/12LQsBclMos\u003c/p>\n\n",
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"excerpt": "More educators are teaching the brutality of Christopher Columbus and colonization by having students role play a trial in which Columbus, his crew, Queen Isabella and King Ferdinand are on trial for the murder of millions of indigenous Taínos.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Last fall, teacher Michael Palermo called Columbus’s crew to the witness stand. Wilfredo Lopez Murcia, a student at Wakefield High School in Virginia, strolled to the front of the classroom, followed by classmate Jhonnatan Moya Miranda.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Hello, mates,” Wilfredo quipped, giving a short salute to his peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wilfredo and Jhonnatan were about to defend themselves in The \u003ca href=\"https://www.zinnedproject.org/materials/people-vs-columbus/\">People vs. Columbus, et al. trial\u003c/a>, a social studies role play that encourages critical thinking about European colonization of the Americas. During the interactive lesson, which was developed by a teacher in Portland, Oregon, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54486/how-collaboration-unlocks-learning-and-lessens-student-isolation\">\u003cspan style=\"font-weight: 400\">groups of students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> make a case for who was responsible for a major crime: the slaughter of millions of indigenous Taínos following Christopher Columbus’s arrival in Hispaniola in 1492.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Defending himself and the rest of Columbus’s men, Wilfredo argued that, despite capturing slaves, raping women and setting dogs on infants, they did not hold power in the situation. A classmate serving as a juror probed for more information. Was it also true that Columbus’s men cut off the hands of the Taíno people when they didn’t find gold?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s true but that’s because as soldiers we were trained to follow orders,” Wilfredo said. “There’s no choice.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A classmate defending Columbus jumped in: “Do Columbus’s men have minds? Do they know right from wrong?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Wilfredo replied: “The ones who didn’t know right from wrong were Columbus and the king and queen.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The monarchs in question — Ferdinand and Isabella — would also be called to defend themselves by the end of the period, as would Columbus, Pope Alexander VI and the Catholic Church, the Taínos, and the system of empire. Although the jury would return a verdict, there would be no easy answer to who was most at fault for the atrocities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A basic habit of mind I am hoping to nurture is to urge students to ask the deep ‘why?’ questions,” said Bill Bigelow, the Portland educator who created the Columbus trial. “If it hadn't been Columbus, would a different European explorer have behaved fundamentally different?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since the early 1990s, Bigelow has shared the Columbus trial with other teachers through workshops and in the second edition of his book, “\u003c/span>\u003ca href=\"https://www.rethinkingschools.org/books/title/rethinking-columbus-expanded-second-edition\">\u003cspan style=\"font-weight: 400\">Rethinking Columbus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” That book has sold tens of thousands of copies, according to Bigelow, and the \u003c/span>\u003ca href=\"https://www.zinnedproject.org/materials/people-vs-columbus/\">\u003cspan style=\"font-weight: 400\">lesson plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for the trial has been downloaded from the Zinn Education Project thousands of times and \u003ca href=\"https://www.facebook.com/ZinnEducationProject/photos/have-you-used-the-lesson-the-people-vs-columbus-et-al-one-of-the-most-popular-te/10153194985769677/\">shared\u003c/a> with \u003ca href=\"https://www.sfgate.com/news/article/Christopher-columbus-day-history-trial-murder-12258599.php\">teachers\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Michael Palermo, who is Wilfredo’s teacher at Wakefield High, has done the trial with his classes for more than 20 years. Even though school has moved online because of COVID-19, he still plans to teach the trial. He said the activity aligns well with two recent trends in education: a move toward more \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50530/the-six-must-have-elements-of-high-quality-project-based-learning\">\u003cspan style=\"font-weight: 400\">hands-on\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51580/four-inquiry-qualities-at-the-heart-of-student-centered-teaching\">\u003cspan style=\"font-weight: 400\">inquiry-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and greater interest in showing more than the victors’ viewpoint of history. The latter trend corresponds to a shift outside of schools, too. About a dozen \u003ca href=\"https://www.cnn.com/2019/04/22/us/indigenous-peoples-day-columbus-day-trnd/index.html\">states\u003c/a> and more than 130 U.S. \u003ca href=\"https://wtop.com/alexandria/2019/09/alexandria-to-recognize-indigenous-peoples-day/\">cities\u003c/a> have replaced Columbus Day with Indigenous Peoples Day or stopped observing the holiday.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Outcomes\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In preparing for and doing the Columbus trial, students use a number of key academic skills, such as developing an argument, citing evidence and responding to counter-arguments.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Bryan Chu, who conducts the trial with his middle school students in Portland, the fact that they’re practicing those skills in a student-led format makes it more engaging. “Once you give them the materials, they run with it,” he said. “They really like to put their ideas to the test and challenge other people and be able to talk back and forth and formulate arguments on the fly. ... there’s just not enough opportunities like that in schools.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56765\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56765\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/10/20191009_104852-scaled-e1602230704980.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Students last fall at Harriet Tubman Middle School in Portland, Oregon, plan their defense of the system of empire for a People vs. Columbus, et al trial in social studies class. \u003ccite>(Kara Newhouse)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Palermo said the format can allow different students to shine. He recalled one student last year who usually came to class fatigued from working two jobs to help his family. But \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53071/how-schools-spark-excitement-for-learning-with-role-playing-games\">\u003cspan style=\"font-weight: 400\">acting the part\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of King Ferdinand in the trial “really got him fired up,” Palermo said. “I felt bad for (the other groups) because he was really gunning for them.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As students draw on historical evidence to argue different perspectives in the role play, they also explore their own \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54150/teaching-6-year-olds-about-privilege-and-power\">\u003cspan style=\"font-weight: 400\">ideas about power, responsibility and morality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s one of those discussions where … we’re not trying to decide what happened, they’re trying to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53123/how-to-teach-students-historical-inquiry-through-media-literacy-and-critical-thinking\">\u003cspan style=\"font-weight: 400\">make some meaning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out of it,” said Palermo. “That’s what makes history interesting.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In late October, after Wilfredo and his classmates made their defense of each group, the jurors deliberated in the hallway. Then they returned their verdict: Columbus, his crew, Queen Isabella and King Ferdinand were all guilty in the murder of millions of indigenous Taínos. Students from other groups cheered and threw up their arms in victory.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But as the hurrahs subsided, Palermo pointed out that it’s a complicated decision. In each of the three classes he taught that week, the jurors returned a different verdict. In class discussions or essays following the trial, both Palermo and Chu ask students to formulate their own verdicts. Chu also presents data from verdicts over multiple years of the activity to encourage students to analyze patterns.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Challenges\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chu said that the same reasons students love the Columbus trial can make it scary for teachers — it’s unscripted. “It can go in a million different places, right? And you gotta be willing to just let it go there and deal with things as they come up,” he said. “If you’re waiting for yourself to be 100 percent prepared, you’ll never do it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers also may worry whether questioning the dominant Columbus story is too political. But Chu said that framing Columbus only as a hero comes from a specific viewpoint, too, and it leaves out indigenous experiences. “At the end of the day, (students) do have to come to their own conclusions of what they do with the information or not. My job is to make sure, when it comes time, they have a million different starting points.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Bigelow, “To teach about history is to teach about injustice,” and the Columbus trial does not present simple conclusions about that. “What has been most gratifying is hearing from teachers about how the activity has prompted students to think more deeply about the roots of violence and injustice,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "The Endless But 'Joyful' Work Of Creating Anti-Racist Education",
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"content": "\u003cp>Pirette McKamey is fighting for \u003ca href=\"https://www.npr.org/sections/live-updates-protests-for-racial-justice/2020/07/08/889112818/what-it-would-take-to-get-an-effective-anti-racist-education\">anti-racist education\u003c/a>.\u003c/p>\n\u003cp>Over her more than 30 years as an educator, the principal at Mission High School in San Francisco spent a decade leading an anti-racism committee.\u003c/p>\n\u003cp>\"To be an \u003ca href=\"https://www.theatlantic.com/education/archive/2020/06/how-be-anti-racist-teacher/613138/\">anti-racist educator\u003c/a> means I commit to educating all of the students sitting in front of me, including Black and Latinx students,\" McKamey tells NPR's \u003cem>All Things Considered\u003c/em>.\u003c/p>\n\u003cp>In a high school English class, for instance, if students are struggling with writing introductions to essays, teachers will reteach that skill — after figuring out how to do it using a different approach or different angle.\u003c/p>\n\u003cp>\"[Anti-racist education] also looks like organizing the curriculum around rigor and around having high expectations for all students, and the curriculum is not based on what students come in knowing, but based on what all students do not know together,\" she says. \"So, therefore, you're scaffolding and teaching everyone at the same time, and not giving credit to students for knowing when they come in.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The work of an anti-racist educator, McKamey says, must be ongoing by nature. But, she says, it's also \"joyful.\"\u003c/p>\n\u003cp>\"It's very joyful to work in collaboration with other educators to figure out what the best teaching practice is and then to implement it and see success,\" she says. \"It's so exciting to see all of your students thrive. It makes you want to keep growing and changing and doing better by your students.\"\u003c/p>\n\u003cp>Here are excerpts from her interview on \u003cem>All Things Considered\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>You say that you have been an anti-racist educator for over 30 years. Tell me what that means.\u003c/strong>\u003c/p>\n\u003cp>To be an anti-racist educator means I commit to educating all of the students sitting in front of me, including Black and Latinx students. It's about flipping the deficit model of Black and Latinx students that plays out in our classrooms and schools.\u003c/p>\n\u003cp>\u003cstrong>What is a deficit model?\u003c/strong>\u003c/p>\n\u003cp>Deficit model is when you look at students as though there is something wrong with them or not complete with them — as opposed to thinking, \"Oh there is a problem with my teaching practice.\"\u003c/p>\n\u003cp>\u003cstrong>What do you think the role of a principal is in creating an environment where anti-racist teaching actually does thrive?\u003c/strong>\u003c/p>\n\u003cp>I think leadership is very important in terms of anti-racist teaching because you're breaking a model that existed. And so, it's important for principals to identify teacher leaders and create opportunities for them to lead — so, teachers who've shown efficacy in teaching African American, Latinx students. It's important for principals working in conjunction with teacher leadership teams to design whole school anti-racist professional development and the schedule, the whole school schedule, it's important to build in time for teacher collaboration.\u003c/p>\n\u003cp>\u003cstrong>When do you know that you've succeeded in implementing anti-racist education? When do the demands for anti-racist education end?\u003c/strong>\u003c/p>\n\u003cp>Schools are a reflection of the society, so they really never end. But ... the question is almost like saying, \"When can I stop working hard to raise my child?\" Well, that's just what it takes to raise a child, is that you have to confront yourself, you have to reach out for help and support when you need it.\u003c/p>\n\u003cp>Well, the same is true of teaching in general, not just anti-racist teaching. And we wouldn't have to talk about anti-racist teaching as a separate thing if Black students and Latinx students were already included in the conceptualization of good teaching. So it never ends.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Listen to the full interview at the audio link above.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Veteran+Educator+On+The+Endless+But+%27Joyful%27+Work+Of+Creating+Anti-Racist+Education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The work of an anti-racist educator, McKamey says, must be ongoing by nature. But, she says, it's also \"joyful.\"\u003c/p>\n\u003cp>\"It's very joyful to work in collaboration with other educators to figure out what the best teaching practice is and then to implement it and see success,\" she says. \"It's so exciting to see all of your students thrive. It makes you want to keep growing and changing and doing better by your students.\"\u003c/p>\n\u003cp>Here are excerpts from her interview on \u003cem>All Things Considered\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>You say that you have been an anti-racist educator for over 30 years. Tell me what that means.\u003c/strong>\u003c/p>\n\u003cp>To be an anti-racist educator means I commit to educating all of the students sitting in front of me, including Black and Latinx students. It's about flipping the deficit model of Black and Latinx students that plays out in our classrooms and schools.\u003c/p>\n\u003cp>\u003cstrong>What is a deficit model?\u003c/strong>\u003c/p>\n\u003cp>Deficit model is when you look at students as though there is something wrong with them or not complete with them — as opposed to thinking, \"Oh there is a problem with my teaching practice.\"\u003c/p>\n\u003cp>\u003cstrong>What do you think the role of a principal is in creating an environment where anti-racist teaching actually does thrive?\u003c/strong>\u003c/p>\n\u003cp>I think leadership is very important in terms of anti-racist teaching because you're breaking a model that existed. And so, it's important for principals to identify teacher leaders and create opportunities for them to lead — so, teachers who've shown efficacy in teaching African American, Latinx students. It's important for principals working in conjunction with teacher leadership teams to design whole school anti-racist professional development and the schedule, the whole school schedule, it's important to build in time for teacher collaboration.\u003c/p>\n\u003cp>\u003cstrong>When do you know that you've succeeded in implementing anti-racist education? When do the demands for anti-racist education end?\u003c/strong>\u003c/p>\n\u003cp>Schools are a reflection of the society, so they really never end. But ... the question is almost like saying, \"When can I stop working hard to raise my child?\" Well, that's just what it takes to raise a child, is that you have to confront yourself, you have to reach out for help and support when you need it.\u003c/p>\n\u003cp>Well, the same is true of teaching in general, not just anti-racist teaching. And we wouldn't have to talk about anti-racist teaching as a separate thing if Black students and Latinx students were already included in the conceptualization of good teaching. So it never ends.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Listen to the full interview at the audio link above.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Veteran+Educator+On+The+Endless+But+%27Joyful%27+Work+Of+Creating+Anti-Racist+Education&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>In the wake of ongoing \u003ca href=\"https://www.npr.org/sections/live-updates-protests-for-racial-justice\">protests for racial justice\u003c/a>, young people in America are demanding change from their schools.\u003c/p>\n\u003cp>Petitions are circulating all over the country in support of creating anti-racist education. One petition, \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSe9u42lRNLAMmPFZBvpvqko-KMm76iefppjlD1Kzp3GOxbh8A/viewform\">written by alumni of Xavier College Preparatory in Phoenix, Ariz.,\u003c/a> calls on the district to \"review and advance its curriculum, goals, and objectives as they related to social justice, diversity, equity, and inclusion.\"\u003c/p>\n\u003cp>\"Education is the most valuable tool to dismantle racism and create a more equitable society,\" the petition reads.\u003c/p>\n\u003cp>Sumaiya DeLane, along with Khadijah Adamu and Samiza Palmer, started \u003ca href=\"https://docs.google.com/document/d/1R6W7Z9YlDf32jKx-Uy8ZA_G-i8s_QBAMqgw5lUrGItM/edithttps://docs.google.com/document/d/1R6W7Z9YlDf32jKx-Uy8ZA_G-i8s_QBAMqgw5lUrGItM/edit\">a petition in Montgomery County, Md.\u003c/a>, where they went to school.\u003c/p>\n\u003cp>\"These are longstanding issues that need urgent solutions,\" DeLane says. \"It needs to be total transformation versus reform.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Palmer says she doesn't think there can be \"a truly anti-racist curriculum unless the teachers have gone through that same sort of training themselves.\"\u003c/p>\n\u003cp>Travis Bristol, an assistant professor of education at the University of California at Berkeley, agrees. He says that for students to receive an anti-racist education, teachers need better training and students need more diverse teachers.\u003c/p>\n\u003cp>All of this is in service to what he calls \"the American project\" of, in part, forming a more perfect union.\u003c/p>\n\u003cp>\"I believe that to begin the work of forming a more perfect union requires us to enact anti-racist teaching, but it also requires us to prepare teachers to think about how to design anti-racist teaching,\" says Bristol, who is also a former New York City teacher. \"And that is what gives me hope.\"\u003c/p>\n\u003cp>Here are excerpts from his interview on \u003cem>All Things Considered\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>When we say anti-racist education, or anti-racist teaching, what does that mean to you?\u003c/strong>\u003c/p>\n\u003cp>So for me, anti-racist teaching means a fundamental disruption of the way in which teaching and learning happens in our schools today: It centers whiteness and white people. And so we have to start with the preparation of teachers.\u003c/p>\n\u003cp>\u003cstrong>You looked closely at how diverse teachers can reshape education and how, in particular, Black teachers can play a role. Why is having Black teachers inside classrooms important — not just for Black students to get a quality education, but for all children to get a quality education? \u003c/strong>\u003c/p>\n\u003cp>There is convincing evidence that Black children perform better in school, that they are able to persist through high school, that they are less likely to get suspended and expelled if they have a Black teacher compared to a white teacher. So there's clear evidence that for Black students there is this added value for Black teachers. There is a growing body of evidence that for white students, that there is a preference for having a teacher of color when compared to a white teacher.\u003c/p>\n\u003cp>\u003cstrong>But at the same time, I understand that you found school systems have a really tough time retaining African American teachers. Why? \u003c/strong>\u003c/p>\n\u003cp>In my own research, I have found that school districts have done a remarkable job of recruiting Black teachers. But they have, in many ways, placed at the feet of Black teachers the undue expectation that they can somehow fundamentally address 400 years of oppression.\u003c/p>\n\u003cp>School districts concentrate Black teachers in the most challenging schools, without giving those Black teachers the necessary resources to address the 400 years of marginalization and subjugation.\u003c/p>\n\u003cp>And so because Black teachers are placed in the most challenging schools without the necessary resources to teach Black children, Black teachers are leaving their schools, not their students. They're leaving the poor working conditions, the conditions that do not give them the tools, the resources, the ongoing training to teach Black children.\u003c/p>\n\u003cp>And so out of frustration, while doing good work, while raising test scores, while allowing Black children to persist, they also leave because they recognize, at the end of the day, that they do not have the tools and resources to do the work of teaching.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Listen to the full interview at the audio link above.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Effective+Anti-Racist+Education+Requires+More+Diverse+Teachers%2C+More+Training&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the wake of ongoing \u003ca href=\"https://www.npr.org/sections/live-updates-protests-for-racial-justice\">protests for racial justice\u003c/a>, young people in America are demanding change from their schools.\u003c/p>\n\u003cp>Petitions are circulating all over the country in support of creating anti-racist education. One petition, \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSe9u42lRNLAMmPFZBvpvqko-KMm76iefppjlD1Kzp3GOxbh8A/viewform\">written by alumni of Xavier College Preparatory in Phoenix, Ariz.,\u003c/a> calls on the district to \"review and advance its curriculum, goals, and objectives as they related to social justice, diversity, equity, and inclusion.\"\u003c/p>\n\u003cp>\"Education is the most valuable tool to dismantle racism and create a more equitable society,\" the petition reads.\u003c/p>\n\u003cp>Sumaiya DeLane, along with Khadijah Adamu and Samiza Palmer, started \u003ca href=\"https://docs.google.com/document/d/1R6W7Z9YlDf32jKx-Uy8ZA_G-i8s_QBAMqgw5lUrGItM/edithttps://docs.google.com/document/d/1R6W7Z9YlDf32jKx-Uy8ZA_G-i8s_QBAMqgw5lUrGItM/edit\">a petition in Montgomery County, Md.\u003c/a>, where they went to school.\u003c/p>\n\u003cp>\"These are longstanding issues that need urgent solutions,\" DeLane says. \"It needs to be total transformation versus reform.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Palmer says she doesn't think there can be \"a truly anti-racist curriculum unless the teachers have gone through that same sort of training themselves.\"\u003c/p>\n\u003cp>Travis Bristol, an assistant professor of education at the University of California at Berkeley, agrees. He says that for students to receive an anti-racist education, teachers need better training and students need more diverse teachers.\u003c/p>\n\u003cp>All of this is in service to what he calls \"the American project\" of, in part, forming a more perfect union.\u003c/p>\n\u003cp>\"I believe that to begin the work of forming a more perfect union requires us to enact anti-racist teaching, but it also requires us to prepare teachers to think about how to design anti-racist teaching,\" says Bristol, who is also a former New York City teacher. \"And that is what gives me hope.\"\u003c/p>\n\u003cp>Here are excerpts from his interview on \u003cem>All Things Considered\u003c/em>.\u003c/p>\n\u003cp>\u003cstrong>When we say anti-racist education, or anti-racist teaching, what does that mean to you?\u003c/strong>\u003c/p>\n\u003cp>So for me, anti-racist teaching means a fundamental disruption of the way in which teaching and learning happens in our schools today: It centers whiteness and white people. And so we have to start with the preparation of teachers.\u003c/p>\n\u003cp>\u003cstrong>You looked closely at how diverse teachers can reshape education and how, in particular, Black teachers can play a role. Why is having Black teachers inside classrooms important — not just for Black students to get a quality education, but for all children to get a quality education? \u003c/strong>\u003c/p>\n\u003cp>There is convincing evidence that Black children perform better in school, that they are able to persist through high school, that they are less likely to get suspended and expelled if they have a Black teacher compared to a white teacher. So there's clear evidence that for Black students there is this added value for Black teachers. There is a growing body of evidence that for white students, that there is a preference for having a teacher of color when compared to a white teacher.\u003c/p>\n\u003cp>\u003cstrong>But at the same time, I understand that you found school systems have a really tough time retaining African American teachers. Why? \u003c/strong>\u003c/p>\n\u003cp>In my own research, I have found that school districts have done a remarkable job of recruiting Black teachers. But they have, in many ways, placed at the feet of Black teachers the undue expectation that they can somehow fundamentally address 400 years of oppression.\u003c/p>\n\u003cp>School districts concentrate Black teachers in the most challenging schools, without giving those Black teachers the necessary resources to address the 400 years of marginalization and subjugation.\u003c/p>\n\u003cp>And so because Black teachers are placed in the most challenging schools without the necessary resources to teach Black children, Black teachers are leaving their schools, not their students. They're leaving the poor working conditions, the conditions that do not give them the tools, the resources, the ongoing training to teach Black children.\u003c/p>\n\u003cp>And so out of frustration, while doing good work, while raising test scores, while allowing Black children to persist, they also leave because they recognize, at the end of the day, that they do not have the tools and resources to do the work of teaching.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Listen to the full interview at the audio link above.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Effective+Anti-Racist+Education+Requires+More+Diverse+Teachers%2C+More+Training&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "We Are Repeating The Discrimination Experiment Every Day, Says Educator Jane Elliott",
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"content": "\u003cp>The assassination of Martin Luther King Jr. in 1968 prompted educator Jane Elliott to create the\u003ca href=\"https://janeelliott.com/\"> now-famous \"blue eyes/brown eyes exercise\u003c/a>.\"\u003c/p>\n\u003cp>As a school teacher in the small town of Riceville, Iowa, Elliott first conducted the anti-racism experiment on her all-white third-grade classroom, the day after the civil rights leader was killed.\u003c/p>\n\u003cp>She wanted them to understand what discrimination felt like. Elliott split her students into two groups, based on eye color. She told them that people with brown eyes were superior to those with blue eyes, for reasons she made up. Brown-eyed people, she told the students, are smarter, more civilized and better than blue-eyed people.\u003c/p>\n\u003cp>More than 50 years after she first tried that exercise in her classroom, Elliott, now 87, said she sees much more work left to do to change racist attitudes. The May 25 killing of George Floyd \u003ca href=\"https://www.npr.org/sections/live-updates-protests-for-racial-justice\">set off weeks of nationwide protests\u003c/a> over the police abuse and racism against black people, plunging the U.S. into a reckoning of racial inequality.\u003c/p>\n\u003cp>\"It's happening every day in this country, right now,\" she said in an interview with \u003cem>Morning Edition\u003c/em>. \"We are repeating the blue-eyed/brown-eyed exercise on a daily basis.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When Elliott first conducted the exercise in 1968, brown-eyed students were given special privileges. She said she watched and was horrified at what she saw.\u003c/p>\n\u003cp>The students started to internalize, and accept, the characteristics they'd been arbitrarily assigned based on the color of their eyes.\u003c/p>\n\u003cp>Elliott started to see her own white privilege, even her own ignorance. At her lunch break that day in the teacher's lounge, she told her colleagues about the exercise. One teacher ended up displaying the same bigotry Elliott had spent the morning trying to fight.\u003c/p>\n\u003cp>\"She said, on the day after Martin Luther King Jr. was killed, 'I don't know why you're doing that — I thought it was about time somebody shot that son of a bitch,' \" she said. \"Not one of them reprimanded her for that or even corrected her. They all either smiled or laughed and nodded.\"\u003c/p>\n\u003cp>The interaction only strengthened Elliott's resolve. She decided to continue the exercise with her students after lunch.\u003c/p>\n\u003cp>\"No person of any age [was] going to leave my presence with those attitudes unchallenged,\" Elliott said.\u003c/p>\n\u003cp>Two years later, a BBC documentary \u003ca href=\"https://www.youtube.com/watch?v=jSwZQ1AzjOg\">captured the experiment\u003c/a> in Elliott's classroom. The demonstration has since been taught by generations of teachers to millions of kids across the country.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=jSwZQ1AzjOg\u003c/p>\n\u003cp>Still, Elliott said the last few years have brought out America's worst racist tendencies. The empathy she works to inspire in students with the experiment, which has been modified over the years, is necessary, she said.\u003c/p>\n\u003cp>\"People of other color groups seem to understand,\" she said. \"Probably because they have been taught how they're treated in this country — that they have to understand us. [White people] on the other hand, don't have to understand them. We have to let people find out how it feels to be on the receiving end of that which we dish out so readily.\"\u003c/p>\n\u003cp>But the protests happening now have given her hope.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Things are changing, and they're going to change rapidly if we're very, very fortunate,\" she said. \"If this ugly change, if this negative change can happen this quickly, why can't positive change happen that quickly? I think it can.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=We+Are+Repeating+The+Discrimination+Experiment+Every+Day%2C+Says+Educator+Jane+Elliott&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The assassination of Martin Luther King Jr. in 1968 prompted educator Jane Elliott to create the\u003ca href=\"https://janeelliott.com/\"> now-famous \"blue eyes/brown eyes exercise\u003c/a>.\"\u003c/p>\n\u003cp>As a school teacher in the small town of Riceville, Iowa, Elliott first conducted the anti-racism experiment on her all-white third-grade classroom, the day after the civil rights leader was killed.\u003c/p>\n\u003cp>She wanted them to understand what discrimination felt like. Elliott split her students into two groups, based on eye color. She told them that people with brown eyes were superior to those with blue eyes, for reasons she made up. Brown-eyed people, she told the students, are smarter, more civilized and better than blue-eyed people.\u003c/p>\n\u003cp>More than 50 years after she first tried that exercise in her classroom, Elliott, now 87, said she sees much more work left to do to change racist attitudes. The May 25 killing of George Floyd \u003ca href=\"https://www.npr.org/sections/live-updates-protests-for-racial-justice\">set off weeks of nationwide protests\u003c/a> over the police abuse and racism against black people, plunging the U.S. into a reckoning of racial inequality.\u003c/p>\n\u003cp>\"It's happening every day in this country, right now,\" she said in an interview with \u003cem>Morning Edition\u003c/em>. \"We are repeating the blue-eyed/brown-eyed exercise on a daily basis.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When Elliott first conducted the exercise in 1968, brown-eyed students were given special privileges. She said she watched and was horrified at what she saw.\u003c/p>\n\u003cp>The students started to internalize, and accept, the characteristics they'd been arbitrarily assigned based on the color of their eyes.\u003c/p>\n\u003cp>Elliott started to see her own white privilege, even her own ignorance. At her lunch break that day in the teacher's lounge, she told her colleagues about the exercise. One teacher ended up displaying the same bigotry Elliott had spent the morning trying to fight.\u003c/p>\n\u003cp>\"She said, on the day after Martin Luther King Jr. was killed, 'I don't know why you're doing that — I thought it was about time somebody shot that son of a bitch,' \" she said. \"Not one of them reprimanded her for that or even corrected her. They all either smiled or laughed and nodded.\"\u003c/p>\n\u003cp>The interaction only strengthened Elliott's resolve. She decided to continue the exercise with her students after lunch.\u003c/p>\n\u003cp>\"No person of any age [was] going to leave my presence with those attitudes unchallenged,\" Elliott said.\u003c/p>\n\u003cp>Two years later, a BBC documentary \u003ca href=\"https://www.youtube.com/watch?v=jSwZQ1AzjOg\">captured the experiment\u003c/a> in Elliott's classroom. The demonstration has since been taught by generations of teachers to millions of kids across the country.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/jSwZQ1AzjOg'\n title='//www.youtube.com/embed/jSwZQ1AzjOg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Still, Elliott said the last few years have brought out America's worst racist tendencies. The empathy she works to inspire in students with the experiment, which has been modified over the years, is necessary, she said.\u003c/p>\n\u003cp>\"People of other color groups seem to understand,\" she said. \"Probably because they have been taught how they're treated in this country — that they have to understand us. [White people] on the other hand, don't have to understand them. We have to let people find out how it feels to be on the receiving end of that which we dish out so readily.\"\u003c/p>\n\u003cp>But the protests happening now have given her hope.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Things are changing, and they're going to change rapidly if we're very, very fortunate,\" she said. \"If this ugly change, if this negative change can happen this quickly, why can't positive change happen that quickly? I think it can.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=We+Are+Repeating+The+Discrimination+Experiment+Every+Day%2C+Says+Educator+Jane+Elliott&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "6 Things Anti-Racist Educators Want Grown-ups to Know about Teaching and Raising Kids",
"title": "6 Things Anti-Racist Educators Want Grown-ups to Know about Teaching and Raising Kids",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">For most of Karyn Parsons’ life, race was considered an impolite conversation topic. But as America \u003c/span>\u003ca href=\"https://www.npr.org/series/868567696/america-reckons-with-racial-injustice\">\u003cspan style=\"font-weight: 400\">reckons with racial injustice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> following the police killing of George Floyd, that view is changing. Parsons, who is best known for her \u003c/span>\u003ca href=\"https://www.npr.org/2014/11/15/364079701/howd-karyn-parsons-get-her-gig-on-fresh-prince-brattiness\">\u003cspan style=\"font-weight: 400\">role as Will Smith’s self-absorbed cousin\u003c/span>\u003c/a> Hilary Banks\u003cspan style=\"font-weight: 400\"> on “The Fresh Prince of Bel Air,” is glad. “I’m seeing so many people, so many white people, \u003c/span>\u003ca href=\"https://www.npr.org/2020/06/16/878963732/why-now-white-people\">\u003cspan style=\"font-weight: 400\">for the first time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> taking a hard look at things and asking questions,” she said. Currently a \u003c/span>\u003ca href=\"https://www.kirkusreviews.com/book-reviews/karyn-parsons/how-high-the-moon/\">\u003cspan style=\"font-weight: 400\">children’s author\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and founder of a \u003c/span>\u003ca href=\"https://www.sweetblackberry.org/our-mission.html\">\u003cspan style=\"font-weight: 400\">media organization\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that celebrates little-known achievements by African Americans, Parsons was one of several panelists in a recent town hall on “\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=IXOMGkiQ_8I&t=3767s\">\u003cspan style=\"font-weight: 400\">How to Raise and Teach Anti-Racist Kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” hosted by the \u003c/span>\u003ca href=\"https://www.literacyworldwide.org/\">\u003cspan style=\"font-weight: 400\">International Literacy Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. During the event, educators and equity activists addressed questions related to when and how to talk about race with young people and how to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54999/how-ibram-x-kendis-definition-of-antiracism-applies-to-schools\">\u003cspan style=\"font-weight: 400\">challenge systemic racism in schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=IXOMGkiQ_8I&t=3767s\u003c/p>\n\u003ch2>\u003cb>1. Learn and Reflect\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s impossible for adults to engage kids in learning about race and racism without understanding these topics themselves, panelists said. “You can’t teach what you don’t know,” said \u003c/span>\u003ca href=\"https://kassandcorn.com/\">\u003cspan style=\"font-weight: 400\">Cornelius Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author of “\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/41970684-we-got-this\">\u003cspan style=\"font-weight: 400\">We Got This: Equity, Access, and the Quest to Be Who Our Students Need Us to Be\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” \u003c/span>\u003ca href=\"https://www.gordonschool.org/about/meet-gordons-next-head-of-school/about-noni-thomas-lpez\">\u003cspan style=\"font-weight: 400\">Noni Thomas López\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, head of school at the Gordon School in Rhode Island, said that studying how Black people have been excluded from equal legal, economic and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56098/four-ways-racial-inequity-harms-american-schoolchildren\">\u003cspan style=\"font-weight: 400\">educational\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> opportunities \u003c/span>\u003ca href=\"https://www.washingtonpost.com/nation/2020/06/08/understanding-racism-inequality-america/?arc404=true\">\u003cspan style=\"font-weight: 400\">throughout U.S. history\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is “an important first step in anti-racist work.” Alongside those \u003c/span>\u003ca href=\"https://www.tolerance.org/podcasts/teaching-hard-history/american-slavery\">\u003cspan style=\"font-weight: 400\">hard history\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> topics, adults should also read and learn about \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/04/16/parenting/black-history-month-kids.html\">\u003cspan style=\"font-weight: 400\">Black joy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, resilience and love, and be able to share that with children, Thomas López said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While studying history, panelists encouraged parents and teachers to interrogate themselves about their biases and how those affect their interactions. “A lot of people are feeling secure in themselves and they’re not asking hard questions,” said Parsons. “Children are sponges, we know that. They’re going to pick this up and they’re going to feel bias, so they’re going to feel when adults haven’t done this work themselves.” As an example, author and literacy advocate \u003c/span>\u003ca href=\"https://www.pamallyn.com/about\">\u003cspan style=\"font-weight: 400\">Pam Allyn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, suggested that educators \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/deficit-model-is-harming-students-janice-lombardi\">\u003cspan style=\"font-weight: 400\">rethink how they talk about children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as terms like “struggling readers.” Allyn said she would like to start literacy conversations by recognizing all the skills children use to communicate, including \u003c/span>\u003ca href=\"https://www.psychologytoday.com/us/blog/life-bilingual/201603/what-is-translanguaging\">\u003cspan style=\"font-weight: 400\">across languages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Children are brilliant, and I think that we have made this whole way of thinking about teaching, truthfully, we’ve made it into a pathology.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the panelists emphasized studying history and self-reflection as first steps, they are not tasks that can ever really be marked as completed. “You don’t get to the end of the journey and you’re suddenly anti-racist,” said Thomas López. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Talk About Race Early and Often\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">No child is too young to learn about systemic racism in developmentally appropriate ways, according to author and educator \u003c/span>\u003ca href=\"https://www.anti-biasmontessori.com/\">\u003cspan style=\"font-weight: 400\">Tiffany Jewell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In explaining the police killing of George Floyd to her own kids, for instance, she told them that “one (police officer) hurt him so much that he died, and three of them stood around and let it happen.” Jewell said it’s important for her children “to know you can’t hurt somebody else’s body and you can’t stand by and watch it happen, too.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grown-ups often get uncomfortable when kids point out skin color, but that’s a natural part of processing the world, said Thomas López. But the problems emerge when those differences convey negative associations. Racist perceptions are prevalent enough that kids will \u003c/span>\u003ca href=\"https://www.cnn.com/2010/US/05/13/doll.study/index.html\">\u003cspan style=\"font-weight: 400\">absorb implicit bias\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whether or not the adults in their lives express racist attitudes, she said. “They’re breathing those things in, so if you’re not actively countering those messages, then they’re going to stick.” \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://nymag.com/strategist/article/anti-racist-childrens-books.html\">\u003cspan style=\"font-weight: 400\">Books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.cnn.com/2020/06/06/app-news-section/cnn-sesame-street-race-town-hall-app-june-6-2020-app/index.html\">\u003cspan style=\"font-weight: 400\">other media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can help start \u003c/span>\u003ca href=\"https://www.wbez.org/stories/talking-to-kids-about-racism-police-violence-and-george-floyds-death/043a74a1-ceff-4039-acf0-82454936ff07\">\u003cspan style=\"font-weight: 400\">conversations about race with kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Jewell emphasized telling kids the truth and encouraging them to ask questions. The speakers also made clear that these conversations are not one-and-done events. Black families, by necessity, have multiple versions of \u003c/span>\u003ca href=\"https://www.washingtonpost.com/lifestyle/2020/06/05/black-families-like-mine-race-talk-comes-early-its-painful-its-not-optional/\">\u003cspan style=\"font-weight: 400\">“the talk”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about racism as their kids age, “to make sure their kid doesn’t become the next \u003c/span>\u003ca href=\"https://www.npr.org/2019/08/09/748351764/5-years-after-michael-brown-shooting-slow-signs-of-progress\">\u003cspan style=\"font-weight: 400\">Michael Brown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Minor. Non-Black families must do the same.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Be Willing to be Uncomfortable\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For adults accustomed to the false paradigm of “\u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/02/saying_i_dont_see_color_denies_the_racial_identity_of_students.html\">\u003cspan style=\"font-weight: 400\">not seeing color\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” starting to \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/teaching_now/2020/06/as_protests_erupt_after_george_floyds_death_teachers_grieve_with_students_from_a_distance.html\">\u003cspan style=\"font-weight: 400\">address systemic racism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> will be uncomfortable. By sitting with that discomfort, teachers and parents demonstrate the importance of these issues and model a willingness to make mistakes. Allyn said she finds strength in being able to say, “I’m messy, I’m not sure I know how to do this, but I want to keep doing this. I want to work on this for the rest of my life, the best I can.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The speakers also noted how heavily the work of raising and teaching anti-racist kids weighs \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56038/how-indigenous-black-and-poc-educators-envision-a-better-school-experience\">\u003cspan style=\"font-weight: 400\">on educators of color\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Minor said he entered college with the goal of becoming the best reading teacher in New York City, but \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56044/how-nyc-students-and-teachers-are-making-sense-of-george-floyds-killing\">\u003cspan style=\"font-weight: 400\">fighting systemic racism in schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> takes time and energy from that pursuit. “My great stress comes from having been robbed of my dreams by racism.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Teaching Kindness is Not Enough\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Minor said that many people think that racism means being mean to Black people. That limited definition makes it harder to see the connections between individual actions and systemic issues, such as \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2017/01/27/511428075/does-your-school-arrest-students\">\u003cspan style=\"font-weight: 400\">disproportionate disciplinary rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for Black students. Jewell defines racism as both personal prejudice and “the misuse and abuse of power.” She said that’s a definition that people of any age can understand. “It also allows us to see that being nice isn’t going to end racism. It allows us to understand that we need to more than just unpack our own biases but we have to move it into institutions … and look at the policies and procedures and laws.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Be Radically Pro-Kid\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the question and answer period, a teacher from a rural, predominantly white school asked how to respond to colleagues who might push back against anti-racist initiatives and proclaim that “\u003c/span>\u003ca href=\"https://www.cnn.com/2020/06/10/us/all-lives-matter-reenact-george-floyd-black-lives-matter-trnd/index.html\">\u003cspan style=\"font-weight: 400\">all lives matter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” Minor’s advice was to be “radically pro-kid.” It is an educator's job to create opportunities for children and to teach kids to create opportunities for themselves, he said. “As such, anything that stands in the way of opportunity for a child is my enemy. So, police shooting brown children — you can’t read if you’re dead. Kids being malnourished because they live in food deserts — you can’t write powerful poetry if you don’t have all your vitamins.” Minor said he considers it his responsibility to make things uncomfortable for educators who do not see \u003c/span>\u003ca href=\"https://apnews.com/927a71acf45a4a66bc91d588da7f51ef\">\u003cspan style=\"font-weight: 400\">kids being shot by police\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://mississippitoday.org/2020/06/10/the-most-nutritious-meal-theyll-get-how-mississippi-districts-are-feeding-kids-in-a-pandemic/\">\u003cspan style=\"font-weight: 400\">not having enough to eat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as problems worth addressing in school. “So when people say things like ‘all lives matter,’ it’s really important to note that, yes, we do understand that all lives matter, but until Black lives matter in a demonstrably clear way, through law enforcement, through education, through access to food and medical care, until Black lives matter, all lives cannot matter.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Teachers Have Power\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jewell said she felt she had more power as a classroom teacher than she did as an administrator because she worked directly with students and parents every day. Teachers should use that proximity to relay what families are experiencing to school leaders and to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56156/why-theres-a-push-to-get-police-out-of-schools\">\u003cspan style=\"font-weight: 400\">ask challenging questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she said. “Don’t be afraid. Just go forth and do it, because if you’re not going to, somebody else might not.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://kwamealexander.com/about/me\">\u003cspan style=\"font-weight: 400\">Kwame Alexander\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the bestselling \u003c/span>\u003ca href=\"https://www.npr.org/books/authors/383316440/kwame-alexander\">\u003cspan style=\"font-weight: 400\">author\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.npr.org/2020/05/27/862339935/running-for-your-life-a-community-poem-for-ahmaud-arbery\">\u003cspan style=\"font-weight: 400\">poet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who organized the town hall, closed the event with a moment of silence. During that time, the black screen filled up, one by one, with the \u003c/span>\u003ca href=\"https://www.npr.org/2020/05/29/865261916/a-decade-of-watching-black-people-die\">\u003cspan style=\"font-weight: 400\">names\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of hundreds of individuals killed by racist violence. “We have the capacity to make that page blank,” Alexander said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>https://twitter.com/kwamealexander/status/1274975137268367364\u003c/p>\n\n",
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"excerpt": "For adults accustomed to the false paradigm of “not seeing color,” starting to address systemic racism will be uncomfortable. By sitting with that discomfort, teachers and parents demonstrate the importance of these issues and model a willingness to make mistakes. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For most of Karyn Parsons’ life, race was considered an impolite conversation topic. But as America \u003c/span>\u003ca href=\"https://www.npr.org/series/868567696/america-reckons-with-racial-injustice\">\u003cspan style=\"font-weight: 400\">reckons with racial injustice\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> following the police killing of George Floyd, that view is changing. Parsons, who is best known for her \u003c/span>\u003ca href=\"https://www.npr.org/2014/11/15/364079701/howd-karyn-parsons-get-her-gig-on-fresh-prince-brattiness\">\u003cspan style=\"font-weight: 400\">role as Will Smith’s self-absorbed cousin\u003c/span>\u003c/a> Hilary Banks\u003cspan style=\"font-weight: 400\"> on “The Fresh Prince of Bel Air,” is glad. “I’m seeing so many people, so many white people, \u003c/span>\u003ca href=\"https://www.npr.org/2020/06/16/878963732/why-now-white-people\">\u003cspan style=\"font-weight: 400\">for the first time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> taking a hard look at things and asking questions,” she said. Currently a \u003c/span>\u003ca href=\"https://www.kirkusreviews.com/book-reviews/karyn-parsons/how-high-the-moon/\">\u003cspan style=\"font-weight: 400\">children’s author\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and founder of a \u003c/span>\u003ca href=\"https://www.sweetblackberry.org/our-mission.html\">\u003cspan style=\"font-weight: 400\">media organization\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that celebrates little-known achievements by African Americans, Parsons was one of several panelists in a recent town hall on “\u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=IXOMGkiQ_8I&t=3767s\">\u003cspan style=\"font-weight: 400\">How to Raise and Teach Anti-Racist Kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” hosted by the \u003c/span>\u003ca href=\"https://www.literacyworldwide.org/\">\u003cspan style=\"font-weight: 400\">International Literacy Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. During the event, educators and equity activists addressed questions related to when and how to talk about race with young people and how to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54999/how-ibram-x-kendis-definition-of-antiracism-applies-to-schools\">\u003cspan style=\"font-weight: 400\">challenge systemic racism in schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/IXOMGkiQ_8I'\n title='//www.youtube.com/embed/IXOMGkiQ_8I'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003ch2>\u003cb>1. Learn and Reflect\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s impossible for adults to engage kids in learning about race and racism without understanding these topics themselves, panelists said. “You can’t teach what you don’t know,” said \u003c/span>\u003ca href=\"https://kassandcorn.com/\">\u003cspan style=\"font-weight: 400\">Cornelius Minor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, author of “\u003c/span>\u003ca href=\"https://www.goodreads.com/book/show/41970684-we-got-this\">\u003cspan style=\"font-weight: 400\">We Got This: Equity, Access, and the Quest to Be Who Our Students Need Us to Be\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” \u003c/span>\u003ca href=\"https://www.gordonschool.org/about/meet-gordons-next-head-of-school/about-noni-thomas-lpez\">\u003cspan style=\"font-weight: 400\">Noni Thomas López\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, head of school at the Gordon School in Rhode Island, said that studying how Black people have been excluded from equal legal, economic and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56098/four-ways-racial-inequity-harms-american-schoolchildren\">\u003cspan style=\"font-weight: 400\">educational\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> opportunities \u003c/span>\u003ca href=\"https://www.washingtonpost.com/nation/2020/06/08/understanding-racism-inequality-america/?arc404=true\">\u003cspan style=\"font-weight: 400\">throughout U.S. history\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is “an important first step in anti-racist work.” Alongside those \u003c/span>\u003ca href=\"https://www.tolerance.org/podcasts/teaching-hard-history/american-slavery\">\u003cspan style=\"font-weight: 400\">hard history\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> topics, adults should also read and learn about \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/04/16/parenting/black-history-month-kids.html\">\u003cspan style=\"font-weight: 400\">Black joy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, resilience and love, and be able to share that with children, Thomas López said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While studying history, panelists encouraged parents and teachers to interrogate themselves about their biases and how those affect their interactions. “A lot of people are feeling secure in themselves and they’re not asking hard questions,” said Parsons. “Children are sponges, we know that. They’re going to pick this up and they’re going to feel bias, so they’re going to feel when adults haven’t done this work themselves.” As an example, author and literacy advocate \u003c/span>\u003ca href=\"https://www.pamallyn.com/about\">\u003cspan style=\"font-weight: 400\">Pam Allyn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, suggested that educators \u003c/span>\u003ca href=\"https://www.edutopia.org/blog/deficit-model-is-harming-students-janice-lombardi\">\u003cspan style=\"font-weight: 400\">rethink how they talk about children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, such as terms like “struggling readers.” Allyn said she would like to start literacy conversations by recognizing all the skills children use to communicate, including \u003c/span>\u003ca href=\"https://www.psychologytoday.com/us/blog/life-bilingual/201603/what-is-translanguaging\">\u003cspan style=\"font-weight: 400\">across languages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Children are brilliant, and I think that we have made this whole way of thinking about teaching, truthfully, we’ve made it into a pathology.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although the panelists emphasized studying history and self-reflection as first steps, they are not tasks that can ever really be marked as completed. “You don’t get to the end of the journey and you’re suddenly anti-racist,” said Thomas López. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Talk About Race Early and Often\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">No child is too young to learn about systemic racism in developmentally appropriate ways, according to author and educator \u003c/span>\u003ca href=\"https://www.anti-biasmontessori.com/\">\u003cspan style=\"font-weight: 400\">Tiffany Jewell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In explaining the police killing of George Floyd to her own kids, for instance, she told them that “one (police officer) hurt him so much that he died, and three of them stood around and let it happen.” Jewell said it’s important for her children “to know you can’t hurt somebody else’s body and you can’t stand by and watch it happen, too.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grown-ups often get uncomfortable when kids point out skin color, but that’s a natural part of processing the world, said Thomas López. But the problems emerge when those differences convey negative associations. Racist perceptions are prevalent enough that kids will \u003c/span>\u003ca href=\"https://www.cnn.com/2010/US/05/13/doll.study/index.html\">\u003cspan style=\"font-weight: 400\">absorb implicit bias\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, whether or not the adults in their lives express racist attitudes, she said. “They’re breathing those things in, so if you’re not actively countering those messages, then they’re going to stick.” \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://nymag.com/strategist/article/anti-racist-childrens-books.html\">\u003cspan style=\"font-weight: 400\">Books\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.cnn.com/2020/06/06/app-news-section/cnn-sesame-street-race-town-hall-app-june-6-2020-app/index.html\">\u003cspan style=\"font-weight: 400\">other media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can help start \u003c/span>\u003ca href=\"https://www.wbez.org/stories/talking-to-kids-about-racism-police-violence-and-george-floyds-death/043a74a1-ceff-4039-acf0-82454936ff07\">\u003cspan style=\"font-weight: 400\">conversations about race with kids\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Jewell emphasized telling kids the truth and encouraging them to ask questions. The speakers also made clear that these conversations are not one-and-done events. Black families, by necessity, have multiple versions of \u003c/span>\u003ca href=\"https://www.washingtonpost.com/lifestyle/2020/06/05/black-families-like-mine-race-talk-comes-early-its-painful-its-not-optional/\">\u003cspan style=\"font-weight: 400\">“the talk”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about racism as their kids age, “to make sure their kid doesn’t become the next \u003c/span>\u003ca href=\"https://www.npr.org/2019/08/09/748351764/5-years-after-michael-brown-shooting-slow-signs-of-progress\">\u003cspan style=\"font-weight: 400\">Michael Brown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Minor. Non-Black families must do the same.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Be Willing to be Uncomfortable\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For adults accustomed to the false paradigm of “\u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/02/saying_i_dont_see_color_denies_the_racial_identity_of_students.html\">\u003cspan style=\"font-weight: 400\">not seeing color\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” starting to \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/teaching_now/2020/06/as_protests_erupt_after_george_floyds_death_teachers_grieve_with_students_from_a_distance.html\">\u003cspan style=\"font-weight: 400\">address systemic racism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> will be uncomfortable. By sitting with that discomfort, teachers and parents demonstrate the importance of these issues and model a willingness to make mistakes. Allyn said she finds strength in being able to say, “I’m messy, I’m not sure I know how to do this, but I want to keep doing this. I want to work on this for the rest of my life, the best I can.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The speakers also noted how heavily the work of raising and teaching anti-racist kids weighs \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56038/how-indigenous-black-and-poc-educators-envision-a-better-school-experience\">\u003cspan style=\"font-weight: 400\">on educators of color\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Minor said he entered college with the goal of becoming the best reading teacher in New York City, but \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56044/how-nyc-students-and-teachers-are-making-sense-of-george-floyds-killing\">\u003cspan style=\"font-weight: 400\">fighting systemic racism in schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> takes time and energy from that pursuit. “My great stress comes from having been robbed of my dreams by racism.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Teaching Kindness is Not Enough\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Minor said that many people think that racism means being mean to Black people. That limited definition makes it harder to see the connections between individual actions and systemic issues, such as \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2017/01/27/511428075/does-your-school-arrest-students\">\u003cspan style=\"font-weight: 400\">disproportionate disciplinary rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for Black students. Jewell defines racism as both personal prejudice and “the misuse and abuse of power.” She said that’s a definition that people of any age can understand. “It also allows us to see that being nice isn’t going to end racism. It allows us to understand that we need to more than just unpack our own biases but we have to move it into institutions … and look at the policies and procedures and laws.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Be Radically Pro-Kid\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the question and answer period, a teacher from a rural, predominantly white school asked how to respond to colleagues who might push back against anti-racist initiatives and proclaim that “\u003c/span>\u003ca href=\"https://www.cnn.com/2020/06/10/us/all-lives-matter-reenact-george-floyd-black-lives-matter-trnd/index.html\">\u003cspan style=\"font-weight: 400\">all lives matter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” Minor’s advice was to be “radically pro-kid.” It is an educator's job to create opportunities for children and to teach kids to create opportunities for themselves, he said. “As such, anything that stands in the way of opportunity for a child is my enemy. So, police shooting brown children — you can’t read if you’re dead. Kids being malnourished because they live in food deserts — you can’t write powerful poetry if you don’t have all your vitamins.” Minor said he considers it his responsibility to make things uncomfortable for educators who do not see \u003c/span>\u003ca href=\"https://apnews.com/927a71acf45a4a66bc91d588da7f51ef\">\u003cspan style=\"font-weight: 400\">kids being shot by police\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://mississippitoday.org/2020/06/10/the-most-nutritious-meal-theyll-get-how-mississippi-districts-are-feeding-kids-in-a-pandemic/\">\u003cspan style=\"font-weight: 400\">not having enough to eat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as problems worth addressing in school. “So when people say things like ‘all lives matter,’ it’s really important to note that, yes, we do understand that all lives matter, but until Black lives matter in a demonstrably clear way, through law enforcement, through education, through access to food and medical care, until Black lives matter, all lives cannot matter.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>6. Teachers Have Power\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jewell said she felt she had more power as a classroom teacher than she did as an administrator because she worked directly with students and parents every day. Teachers should use that proximity to relay what families are experiencing to school leaders and to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56156/why-theres-a-push-to-get-police-out-of-schools\">\u003cspan style=\"font-weight: 400\">ask challenging questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she said. “Don’t be afraid. Just go forth and do it, because if you’re not going to, somebody else might not.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://kwamealexander.com/about/me\">\u003cspan style=\"font-weight: 400\">Kwame Alexander\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the bestselling \u003c/span>\u003ca href=\"https://www.npr.org/books/authors/383316440/kwame-alexander\">\u003cspan style=\"font-weight: 400\">author\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.npr.org/2020/05/27/862339935/running-for-your-life-a-community-poem-for-ahmaud-arbery\">\u003cspan style=\"font-weight: 400\">poet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> who organized the town hall, closed the event with a moment of silence. During that time, the black screen filled up, one by one, with the \u003c/span>\u003ca href=\"https://www.npr.org/2020/05/29/865261916/a-decade-of-watching-black-people-die\">\u003cspan style=\"font-weight: 400\">names\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of hundreds of individuals killed by racist violence. “We have the capacity to make that page blank,” Alexander said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "'I'm Willing To Fight For America': 5 Student Activists On Protesting For Change",
"title": "'I'm Willing To Fight For America': 5 Student Activists On Protesting For Change",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Peaceful, student-led protests have been a powerful force for change throughout American history.\u003c/p>\n\u003cp>In 1925, for example, students at Fisk University staged a 10-week protest to speak out against the school's president, who didn't want students starting a chapter of the N.A.A.C.P. In 1940, almost 2,000 students protested after New York University decided to pull a black player from its football roster to accommodate the University of Missouri's segregationists.\u003c/p>\n\u003cp>And campus-based protests, including against racism, were a major lever of social change in the 1960s.\u003c/p>\n\u003cp>But during one of the largest protest movements of our generation, campuses nationwide have been shut down due to COVID-19.\u003c/p>\n\u003cp>So what does student activism look like today? It's happening online and in the streets; with art and tech skills. NPR Ed spoke to five high school and college students fighting in different ways for black lives, an end to police brutality and structural racism.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Julian Dowell, 20, Washington, D.C.\u003c/strong>\u003c/p>\n\u003cp>When he was growing up, Julian Dowell says, his mom was a big advocate for reading up on racism in American history. \"In the eighth grade I was reading Cornel West. Michelle Alexander's \u003cem>The New Jim Crow\u003c/em> had just come out,\" he says. \"So when Trayvon Martin occurred, I was actually kind of in my school mobilizing people around me, like, yo, we're gonna do a day where we're all going to wear our hood up.\"\u003c/p>\n\u003cp>Today Dowell is a junior Georgetown University, studying African-American studies and thinking about adding economics. But his biggest interest is understanding \u003ca href=\"https://www.instagram.com/arkitekt.x/\">augmented reality technology\u003c/a> — and finding a way to use it as a tool to protest and speak out.\u003c/p>\n\u003cfigure id=\"attachment_56143\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56143\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/jdowell-pic2toned_custom-0529007824c2e070dc7c93634f30883d419dd9b7.jpg\" alt=\"\" width=\"200\" height=\"331\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/jdowell-pic2toned_custom-0529007824c2e070dc7c93634f30883d419dd9b7.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/jdowell-pic2toned_custom-0529007824c2e070dc7c93634f30883d419dd9b7-160x265.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Julian Dowell, 20, says he's wrestling with the idea of what it means to be an activist right now, and also asking himself: \"What are the limits of the virtual world?\" \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Even in this moment, you see a lot of rallying cries behind George Floyd. But mind you, Breonna Taylor's death was, what, three months ago? So it was really important for me as a black man to say how can I amplify this quotable of, 'say her name,' \" he says. \"More often than not, black women don't don't receive that opportunity.\"\u003c/p>\n\u003cp>Before he visited the newly named \u003ca href=\"https://www.npr.org/sections/live-updates-protests-for-racial-justice/2020/06/05/870833518/black-lives-matter-plaza-across-from-white-house-is-christened-by-d-c-leaders\">Black Lives Matter Plaza\u003c/a> in Washington, D.C., he created an app that allowed people in the plaza to use their phone to find a mural of \u003ca href=\"https://www.npr.org/2020/06/04/869930040/as-the-nation-chants-her-name-breonna-taylors-family-grieves-a-life-robbed\">Breonna Taylor,\u003c/a> shot by police in her home in Louisville, Ky. When you click on the image, you hear Taylor's mother speaking about her.\u003c/p>\n\u003cp>\"I wanted people to say her name. I wanted people to hear her mother's voice,\" he says. \"I didn't want to dehumanize her in the way that her death had. I want to humanize or I want to memorialize her.\"\u003c/p>\n\u003cp>At the same time Dowell is wrestling with the idea of what it means to be a student activist, he's also asking himself: \"What are the limits of the virtual world?\"\u003c/p>\n\u003cp>There have been instances of social media influencers \u003ca href=\"https://www.theguardian.com/media/2020/jun/11/influencers-protests-staged-photos-black-lives-matter\">using \u003c/a>the Black Lives Matter protest movement as a photo opportunity. There are posts of influencers posting in front \u003ca href=\"https://www.theguardian.com/media/2020/jun/11/influencers-protests-staged-photos-black-lives-matter\">of looted stores\u003c/a> or coming to a march with hair and makeup done \u003ca href=\"https://www.mirror.co.uk/3am/celebrity-news/instagram-stars-blasted-treating-black-22147599\">only to take\u003c/a> a picture. Social capital, he says, is a real thing and many people want to be on the right side of history.\u003c/p>\n\u003cp>The solution, he says, is nuanced and complicated and won't be solved in just talking about the issue of systemic racism and performative activism. Another thing Dowell is fighting for when he protests is making sure the right people have access.\u003c/p>\n\u003cp>\"Lean into technology companies. Give black and brown communities access to resources. Give them access to free Code Academy. Send them links to free code camps. Make sure there's pipelines for opportunities for students,\" he says, to find access to workshops that teach people computer coding and developing apps.\u003c/p>\n\u003cfigure id=\"attachment_56144\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56144\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/aaronf-photonpr_custom-dedf35b62352be720acf34881b6b43caf74033a3.jpg\" alt=\"\" width=\"200\" height=\"312\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/aaronf-photonpr_custom-dedf35b62352be720acf34881b6b43caf74033a3.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/aaronf-photonpr_custom-dedf35b62352be720acf34881b6b43caf74033a3-160x250.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Aaron Narraph Fernando, 19, made waves when he created a spreadsheet of law enforcement unions' political contributions to New York City Democrats. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Aaron Narraph Fernando, 19, New York City\u003c/strong>\u003c/p>\n\u003cp>Aaron Narraph Fernando, born and raised in Queens, New York, is a rising junior at John Jay College of Criminal Justice in Manhattan, where he studies law and society. He's also running unopposed for a local Democratic Party position called County Committee. And in his spare time he's been making waves in New York City politics armed with just a Google Doc and a Twitter account.\u003c/p>\n\u003cp>\"A few weeks ago, even before the George Floyd protests started, I started looking into fundraising numbers for state-level candidates. I was curious to see how challengers were doing against their incumbents in terms of fundraising. And I started noticing that a lot of these so-called progressive Democrats were taking a lot of money from these very conservative police unions and other law enforcement things like correction officers' unions and the court officer unions. So I started making a list of all the different law enforcement unions and also how much money they had given to different New York City Democrats this cycle.\"\u003c/p>\n\u003cp>While contributions from unions to Democratic politicians might have raised few eyebrows in the past, Fernando and other activists saw this money, and the influence it brings, as standing in the way of measures like the recently passed repeal of Section 50-a, a law shielding the personnel records of police officers. He started making a list of law enforcement unions' political contributions to New York City Democrats.\u003c/p>\n\u003cp>\"And I wasn't really sure what to do with the list until the George Floyd protest really started. And we started seeing more and more people be aware of the very aggressive role that police take in our communities. And a lot of people started to ask me how they could take action if they couldn't go out and protest in the streets.\"\u003c/p>\n\u003cp>\"I tweeted out, I asked people if this is a good time to drop my spreadsheet showing which New York City officials are taking money from law enforcement. And I got like 800 'likes' in like an hour. So I was like, OK. People really care about this. They're really engaged right now. They really want to get involved and know how they can make a difference. So I posted my spreadsheet.\"\u003c/p>\n\u003cp>Then, something surprising happened. Politicians started responding to public pressure.\u003c/p>\n\u003cp>\u003ca href=\"https://theappeal.org/new-york-lawmakers-reject-police-money/\">\"Aravella Simotas,\u003c/a> an assembly member in Astoria [donated her law enforcement contributions to racial justice organizations] under pressure from her primary challenger. Then all the dominoes fell...Today we've had \u003ca href=\"https://twitter.com/aaronnarraph/status/1266871795388502016\">19 different elected officials\u003c/a> in New York City say they're going to donate their money to anti-racist causes. And so far, we've had almost $60,000 in law enforcement contributions donated to anti-racist causes. And I think we'll see more and more in the coming weeks.\"\u003c/p>\n\u003cp>Fernando is quick to say that he thinks direct action in the streets is the most powerful way to make change, and to downplay his own contribution.\u003c/p>\n\u003cp>\"I'm not the first person to talk about the power that this money can have. People in criminal justice spaces have known about this for a long time. I'm just somebody who compiled that data to an easily accessible spreadsheet.\" And sometimes that is all you need.\u003c/p>\n\u003cfigure id=\"attachment_56145\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56145\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/kinsaleh-nprportrait_custom-dadf5d67fe6bc63e7b21f07f9fb68a8d7f0d5179.jpg\" alt=\"\" width=\"200\" height=\"365\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/kinsaleh-nprportrait_custom-dadf5d67fe6bc63e7b21f07f9fb68a8d7f0d5179.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/kinsaleh-nprportrait_custom-dadf5d67fe6bc63e7b21f07f9fb68a8d7f0d5179-160x292.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Long-time activist Kinsale Hueston, 20, is a student at Yale University and an enrolled member of the Navajo Nation. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Kinsale Hueston, 20, Los Angeles\u003c/strong>\u003c/p>\n\u003cp>After organizing on campus for two years, Kinsale Hueston has had to get creative. As a student at Yale University, her approach to amplifying marginalized voices is generally through art — she's a nationally recognized poet. And as COVID-19 took hold in the Navajo Nation, she found that her Instagram posts and reposts were getting a lot of attention: \"It's made me really happy to see friends of mine who have never really shared anything about native issues — or anything like that before — amplifying what I've been sharing.\"\u003c/p>\n\u003cp>Hueston is an enrolled member of the Navajo Nation who mostly grew up in California. In high school, protest movements around the \u003ca href=\"https://www.csvanw.org/mmiw/\">missing and murdered indigenous women's movement\u003c/a> as well as the Dakota Access Pipeline, \"helped [her] get involved at the local level, especially with the urban native community in L.A.\"\u003c/p>\n\u003cp>She started using social media back then to educate and raise awareness on these issues, but she says this time is different: \"Usually what I face is like not a lot of reposts, not a lot of response. But now because people have been kicked off campus and they have to go online in this specific scenario, they're looking for these opportunities to learn.\"\u003c/p>\n\u003cp>And her approach is working. She's gained almost 12,000 Instagram followers in the past 30 days. She posts primarily about the high rates of COVID-19 on the Navajo reservation, but she recognizes that there is another huge movement rippling through the country right now. Both, she says, focused on the same thing: \"You can't put one issue over the other because that's what, you know, the white state wants us to do. They want us to fight like this. And instead we have to be good relatives to each other and listen to each other and address the needs of all of our communities right now.\"\u003c/p>\n\u003cp>She had one final message: Don't forget the artists.\u003c/p>\n\u003cp>\"There are so many incredible black singers, visual artists, writers who are making such incredible work to bring joy right now. And I think that's also such an important part of movements, is the healing and the beauty that can come out of it. I think art is so important because it allows us to see the future that we want to manifest and work towards.\"\u003c/p>\n\u003cfigure id=\"attachment_56146\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56146\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/nadworny_sign-of-justice_slide-4572c0420787e5b6d820f0ac58ae6470ecb2f684-e1592893767107.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Amiri Nash's signs have QR codes with resources, including a link to donate to the Black Lives Matter movement. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Amiri Nash, 18, Washington, D.C.\u003c/strong>\u003c/p>\n\u003cp>Amiri Nash, who will be starting as a freshman at Brown University, has been watching people \"perform Internet activism.\" They'll re-post something, comment or change their profile picture to a black screen, but \"have a false sense of engagement with the cause and the movement and the idea.\"\u003c/p>\n\u003cp>So Nash and a friend, Lexi Brown, started a project called \u003ca href=\"https://instagram.com/signofjustice?igshid=ccl0lcuhxhan\">Sign of Justice\u003c/a>, an organization that creates signs with scan codes, to post in public places that are predominantly white. (One sign, for example, says, \"A man was lynched by police. What are you doing about it? Text 'Floyd' to 55156. Use your privilege for good.\")\u003c/p>\n\u003cp>\"It brings conversations to communities and it really gets you out of your house and doing something,\" Nash said. One of the best parts: \"You can do it while social distancing.\"\u003c/p>\n\u003cp>The signs have QR codes with resources, including a link to donate to the Black Lives Matter movement. Before the police involved with George Floyd's murder had been charged, a sign displayed a number that you could text that would automatically sign a petition to get them charged. The signs are traveling across the world — through England, Germany, the Netherlands and Canada.\u003c/p>\n\u003cp>The signs are another way to fight for change and an acknowledgment that protesting could be a luxury during a pandemic. \"There are still some people that have immunocompromised systems that aren't able to protest, or people that just have COVID fears in general, which is completely valid,\" he says.\u003c/p>\n\u003cp>Millions of people around the world — from \u003ca href=\"https://www.npr.org/2020/05/31/866428272/george-floyd-reverberates-globally-thousands-protest-in-germany-u-k-canada\">New Zealand to Iran\u003c/a> — have taken to the streets, and while Nash is positive about the visibility of these demonstrations, he says it's too soon to celebrate.\u003c/p>\n\u003cp>\"Right now, I'm hopeful because I've seen so many people get involved. I've been seeing so many people go to protests and hang signs and spread awareness. But also I don't want the hope to block the very real reality that none of this really matters unless we hold everyone accountable, unless we get real systemic change, unless the police officers who murdered George Floyd and Breonna Taylor are actually convicted and spend time in jail.\"\u003c/p>\n\u003cfigure id=\"attachment_56147\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56147\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ayeshac-portraitnpr_custom-1ef2128c5640dfa6d75a8faf467dcd05b93a27b4.jpg\" alt=\"\" width=\"200\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ayeshac-portraitnpr_custom-1ef2128c5640dfa6d75a8faf467dcd05b93a27b4.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ayeshac-portraitnpr_custom-1ef2128c5640dfa6d75a8faf467dcd05b93a27b4-160x266.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">After George Floyd's death, Ayesha Chaudhry, 16, teamed up with some of her best friends to organize a Black Lives Matter march in the Republican-leaning Cincinnati suburb where she lives. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Ayesha Chaudhry, 16, Mason, Ohio\u003c/strong>\u003c/p>\n\u003cp>As an immigrant from Pakistan, Ayesha Chaudhry has a unique perspective on America's racial divisions.\u003c/p>\n\u003cp>\"I'm so, so, so grateful for the life that America has provided me. But it's because I'm so grateful for that life that I'm willing to fight for America and willing to fight for American citizens' liberties and making sure that they're, you know, living in a place that they love.\"\u003c/p>\n\u003cp>After George Floyd's death, she teamed up with some of her best friends — all teenage girls who met in AP government class — to organize the Black Lives Matter \u003ca href=\"https://www.cincinnati.com/story/news/2020/06/13/student-led-protest-mason-set-begin-1-p-m/3182644001/\">march \u003c/a>in the Republican-leaning Cincinnati suburb of Mason, Ohio. The peaceful protest was four blocks long, and honored other victims of police killings, as well as the recent murder of a black transgender woman, Riah Milton, in nearby Liberty Township \u003ca href=\"https://www.cincinnati.com/story/news/2020/06/12/riah-joyful-person-family-remembers-woman-killed-liberty-township-robbery/5346645002/\">during an attempted robbery\u003c/a>.\u003c/p>\n\u003cp>Chaudhry said the turnout, and all aspects of the day, left her feeling full of gratitude.\u003c/p>\n\u003cp>\"A lot of people doubted the organizers. We are all young girls. I kept telling people that I know Mason [residents] had it in them. And I was just — I was really grateful to be proven right.\"\u003c/p>\n\u003cp>In her spare time, Chaudhry runs a nonprofit media company that presents makeup looks for all skin tones, and she does makeovers and photo shoots for underrepresented people, such as gay couples. She has an Instagram feed, a Youtube channel, and a podcast, too, all under the name \u003ca href=\"https://www.instagram.com/ylbgmedia/\">\"Your local brown girl media.\"\u003c/a> But her dream job, she says, is to be a lawyer for the ACLU.\u003c/p>\n\u003cp>She says there's something big that people get wrong about this current wave of youth and student activists — that they're somehow anti-America.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I think the teenagers of today, despite how aggressive their rhetoric is, love this country. I know I do. And they love it to the point of invention. They love it to the point of inventing a new system that works for the country that they love so much.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27I%27m+Willing+To+Fight+For+America%27%3A+5+Student+Activists+On+Protesting+For+Change&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "COVID-19 closed schools all over the world. But students are still taking the lead in the Black Lives Matter protests. So we ask student activists how they're organizing during the pandemic. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Peaceful, student-led protests have been a powerful force for change throughout American history.\u003c/p>\n\u003cp>In 1925, for example, students at Fisk University staged a 10-week protest to speak out against the school's president, who didn't want students starting a chapter of the N.A.A.C.P. In 1940, almost 2,000 students protested after New York University decided to pull a black player from its football roster to accommodate the University of Missouri's segregationists.\u003c/p>\n\u003cp>And campus-based protests, including against racism, were a major lever of social change in the 1960s.\u003c/p>\n\u003cp>But during one of the largest protest movements of our generation, campuses nationwide have been shut down due to COVID-19.\u003c/p>\n\u003cp>So what does student activism look like today? It's happening online and in the streets; with art and tech skills. NPR Ed spoke to five high school and college students fighting in different ways for black lives, an end to police brutality and structural racism.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Julian Dowell, 20, Washington, D.C.\u003c/strong>\u003c/p>\n\u003cp>When he was growing up, Julian Dowell says, his mom was a big advocate for reading up on racism in American history. \"In the eighth grade I was reading Cornel West. Michelle Alexander's \u003cem>The New Jim Crow\u003c/em> had just come out,\" he says. \"So when Trayvon Martin occurred, I was actually kind of in my school mobilizing people around me, like, yo, we're gonna do a day where we're all going to wear our hood up.\"\u003c/p>\n\u003cp>Today Dowell is a junior Georgetown University, studying African-American studies and thinking about adding economics. But his biggest interest is understanding \u003ca href=\"https://www.instagram.com/arkitekt.x/\">augmented reality technology\u003c/a> — and finding a way to use it as a tool to protest and speak out.\u003c/p>\n\u003cfigure id=\"attachment_56143\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56143\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/jdowell-pic2toned_custom-0529007824c2e070dc7c93634f30883d419dd9b7.jpg\" alt=\"\" width=\"200\" height=\"331\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/jdowell-pic2toned_custom-0529007824c2e070dc7c93634f30883d419dd9b7.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/jdowell-pic2toned_custom-0529007824c2e070dc7c93634f30883d419dd9b7-160x265.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Julian Dowell, 20, says he's wrestling with the idea of what it means to be an activist right now, and also asking himself: \"What are the limits of the virtual world?\" \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"Even in this moment, you see a lot of rallying cries behind George Floyd. But mind you, Breonna Taylor's death was, what, three months ago? So it was really important for me as a black man to say how can I amplify this quotable of, 'say her name,' \" he says. \"More often than not, black women don't don't receive that opportunity.\"\u003c/p>\n\u003cp>Before he visited the newly named \u003ca href=\"https://www.npr.org/sections/live-updates-protests-for-racial-justice/2020/06/05/870833518/black-lives-matter-plaza-across-from-white-house-is-christened-by-d-c-leaders\">Black Lives Matter Plaza\u003c/a> in Washington, D.C., he created an app that allowed people in the plaza to use their phone to find a mural of \u003ca href=\"https://www.npr.org/2020/06/04/869930040/as-the-nation-chants-her-name-breonna-taylors-family-grieves-a-life-robbed\">Breonna Taylor,\u003c/a> shot by police in her home in Louisville, Ky. When you click on the image, you hear Taylor's mother speaking about her.\u003c/p>\n\u003cp>\"I wanted people to say her name. I wanted people to hear her mother's voice,\" he says. \"I didn't want to dehumanize her in the way that her death had. I want to humanize or I want to memorialize her.\"\u003c/p>\n\u003cp>At the same time Dowell is wrestling with the idea of what it means to be a student activist, he's also asking himself: \"What are the limits of the virtual world?\"\u003c/p>\n\u003cp>There have been instances of social media influencers \u003ca href=\"https://www.theguardian.com/media/2020/jun/11/influencers-protests-staged-photos-black-lives-matter\">using \u003c/a>the Black Lives Matter protest movement as a photo opportunity. There are posts of influencers posting in front \u003ca href=\"https://www.theguardian.com/media/2020/jun/11/influencers-protests-staged-photos-black-lives-matter\">of looted stores\u003c/a> or coming to a march with hair and makeup done \u003ca href=\"https://www.mirror.co.uk/3am/celebrity-news/instagram-stars-blasted-treating-black-22147599\">only to take\u003c/a> a picture. Social capital, he says, is a real thing and many people want to be on the right side of history.\u003c/p>\n\u003cp>The solution, he says, is nuanced and complicated and won't be solved in just talking about the issue of systemic racism and performative activism. Another thing Dowell is fighting for when he protests is making sure the right people have access.\u003c/p>\n\u003cp>\"Lean into technology companies. Give black and brown communities access to resources. Give them access to free Code Academy. Send them links to free code camps. Make sure there's pipelines for opportunities for students,\" he says, to find access to workshops that teach people computer coding and developing apps.\u003c/p>\n\u003cfigure id=\"attachment_56144\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56144\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/aaronf-photonpr_custom-dedf35b62352be720acf34881b6b43caf74033a3.jpg\" alt=\"\" width=\"200\" height=\"312\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/aaronf-photonpr_custom-dedf35b62352be720acf34881b6b43caf74033a3.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/aaronf-photonpr_custom-dedf35b62352be720acf34881b6b43caf74033a3-160x250.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Aaron Narraph Fernando, 19, made waves when he created a spreadsheet of law enforcement unions' political contributions to New York City Democrats. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Aaron Narraph Fernando, 19, New York City\u003c/strong>\u003c/p>\n\u003cp>Aaron Narraph Fernando, born and raised in Queens, New York, is a rising junior at John Jay College of Criminal Justice in Manhattan, where he studies law and society. He's also running unopposed for a local Democratic Party position called County Committee. And in his spare time he's been making waves in New York City politics armed with just a Google Doc and a Twitter account.\u003c/p>\n\u003cp>\"A few weeks ago, even before the George Floyd protests started, I started looking into fundraising numbers for state-level candidates. I was curious to see how challengers were doing against their incumbents in terms of fundraising. And I started noticing that a lot of these so-called progressive Democrats were taking a lot of money from these very conservative police unions and other law enforcement things like correction officers' unions and the court officer unions. So I started making a list of all the different law enforcement unions and also how much money they had given to different New York City Democrats this cycle.\"\u003c/p>\n\u003cp>While contributions from unions to Democratic politicians might have raised few eyebrows in the past, Fernando and other activists saw this money, and the influence it brings, as standing in the way of measures like the recently passed repeal of Section 50-a, a law shielding the personnel records of police officers. He started making a list of law enforcement unions' political contributions to New York City Democrats.\u003c/p>\n\u003cp>\"And I wasn't really sure what to do with the list until the George Floyd protest really started. And we started seeing more and more people be aware of the very aggressive role that police take in our communities. And a lot of people started to ask me how they could take action if they couldn't go out and protest in the streets.\"\u003c/p>\n\u003cp>\"I tweeted out, I asked people if this is a good time to drop my spreadsheet showing which New York City officials are taking money from law enforcement. And I got like 800 'likes' in like an hour. So I was like, OK. People really care about this. They're really engaged right now. They really want to get involved and know how they can make a difference. So I posted my spreadsheet.\"\u003c/p>\n\u003cp>Then, something surprising happened. Politicians started responding to public pressure.\u003c/p>\n\u003cp>\u003ca href=\"https://theappeal.org/new-york-lawmakers-reject-police-money/\">\"Aravella Simotas,\u003c/a> an assembly member in Astoria [donated her law enforcement contributions to racial justice organizations] under pressure from her primary challenger. Then all the dominoes fell...Today we've had \u003ca href=\"https://twitter.com/aaronnarraph/status/1266871795388502016\">19 different elected officials\u003c/a> in New York City say they're going to donate their money to anti-racist causes. And so far, we've had almost $60,000 in law enforcement contributions donated to anti-racist causes. And I think we'll see more and more in the coming weeks.\"\u003c/p>\n\u003cp>Fernando is quick to say that he thinks direct action in the streets is the most powerful way to make change, and to downplay his own contribution.\u003c/p>\n\u003cp>\"I'm not the first person to talk about the power that this money can have. People in criminal justice spaces have known about this for a long time. I'm just somebody who compiled that data to an easily accessible spreadsheet.\" And sometimes that is all you need.\u003c/p>\n\u003cfigure id=\"attachment_56145\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56145\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/kinsaleh-nprportrait_custom-dadf5d67fe6bc63e7b21f07f9fb68a8d7f0d5179.jpg\" alt=\"\" width=\"200\" height=\"365\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/kinsaleh-nprportrait_custom-dadf5d67fe6bc63e7b21f07f9fb68a8d7f0d5179.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/kinsaleh-nprportrait_custom-dadf5d67fe6bc63e7b21f07f9fb68a8d7f0d5179-160x292.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Long-time activist Kinsale Hueston, 20, is a student at Yale University and an enrolled member of the Navajo Nation. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Kinsale Hueston, 20, Los Angeles\u003c/strong>\u003c/p>\n\u003cp>After organizing on campus for two years, Kinsale Hueston has had to get creative. As a student at Yale University, her approach to amplifying marginalized voices is generally through art — she's a nationally recognized poet. And as COVID-19 took hold in the Navajo Nation, she found that her Instagram posts and reposts were getting a lot of attention: \"It's made me really happy to see friends of mine who have never really shared anything about native issues — or anything like that before — amplifying what I've been sharing.\"\u003c/p>\n\u003cp>Hueston is an enrolled member of the Navajo Nation who mostly grew up in California. In high school, protest movements around the \u003ca href=\"https://www.csvanw.org/mmiw/\">missing and murdered indigenous women's movement\u003c/a> as well as the Dakota Access Pipeline, \"helped [her] get involved at the local level, especially with the urban native community in L.A.\"\u003c/p>\n\u003cp>She started using social media back then to educate and raise awareness on these issues, but she says this time is different: \"Usually what I face is like not a lot of reposts, not a lot of response. But now because people have been kicked off campus and they have to go online in this specific scenario, they're looking for these opportunities to learn.\"\u003c/p>\n\u003cp>And her approach is working. She's gained almost 12,000 Instagram followers in the past 30 days. She posts primarily about the high rates of COVID-19 on the Navajo reservation, but she recognizes that there is another huge movement rippling through the country right now. Both, she says, focused on the same thing: \"You can't put one issue over the other because that's what, you know, the white state wants us to do. They want us to fight like this. And instead we have to be good relatives to each other and listen to each other and address the needs of all of our communities right now.\"\u003c/p>\n\u003cp>She had one final message: Don't forget the artists.\u003c/p>\n\u003cp>\"There are so many incredible black singers, visual artists, writers who are making such incredible work to bring joy right now. And I think that's also such an important part of movements, is the healing and the beauty that can come out of it. I think art is so important because it allows us to see the future that we want to manifest and work towards.\"\u003c/p>\n\u003cfigure id=\"attachment_56146\" class=\"wp-caption alignright\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56146\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/nadworny_sign-of-justice_slide-4572c0420787e5b6d820f0ac58ae6470ecb2f684-e1592893767107.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Amiri Nash's signs have QR codes with resources, including a link to donate to the Black Lives Matter movement. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Amiri Nash, 18, Washington, D.C.\u003c/strong>\u003c/p>\n\u003cp>Amiri Nash, who will be starting as a freshman at Brown University, has been watching people \"perform Internet activism.\" They'll re-post something, comment or change their profile picture to a black screen, but \"have a false sense of engagement with the cause and the movement and the idea.\"\u003c/p>\n\u003cp>So Nash and a friend, Lexi Brown, started a project called \u003ca href=\"https://instagram.com/signofjustice?igshid=ccl0lcuhxhan\">Sign of Justice\u003c/a>, an organization that creates signs with scan codes, to post in public places that are predominantly white. (One sign, for example, says, \"A man was lynched by police. What are you doing about it? Text 'Floyd' to 55156. Use your privilege for good.\")\u003c/p>\n\u003cp>\"It brings conversations to communities and it really gets you out of your house and doing something,\" Nash said. One of the best parts: \"You can do it while social distancing.\"\u003c/p>\n\u003cp>The signs have QR codes with resources, including a link to donate to the Black Lives Matter movement. Before the police involved with George Floyd's murder had been charged, a sign displayed a number that you could text that would automatically sign a petition to get them charged. The signs are traveling across the world — through England, Germany, the Netherlands and Canada.\u003c/p>\n\u003cp>The signs are another way to fight for change and an acknowledgment that protesting could be a luxury during a pandemic. \"There are still some people that have immunocompromised systems that aren't able to protest, or people that just have COVID fears in general, which is completely valid,\" he says.\u003c/p>\n\u003cp>Millions of people around the world — from \u003ca href=\"https://www.npr.org/2020/05/31/866428272/george-floyd-reverberates-globally-thousands-protest-in-germany-u-k-canada\">New Zealand to Iran\u003c/a> — have taken to the streets, and while Nash is positive about the visibility of these demonstrations, he says it's too soon to celebrate.\u003c/p>\n\u003cp>\"Right now, I'm hopeful because I've seen so many people get involved. I've been seeing so many people go to protests and hang signs and spread awareness. But also I don't want the hope to block the very real reality that none of this really matters unless we hold everyone accountable, unless we get real systemic change, unless the police officers who murdered George Floyd and Breonna Taylor are actually convicted and spend time in jail.\"\u003c/p>\n\u003cfigure id=\"attachment_56147\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-56147\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ayeshac-portraitnpr_custom-1ef2128c5640dfa6d75a8faf467dcd05b93a27b4.jpg\" alt=\"\" width=\"200\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/ayeshac-portraitnpr_custom-1ef2128c5640dfa6d75a8faf467dcd05b93a27b4.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/ayeshac-portraitnpr_custom-1ef2128c5640dfa6d75a8faf467dcd05b93a27b4-160x266.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">After George Floyd's death, Ayesha Chaudhry, 16, teamed up with some of her best friends to organize a Black Lives Matter march in the Republican-leaning Cincinnati suburb where she lives. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Ayesha Chaudhry, 16, Mason, Ohio\u003c/strong>\u003c/p>\n\u003cp>As an immigrant from Pakistan, Ayesha Chaudhry has a unique perspective on America's racial divisions.\u003c/p>\n\u003cp>\"I'm so, so, so grateful for the life that America has provided me. But it's because I'm so grateful for that life that I'm willing to fight for America and willing to fight for American citizens' liberties and making sure that they're, you know, living in a place that they love.\"\u003c/p>\n\u003cp>After George Floyd's death, she teamed up with some of her best friends — all teenage girls who met in AP government class — to organize the Black Lives Matter \u003ca href=\"https://www.cincinnati.com/story/news/2020/06/13/student-led-protest-mason-set-begin-1-p-m/3182644001/\">march \u003c/a>in the Republican-leaning Cincinnati suburb of Mason, Ohio. The peaceful protest was four blocks long, and honored other victims of police killings, as well as the recent murder of a black transgender woman, Riah Milton, in nearby Liberty Township \u003ca href=\"https://www.cincinnati.com/story/news/2020/06/12/riah-joyful-person-family-remembers-woman-killed-liberty-township-robbery/5346645002/\">during an attempted robbery\u003c/a>.\u003c/p>\n\u003cp>Chaudhry said the turnout, and all aspects of the day, left her feeling full of gratitude.\u003c/p>\n\u003cp>\"A lot of people doubted the organizers. We are all young girls. I kept telling people that I know Mason [residents] had it in them. And I was just — I was really grateful to be proven right.\"\u003c/p>\n\u003cp>In her spare time, Chaudhry runs a nonprofit media company that presents makeup looks for all skin tones, and she does makeovers and photo shoots for underrepresented people, such as gay couples. She has an Instagram feed, a Youtube channel, and a podcast, too, all under the name \u003ca href=\"https://www.instagram.com/ylbgmedia/\">\"Your local brown girl media.\"\u003c/a> But her dream job, she says, is to be a lawyer for the ACLU.\u003c/p>\n\u003cp>She says there's something big that people get wrong about this current wave of youth and student activists — that they're somehow anti-America.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I think the teenagers of today, despite how aggressive their rhetoric is, love this country. I know I do. And they love it to the point of invention. They love it to the point of inventing a new system that works for the country that they love so much.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27I%27m+Willing+To+Fight+For+America%27%3A+5+Student+Activists+On+Protesting+For+Change&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Four Ways Racial Inequity Harms American Schoolchildren",
"title": "Four Ways Racial Inequity Harms American Schoolchildren",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>The police killings of \u003ca href=\"https://www.npr.org/2020/06/10/873133850/watch-house-judiciary-hearing-on-police-violence\">George Floyd\u003c/a> in Minneapolis and \u003ca href=\"https://www.npr.org/2020/06/04/869930040/as-the-nation-chants-her-name-breonna-taylors-family-grieves-a-life-robbed\">Breonna Taylor\u003c/a> in Louisville, Ky., have sparked a \u003ca href=\"https://www.npr.org/sections/codeswitch/2020/06/09/873066989/the-code-switch-guide-to-race-and-policing\">national conversation\u003c/a> around racial justice. But the country's racial justice problems aren't limited to \u003ca href=\"https://www.npr.org/sections/codeswitch/2020/06/03/457251670/how-much-do-we-need-the-police\">policing\u003c/a> — American schools have long struggled with racial inequity.\u003c/p>\n\u003cp>\"Our students of color are treated differently in our schools,\" Kim Ellison, who chairs the Minneapolis Board of Education, \u003ca href=\"https://www.npr.org/2020/06/03/868469814/minneapolis-board-of-education-chair-on-vote-to-cut-ties-with-police-department\">told NPR\u003c/a> earlier this month. A week after Floyd's death, the board voted to \u003ca href=\"https://www.startribune.com/mpls-school-board-ends-contract-with-police-for-school-resource-officers/570967942/\">end its contract\u003c/a> with the city's police department, which provided the district with school resource officers.\u003c/p>\n\u003cp>\"It's an issue of equity for us,\" Ellison explained.\u003c/p>\n\u003cp>Equity has long been a problem in American education. In many ways, the issues playing out between police and communities of color — including implicit bias and overly harsh punishment — are playing out in schools, too.\u003c/p>\n\u003cp>Here are four things to know about how racial inequity affects the nation's school children.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Black students are more likely to be arrested at school. \u003c/strong>\u003c/p>\n\u003cp>In the 2013-2014 school year, black students accounted for 16% of students enrolled in U.S. public schools, but 33% of arrests in those schools. That's according to a \u003ca href=\"https://www.npr.org/sections/ed/2017/01/27/511428075/does-your-school-arrest-students\">2017 analysis\u003c/a> of federal data by the Education Week Research Center. Meanwhile, white students accounted for 50% of enrollment and 34% of arrests, and Hispanic students accounted for 25% enrollment and 25% of arrests.\u003c/p>\n\u003cp>\"If you've got a kid who is black, there's a decent amount of research that shows that good, well-intentioned and not overtly racist people will look at that situation and judge it to be more threatening,\" said Josh Gupta-Kagan, a law professor at the University of South Carolina.\u003c/p>\n\u003cp>Gupta-Kagan \u003ca href=\"https://www.npr.org/sections/ed/2017/10/07/548510200/what-s-changed-in-south-carolina-schools-since-violent-student-arrest\">spoke to NPR's Kat Chow\u003c/a> in 2017, two years after a troubling video went viral, showing a school resource officer in South Carolina throwing a black student from her desk to the ground.\u003c/p>\n\u003cp>The video angered many parents in the district, and led them to question the role SROs should play in schools. Hugh Harmon, then-head of the district's black parents association, told Chow his group has been asking for some time, \"Is [the SRO] a school police officer, or is he a resource as the name suggests?\"\u003c/p>\n\u003cp>\u003cstrong>Black students are more likely to be suspended.\u003c/strong>\u003c/p>\n\u003cp>In 2018, NPR's Anya Kamenetz \u003ca href=\"https://www.npr.org/2018/12/17/677508707/suspensions-are-down-in-u-s-schools-but-large-racial-gaps-remain'\">reported \u003c/a>that between 2012 to 2016, black high school students were twice as likely to be suspended as white or Hispanic high school students.\u003c/p>\n\u003cp>Students with disabilities were also twice as likely to be suspended as those without disabilities. \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">According to federal data\u003c/a>, special education students are also more likely to be Native American or black.\u003c/p>\n\u003cp>Kamenetz wrote, \"research\u003ca href=\"https://scholar.google.com/scholar?hl=en&as_sdt=0,33&q=out+of+school+suspension+review\"> suggests \u003c/a>suspension and expulsion, arrests and referrals to law enforcement, [are] associated with \u003ca href=\"https://www.npr.org/sections/ed/2016/06/02/480181488/high-school-suspensions-cost-the-country-35-billion-annually-report-estimates\">dropping out of school\u003c/a> and going to jail. All of these consequences happen more frequently to black students, even in \u003ca href=\"https://www.npr.org/sections/ed/2016/06/20/482472535/why-preschool-suspensions-still-happen-and-how-to-stop-them\">preschool\u003c/a>.\"\u003c/p>\n\u003cp>\u003cstrong>Implicit bias isn't just a police problem \u003c/strong>— \u003cstrong>it happens in preschool, too.\u003c/strong>\u003c/p>\n\u003cp>A 2016 paper from the Yale Child Study Center looked at how implicit bias plays out in preschool classrooms. The study was simple: Preschool teachers were shown videos of four children — a black boy and girl, and a white boy and girl — and were asked to flag any \"challenging behavior.\" The kicker was that the videos didn't actually display any challenging behavior.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/ed/2016/09/28/495488716/bias-isnt-just-a-police-problem-its-a-preschool-problem\">According to NPR's Cory Turner\u003c/a>, researchers used special eye-scan technology to measure where the teachers were looking. Lead researcher Walter Gilliam wanted to know: When teachers expected bad behavior, who did they watch?\u003c/p>\n\u003cp>\"What we found was exactly what we expected based on the rates at which children are expelled from preschool programs,\" Gilliam said. \"Teachers looked more at the black children than the white children, and they looked specifically more at the African-American boy.\"\u003c/p>\n\u003cp>\u003cstrong>White school districts receive more funding on average than nonwhite districts.\u003c/strong>\u003c/p>\n\u003cp>In 2019, a report from the nonprofit EdBuild began with a striking number: $23 billion. That's how much \u003cem>more \u003c/em>funding predominantly white school districts receive compared with districts that serve mostly students of color.\u003c/p>\n\u003cp>As NPR's Clare Lombardo \u003ca href=\"https://www.npr.org/2019/02/26/696794821/why-white-school-districts-have-so-much-more-money\">reported\u003c/a>, EdBuild found that high-poverty districts serving mostly students of color receive about $1,600 less per student than the national average, while districts that are predominately white and poor receive about $130 less.\u003c/p>\n\u003cp>What's causing that disparity? A school district's resources often come down to how wealthy an area is and how much residents pay in taxes, explained Rebecca Sibilia, founder and CEO of EdBuild.\u003c/p>\n\u003cp>\"We have built a school funding system that is reliant on geography, and therefore the school funding system has inherited all of the historical ills of where we have forced and incentivized people to live,\" she says.\u003c/p>\n\u003cp>Funding inequities will likely get worse during the current pandemic. With state income and sales tax revenues crashing, some governors are already cutting their education budgets. Education leaders are warning the cuts could lead to a \u003ca href=\"https://www.npr.org/2020/05/26/858257200/the-pandemic-is-driving-americas-schools-toward-a-financial-meltdown\">devastating financial meltdown\u003c/a> for schools.\u003c/p>\n\u003cp>According to recent \u003ca href=\"https://www.npr.org/2020/05/26/858257200/the-pandemic-is-driving-americas-schools-toward-a-financial-meltdown\">reporting \u003c/a>from Cory Turner, \"schools won't just need help making up for dramatic gaps in state spending. They'll need extra money to pay for the extra things they're being asked to do: feed children and families in hard-hit communities, help millions of students make up for learning time they've lost while home, and make sure schools are safe when children do finally return to class.\"\u003c/p>\n\u003cp>In many states, Turner found, these cuts will hit vulnerable, low-income communities the hardest.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The same is true when it comes to the challenges around remote learning. About 1 in 4 Americans don't have access to high speed internet at home, according to \u003ca href=\"https://www.pewresearch.org/internet/2019/06/13/mobile-technology-and-home-broadband-2019/\">a survey\u003c/a> from the Pew Research Center. And those unconnected households are more likely to be black or Hispanic, Pew found. With schools relying so heavily on remote learning during the pandemic, students in these households are also more at risk of falling behind.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=4+Ways+Racial+Inequity+Harms+American+Schoolchildren&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The police killings of \u003ca href=\"https://www.npr.org/2020/06/10/873133850/watch-house-judiciary-hearing-on-police-violence\">George Floyd\u003c/a> in Minneapolis and \u003ca href=\"https://www.npr.org/2020/06/04/869930040/as-the-nation-chants-her-name-breonna-taylors-family-grieves-a-life-robbed\">Breonna Taylor\u003c/a> in Louisville, Ky., have sparked a \u003ca href=\"https://www.npr.org/sections/codeswitch/2020/06/09/873066989/the-code-switch-guide-to-race-and-policing\">national conversation\u003c/a> around racial justice. But the country's racial justice problems aren't limited to \u003ca href=\"https://www.npr.org/sections/codeswitch/2020/06/03/457251670/how-much-do-we-need-the-police\">policing\u003c/a> — American schools have long struggled with racial inequity.\u003c/p>\n\u003cp>\"Our students of color are treated differently in our schools,\" Kim Ellison, who chairs the Minneapolis Board of Education, \u003ca href=\"https://www.npr.org/2020/06/03/868469814/minneapolis-board-of-education-chair-on-vote-to-cut-ties-with-police-department\">told NPR\u003c/a> earlier this month. A week after Floyd's death, the board voted to \u003ca href=\"https://www.startribune.com/mpls-school-board-ends-contract-with-police-for-school-resource-officers/570967942/\">end its contract\u003c/a> with the city's police department, which provided the district with school resource officers.\u003c/p>\n\u003cp>\"It's an issue of equity for us,\" Ellison explained.\u003c/p>\n\u003cp>Equity has long been a problem in American education. In many ways, the issues playing out between police and communities of color — including implicit bias and overly harsh punishment — are playing out in schools, too.\u003c/p>\n\u003cp>Here are four things to know about how racial inequity affects the nation's school children.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Black students are more likely to be arrested at school. \u003c/strong>\u003c/p>\n\u003cp>In the 2013-2014 school year, black students accounted for 16% of students enrolled in U.S. public schools, but 33% of arrests in those schools. That's according to a \u003ca href=\"https://www.npr.org/sections/ed/2017/01/27/511428075/does-your-school-arrest-students\">2017 analysis\u003c/a> of federal data by the Education Week Research Center. Meanwhile, white students accounted for 50% of enrollment and 34% of arrests, and Hispanic students accounted for 25% enrollment and 25% of arrests.\u003c/p>\n\u003cp>\"If you've got a kid who is black, there's a decent amount of research that shows that good, well-intentioned and not overtly racist people will look at that situation and judge it to be more threatening,\" said Josh Gupta-Kagan, a law professor at the University of South Carolina.\u003c/p>\n\u003cp>Gupta-Kagan \u003ca href=\"https://www.npr.org/sections/ed/2017/10/07/548510200/what-s-changed-in-south-carolina-schools-since-violent-student-arrest\">spoke to NPR's Kat Chow\u003c/a> in 2017, two years after a troubling video went viral, showing a school resource officer in South Carolina throwing a black student from her desk to the ground.\u003c/p>\n\u003cp>The video angered many parents in the district, and led them to question the role SROs should play in schools. Hugh Harmon, then-head of the district's black parents association, told Chow his group has been asking for some time, \"Is [the SRO] a school police officer, or is he a resource as the name suggests?\"\u003c/p>\n\u003cp>\u003cstrong>Black students are more likely to be suspended.\u003c/strong>\u003c/p>\n\u003cp>In 2018, NPR's Anya Kamenetz \u003ca href=\"https://www.npr.org/2018/12/17/677508707/suspensions-are-down-in-u-s-schools-but-large-racial-gaps-remain'\">reported \u003c/a>that between 2012 to 2016, black high school students were twice as likely to be suspended as white or Hispanic high school students.\u003c/p>\n\u003cp>Students with disabilities were also twice as likely to be suspended as those without disabilities. \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">According to federal data\u003c/a>, special education students are also more likely to be Native American or black.\u003c/p>\n\u003cp>Kamenetz wrote, \"research\u003ca href=\"https://scholar.google.com/scholar?hl=en&as_sdt=0,33&q=out+of+school+suspension+review\"> suggests \u003c/a>suspension and expulsion, arrests and referrals to law enforcement, [are] associated with \u003ca href=\"https://www.npr.org/sections/ed/2016/06/02/480181488/high-school-suspensions-cost-the-country-35-billion-annually-report-estimates\">dropping out of school\u003c/a> and going to jail. All of these consequences happen more frequently to black students, even in \u003ca href=\"https://www.npr.org/sections/ed/2016/06/20/482472535/why-preschool-suspensions-still-happen-and-how-to-stop-them\">preschool\u003c/a>.\"\u003c/p>\n\u003cp>\u003cstrong>Implicit bias isn't just a police problem \u003c/strong>— \u003cstrong>it happens in preschool, too.\u003c/strong>\u003c/p>\n\u003cp>A 2016 paper from the Yale Child Study Center looked at how implicit bias plays out in preschool classrooms. The study was simple: Preschool teachers were shown videos of four children — a black boy and girl, and a white boy and girl — and were asked to flag any \"challenging behavior.\" The kicker was that the videos didn't actually display any challenging behavior.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/sections/ed/2016/09/28/495488716/bias-isnt-just-a-police-problem-its-a-preschool-problem\">According to NPR's Cory Turner\u003c/a>, researchers used special eye-scan technology to measure where the teachers were looking. Lead researcher Walter Gilliam wanted to know: When teachers expected bad behavior, who did they watch?\u003c/p>\n\u003cp>\"What we found was exactly what we expected based on the rates at which children are expelled from preschool programs,\" Gilliam said. \"Teachers looked more at the black children than the white children, and they looked specifically more at the African-American boy.\"\u003c/p>\n\u003cp>\u003cstrong>White school districts receive more funding on average than nonwhite districts.\u003c/strong>\u003c/p>\n\u003cp>In 2019, a report from the nonprofit EdBuild began with a striking number: $23 billion. That's how much \u003cem>more \u003c/em>funding predominantly white school districts receive compared with districts that serve mostly students of color.\u003c/p>\n\u003cp>As NPR's Clare Lombardo \u003ca href=\"https://www.npr.org/2019/02/26/696794821/why-white-school-districts-have-so-much-more-money\">reported\u003c/a>, EdBuild found that high-poverty districts serving mostly students of color receive about $1,600 less per student than the national average, while districts that are predominately white and poor receive about $130 less.\u003c/p>\n\u003cp>What's causing that disparity? A school district's resources often come down to how wealthy an area is and how much residents pay in taxes, explained Rebecca Sibilia, founder and CEO of EdBuild.\u003c/p>\n\u003cp>\"We have built a school funding system that is reliant on geography, and therefore the school funding system has inherited all of the historical ills of where we have forced and incentivized people to live,\" she says.\u003c/p>\n\u003cp>Funding inequities will likely get worse during the current pandemic. With state income and sales tax revenues crashing, some governors are already cutting their education budgets. Education leaders are warning the cuts could lead to a \u003ca href=\"https://www.npr.org/2020/05/26/858257200/the-pandemic-is-driving-americas-schools-toward-a-financial-meltdown\">devastating financial meltdown\u003c/a> for schools.\u003c/p>\n\u003cp>According to recent \u003ca href=\"https://www.npr.org/2020/05/26/858257200/the-pandemic-is-driving-americas-schools-toward-a-financial-meltdown\">reporting \u003c/a>from Cory Turner, \"schools won't just need help making up for dramatic gaps in state spending. They'll need extra money to pay for the extra things they're being asked to do: feed children and families in hard-hit communities, help millions of students make up for learning time they've lost while home, and make sure schools are safe when children do finally return to class.\"\u003c/p>\n\u003cp>In many states, Turner found, these cuts will hit vulnerable, low-income communities the hardest.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The same is true when it comes to the challenges around remote learning. About 1 in 4 Americans don't have access to high speed internet at home, according to \u003ca href=\"https://www.pewresearch.org/internet/2019/06/13/mobile-technology-and-home-broadband-2019/\">a survey\u003c/a> from the Pew Research Center. And those unconnected households are more likely to be black or Hispanic, Pew found. With schools relying so heavily on remote learning during the pandemic, students in these households are also more at risk of falling behind.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=4+Ways+Racial+Inequity+Harms+American+Schoolchildren&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Beyond Protests: 5 More Ways To Channel Anger Into Action To Fight Racism",
"title": "Beyond Protests: 5 More Ways To Channel Anger Into Action To Fight Racism",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Protests against the violent deaths of George Floyd, Breonna Taylor, Ahmaud Arbery and others are emboldening and expanding the movement to fight racism. But to make progress, many of us may need to adjust our thinking — and our actions. We talked to several African American and Hispanic psychologists and leaders for strategies to fight racism.\u003c/p>\n\u003cp>You know that old adage: \"Don't talk about race and politics at the dinner table. Well, we've got to get out of that,\" says \u003ca href=\"https://medicine.umich.edu/dept/psychiatry/polly-gipson-phd\">Polly Gipson, \u003c/a>a clinical psychologist and associate professor of psychiatry at Michigan Medicine, University of Michigan.\u003c/p>\n\u003cp>And while many African Americans have \u003ca href=\"https://www.npr.org/sections/codeswitch/2014/09/05/345891814/whats-your-take-on-nprthetalk\">\u003cem>the talk\u003c/em>\u003c/a> with their kids about how to avoid altercations with the police or what to say if they are stopped, it's important for \u003ca href=\"https://podcasts.apple.com/us/podcast/how-white-parents-can-talk-to-their-kids-about-race/id1454009140?i=1000476760260\">white parents t\u003c/a>o talk to their kids about racism too.\u003c/p>\n\u003cp>\"Yes. It's uncomfortable,\" Gipson says. \"But we can't avoid things that are uncomfortable — because this is part of the problem of why we're not as far along as we should be,\" in eliminating racial injustices. And the more people who join the conversation, the better.\u003c/p>\n\u003cp>\"A lot of people of color are tired. We're tired of being the unseen and misunderstood,\" says \u003ca href=\"https://www.feinberg.northwestern.edu/faculty-profiles/az/profile.html?xid=22859\">Inger E Burnett-Zeigler,\u003c/a> a psychologist and associate professor at the Feinberg School of Medicine at Northwestern University. She'd like to see more voices at the table.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I think it's important for everyone, regardless of race, to ask, 'What is my role in this system?' \" she says. Ask yourself, 'Have I been a passive bystander, and how can I change that?'\u003c/p>\n\u003cp>\"Perhaps it's simply speaking up in situations where you may have been disinclined to speak up before,\" Burnett-Zeigler says.\u003c/p>\n\u003cp>These tragic events of recent weeks can also create an opportunity, because people are fired up. Given all the anger and frustration, experts say there are strategies to channel these emotions into action.\u003c/p>\n\u003cp>\u003cstrong>1. Listen To People Closest To You, And To People Of Other Races\u003c/strong>\u003c/p>\n\u003cp>Whether it's your work colleagues, teammates, your children or extended family, one way to change hearts and minds is to listen. When we stop talking and start listening, we validate others' feelings and emotions. And, we may find opportunities to educate.\u003c/p>\n\u003cp>For instance, \"People will say, my kids don't see color, and kind of wear that as a badge of honor,\" says psychologist Gipson. But if a white person says this to a black person, it can be offensive. And, though it may be well-intended, the idea that people are colorblind is false.\u003c/p>\n\u003cp>\"All kids, even infants, discern differences in race,\" Gipson says. \"It also invalidates people of color who have a 'lived experience' that is not like their white counterparts,\" she explains. People don't want important parts of their identity to be erased, they want to be recognized and respected for the entirety of their person.\u003c/p>\n\u003cp>\u003cstrong>2. Use Your Voice In Your Community And Work Place\u003c/strong>\u003c/p>\n\u003cp>We don't all have the audience that \u003ca href=\"https://www.npr.org/2020/06/02/867288987/sports-figures-add-their-voices-to-those-of-angry-protesters\">sports figures\u003c/a> have when they speak out against racism, but we all have a voice.\u003c/p>\n\u003cp>For instance, millions of people \u003ca href=\"https://act.colorofchange.org/sign/justiceforfloyd_george_floyd_minneapolis\">signed a petition\u003c/a> posted by \u003ca href=\"https://colorofchange.org/\">Color of Change\u003c/a>, one of the nation's leading racial justice organizations, demanding charges against the officers involved in the death of George Floyd.\u003c/p>\n\u003cp>At the local level, identify a policy that disproportionately affects people of color. Pick an issue in your community — whether it's access to healthy food, school boundaries, or bail reform.\u003c/p>\n\u003cp>Rian Finney, 17, grew up hearing gunshots from his bedroom window, and he witnessed the aftermath of the unrest following the death of \u003ca href=\"https://www.npr.org/2020/06/03/868565590/from-freddie-gray-to-george-floyd-wes-moore-says-its-time-to-change-the-systems\">Freddie Gray\u003c/a> in Baltimore in 2015.\u003c/p>\n\u003cp>\"If I don't speak up and do something, who will?\" Finney asks.\u003c/p>\n\u003cp>He's now involved with several youth organizations, including \u003ca href=\"https://www.facebook.com/GKMC2018/\">GoodKids MadCity\u003c/a> and \u003ca href=\"https://baltimoreceasefire.com/\">Baltimore Ceasefire\u003c/a>, which recruits\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScRqxzkFvgzdWh7hPxqxpeCPJdqPU9QDvkmlXuo0tpUXaqoBw/viewform\"> youth ambassadors\u003c/a> to help raise awareness of gun violence. It has always been young people who push the civil rights movement forward, Finney points out.\u003c/p>\n\u003cp>And for adults, \"look at your specific position and reflect on what power you might have to shift change to promote diversity and equity,\" \u003ca href=\"https://www.feinberg.northwestern.edu/faculty-profiles/az/profile.html?xid=22859\">Burnett-Zeigler\u003c/a> says. If you're a manager, have you promoted or hired people of color? If you're a teacher, have you incorporated messages of racial diversity and civil rights into your curriculum?\u003c/p>\n\u003cp>\u003cstrong>3. Give Your Time\u003c/strong>\u003c/p>\n\u003cp>If you've thought about signing up to be a tutor or mentor, now's the time to do it.\u003c/p>\n\u003cp>\"Tutoring is a great example, mentoring is a great example,\" Burnett-Zeigler says. \"These are ways you can use your personal influence in private ways for good.\"\u003c/p>\n\u003cp>If you're looking for a way to get started, check out the many national civil rights organizations \u003cstrong>--\u003c/strong> or find a local, grass-roots group, says \u003ca href=\"https://www.unidosus.org/about-us/president-and-ceo/\">Janet Murguia,\u003c/a> president and CEO of\u003ca href=\"https://www.unidosus.org/\"> UnidosUS,\u003c/a> a group that aims to empower Latinos to make change.\u003c/p>\n\u003cp>\"We've partnered with organizations like \u003ca href=\"https://colorofchange.org/\">Color of Change\u003c/a>, \u003ca href=\"https://nul.org/\">National Urban League\u003c/a>, \u003ca href=\"https://blacklivesmatter.com/\">Black Lives Matter\u003c/a> and \u003ca href=\"https://www.raceforward.org/\">Race Forward\u003c/a>, [which] are all doing incredible work in this space,\" Murguia says.\u003c/p>\n\u003cp>For instance, Race Forward offers interactive racial justice \u003ca href=\"https://www.raceforward.org/trainings\">training courses\u003c/a> and classes. And she points to the race and healing collaborative supported by the Kellogg Foundation, which sponsors an annual \u003ca href=\"https://healourcommunities.org/\">National Day of Racial Healing\u003c/a> event.\u003c/p>\n\u003cp>\u003cstrong>4. Speak Up By Using Your Creative Talents\u003c/strong>\u003c/p>\n\u003cp>\"There are so many ways young people can use their talent and gifts,\" says \u003ca href=\"https://medicine.umich.edu/dept/psychiatry/polly-gipson-phd\">Gipson\u003c/a>. On social media, we see examples of artists, from painters to jewelry makers, selling their wares and giving proceeds to an organization pushing for change.\u003c/p>\n\u003cp>\"I love that idea,\" says \u003ca href=\"https://health.uconn.edu/health-disparities/wizdom-powell-ph-d/\">Wizdom Powell\u003c/a>, a psychologist and associate professor who directs the Health Disparities Institute at the University of Connecticut.\u003c/p>\n\u003cp>\"The idea here is to leverage your gifts and leverage your privilege, because we all have some of that,\" Powell says. She points to an \u003ca href=\"https://health.uconn.edu/health-disparities/2018-visualizing-health-equity-contest-winners-gallery/\">art competition\u003c/a> that her institute organizes around visualizing health disparities. Art can play a role in healing and activism for health equity and social justice, she says.\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-56065 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/next-in-line-andre-rochester_custom-b6d75f4771b468361c165aa632a2afe9c943c1f6.jpg\" alt=\"\" width=\"200\" height=\"133\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/next-in-line-andre-rochester_custom-b6d75f4771b468361c165aa632a2afe9c943c1f6.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/next-in-line-andre-rochester_custom-b6d75f4771b468361c165aa632a2afe9c943c1f6-160x106.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/p>\n\u003cp>\"The arts have long been a vital and important way to process emotions, especially difficult ones, into something tangible,\" says \u003ca href=\"https://artandhealing.org/unloneliness-with-jeremy-nobel/\">Jeremy Nobel\u003c/a>, a physician who founded the \u003ca href=\"https://artandhealing.org/\">Foundation for Art and Healing\u003c/a>. \"Expressive artifacts that make sense of the moment, bear witness and catalyze change.\"\u003c/p>\n\u003cp>In times of distress, people can use art to access and communicate difficult thoughts and feelings, especially ones that are hard to talk about,\" Nobel says. \"[Art] offers a unique and powerful way to speak up, be heard, and be witnessed.\"\u003c/p>\n\u003cp>\u003cstrong>5. Self-Care Is Important\u003c/strong>\u003c/p>\n\u003cp>For people who are reeling from the recent spate of deaths and racial trauma, it can feel overwhelming, says \u003ca href=\"https://profiles.howard.edu/profile/46356/gishawn-mance\">GiShawn Mance\u003c/a>, a psychologist at Howard University. She says, she feels it personally.\u003c/p>\n\u003cp>She leads healing circles, which can help people connect and grieve. She also facilitates \u003ca href=\"https://oscr.umich.edu/article/restorative-justice-circles\">restorative justice circles\u003c/a> — which aim to bring people who are trying to settle a conflict together.\u003c/p>\n\u003cp>But Mance says, in recent days she's needed to take some time for herself. \"It's been hard to concentrate on work,\" she says. In addition to the national unrest and the COVID-19 epidemic, which has hit communities of color the hardest, she is pregnant and a close friend recently died. \"It's a lot, and there have been tears,\" she says.\u003c/p>\n\u003cp>This is a traumatic and stressful time especially for African Americans and people of color. \"People put a lot of pressure on themselves to \u003cem>act\u003c/em> or do something in \u003cem>this\u003c/em> moment,\" Mance says. So, her advice is this: \"The fight for equity and justice is an ongoing effort; thus, do not put pressure on yourself to act or do something in \u003cem>this \u003c/em>moment.\" And she says, \"I'm particularly talking to people of color and black people who are experiencing this.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"It is difficult to help others when you are not OK,\" she says. So, though self-care strategies will vary, take care of yourself and your mental health first, she says. Then \"you can move forward in action to help others.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Beyond+Protests%3A+5+More+Ways+To+Channel+Anger+Into+Action+To+Fight+Racism&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Protests against the violent deaths of George Floyd, Breonna Taylor, Ahmaud Arbery and others are emboldening and expanding the movement to fight racism. But to make progress, many of us may need to adjust our thinking — and our actions. We talked to several African American and Hispanic psychologists and leaders for strategies to fight racism.\u003c/p>\n\u003cp>You know that old adage: \"Don't talk about race and politics at the dinner table. Well, we've got to get out of that,\" says \u003ca href=\"https://medicine.umich.edu/dept/psychiatry/polly-gipson-phd\">Polly Gipson, \u003c/a>a clinical psychologist and associate professor of psychiatry at Michigan Medicine, University of Michigan.\u003c/p>\n\u003cp>And while many African Americans have \u003ca href=\"https://www.npr.org/sections/codeswitch/2014/09/05/345891814/whats-your-take-on-nprthetalk\">\u003cem>the talk\u003c/em>\u003c/a> with their kids about how to avoid altercations with the police or what to say if they are stopped, it's important for \u003ca href=\"https://podcasts.apple.com/us/podcast/how-white-parents-can-talk-to-their-kids-about-race/id1454009140?i=1000476760260\">white parents t\u003c/a>o talk to their kids about racism too.\u003c/p>\n\u003cp>\"Yes. It's uncomfortable,\" Gipson says. \"But we can't avoid things that are uncomfortable — because this is part of the problem of why we're not as far along as we should be,\" in eliminating racial injustices. And the more people who join the conversation, the better.\u003c/p>\n\u003cp>\"A lot of people of color are tired. We're tired of being the unseen and misunderstood,\" says \u003ca href=\"https://www.feinberg.northwestern.edu/faculty-profiles/az/profile.html?xid=22859\">Inger E Burnett-Zeigler,\u003c/a> a psychologist and associate professor at the Feinberg School of Medicine at Northwestern University. She'd like to see more voices at the table.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I think it's important for everyone, regardless of race, to ask, 'What is my role in this system?' \" she says. Ask yourself, 'Have I been a passive bystander, and how can I change that?'\u003c/p>\n\u003cp>\"Perhaps it's simply speaking up in situations where you may have been disinclined to speak up before,\" Burnett-Zeigler says.\u003c/p>\n\u003cp>These tragic events of recent weeks can also create an opportunity, because people are fired up. Given all the anger and frustration, experts say there are strategies to channel these emotions into action.\u003c/p>\n\u003cp>\u003cstrong>1. Listen To People Closest To You, And To People Of Other Races\u003c/strong>\u003c/p>\n\u003cp>Whether it's your work colleagues, teammates, your children or extended family, one way to change hearts and minds is to listen. When we stop talking and start listening, we validate others' feelings and emotions. And, we may find opportunities to educate.\u003c/p>\n\u003cp>For instance, \"People will say, my kids don't see color, and kind of wear that as a badge of honor,\" says psychologist Gipson. But if a white person says this to a black person, it can be offensive. And, though it may be well-intended, the idea that people are colorblind is false.\u003c/p>\n\u003cp>\"All kids, even infants, discern differences in race,\" Gipson says. \"It also invalidates people of color who have a 'lived experience' that is not like their white counterparts,\" she explains. People don't want important parts of their identity to be erased, they want to be recognized and respected for the entirety of their person.\u003c/p>\n\u003cp>\u003cstrong>2. Use Your Voice In Your Community And Work Place\u003c/strong>\u003c/p>\n\u003cp>We don't all have the audience that \u003ca href=\"https://www.npr.org/2020/06/02/867288987/sports-figures-add-their-voices-to-those-of-angry-protesters\">sports figures\u003c/a> have when they speak out against racism, but we all have a voice.\u003c/p>\n\u003cp>For instance, millions of people \u003ca href=\"https://act.colorofchange.org/sign/justiceforfloyd_george_floyd_minneapolis\">signed a petition\u003c/a> posted by \u003ca href=\"https://colorofchange.org/\">Color of Change\u003c/a>, one of the nation's leading racial justice organizations, demanding charges against the officers involved in the death of George Floyd.\u003c/p>\n\u003cp>At the local level, identify a policy that disproportionately affects people of color. Pick an issue in your community — whether it's access to healthy food, school boundaries, or bail reform.\u003c/p>\n\u003cp>Rian Finney, 17, grew up hearing gunshots from his bedroom window, and he witnessed the aftermath of the unrest following the death of \u003ca href=\"https://www.npr.org/2020/06/03/868565590/from-freddie-gray-to-george-floyd-wes-moore-says-its-time-to-change-the-systems\">Freddie Gray\u003c/a> in Baltimore in 2015.\u003c/p>\n\u003cp>\"If I don't speak up and do something, who will?\" Finney asks.\u003c/p>\n\u003cp>He's now involved with several youth organizations, including \u003ca href=\"https://www.facebook.com/GKMC2018/\">GoodKids MadCity\u003c/a> and \u003ca href=\"https://baltimoreceasefire.com/\">Baltimore Ceasefire\u003c/a>, which recruits\u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLScRqxzkFvgzdWh7hPxqxpeCPJdqPU9QDvkmlXuo0tpUXaqoBw/viewform\"> youth ambassadors\u003c/a> to help raise awareness of gun violence. It has always been young people who push the civil rights movement forward, Finney points out.\u003c/p>\n\u003cp>And for adults, \"look at your specific position and reflect on what power you might have to shift change to promote diversity and equity,\" \u003ca href=\"https://www.feinberg.northwestern.edu/faculty-profiles/az/profile.html?xid=22859\">Burnett-Zeigler\u003c/a> says. If you're a manager, have you promoted or hired people of color? If you're a teacher, have you incorporated messages of racial diversity and civil rights into your curriculum?\u003c/p>\n\u003cp>\u003cstrong>3. Give Your Time\u003c/strong>\u003c/p>\n\u003cp>If you've thought about signing up to be a tutor or mentor, now's the time to do it.\u003c/p>\n\u003cp>\"Tutoring is a great example, mentoring is a great example,\" Burnett-Zeigler says. \"These are ways you can use your personal influence in private ways for good.\"\u003c/p>\n\u003cp>If you're looking for a way to get started, check out the many national civil rights organizations \u003cstrong>--\u003c/strong> or find a local, grass-roots group, says \u003ca href=\"https://www.unidosus.org/about-us/president-and-ceo/\">Janet Murguia,\u003c/a> president and CEO of\u003ca href=\"https://www.unidosus.org/\"> UnidosUS,\u003c/a> a group that aims to empower Latinos to make change.\u003c/p>\n\u003cp>\"We've partnered with organizations like \u003ca href=\"https://colorofchange.org/\">Color of Change\u003c/a>, \u003ca href=\"https://nul.org/\">National Urban League\u003c/a>, \u003ca href=\"https://blacklivesmatter.com/\">Black Lives Matter\u003c/a> and \u003ca href=\"https://www.raceforward.org/\">Race Forward\u003c/a>, [which] are all doing incredible work in this space,\" Murguia says.\u003c/p>\n\u003cp>For instance, Race Forward offers interactive racial justice \u003ca href=\"https://www.raceforward.org/trainings\">training courses\u003c/a> and classes. And she points to the race and healing collaborative supported by the Kellogg Foundation, which sponsors an annual \u003ca href=\"https://healourcommunities.org/\">National Day of Racial Healing\u003c/a> event.\u003c/p>\n\u003cp>\u003cstrong>4. Speak Up By Using Your Creative Talents\u003c/strong>\u003c/p>\n\u003cp>\"There are so many ways young people can use their talent and gifts,\" says \u003ca href=\"https://medicine.umich.edu/dept/psychiatry/polly-gipson-phd\">Gipson\u003c/a>. On social media, we see examples of artists, from painters to jewelry makers, selling their wares and giving proceeds to an organization pushing for change.\u003c/p>\n\u003cp>\"I love that idea,\" says \u003ca href=\"https://health.uconn.edu/health-disparities/wizdom-powell-ph-d/\">Wizdom Powell\u003c/a>, a psychologist and associate professor who directs the Health Disparities Institute at the University of Connecticut.\u003c/p>\n\u003cp>\"The idea here is to leverage your gifts and leverage your privilege, because we all have some of that,\" Powell says. She points to an \u003ca href=\"https://health.uconn.edu/health-disparities/2018-visualizing-health-equity-contest-winners-gallery/\">art competition\u003c/a> that her institute organizes around visualizing health disparities. Art can play a role in healing and activism for health equity and social justice, she says.\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-56065 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/next-in-line-andre-rochester_custom-b6d75f4771b468361c165aa632a2afe9c943c1f6.jpg\" alt=\"\" width=\"200\" height=\"133\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/next-in-line-andre-rochester_custom-b6d75f4771b468361c165aa632a2afe9c943c1f6.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/next-in-line-andre-rochester_custom-b6d75f4771b468361c165aa632a2afe9c943c1f6-160x106.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/p>\n\u003cp>\"The arts have long been a vital and important way to process emotions, especially difficult ones, into something tangible,\" says \u003ca href=\"https://artandhealing.org/unloneliness-with-jeremy-nobel/\">Jeremy Nobel\u003c/a>, a physician who founded the \u003ca href=\"https://artandhealing.org/\">Foundation for Art and Healing\u003c/a>. \"Expressive artifacts that make sense of the moment, bear witness and catalyze change.\"\u003c/p>\n\u003cp>In times of distress, people can use art to access and communicate difficult thoughts and feelings, especially ones that are hard to talk about,\" Nobel says. \"[Art] offers a unique and powerful way to speak up, be heard, and be witnessed.\"\u003c/p>\n\u003cp>\u003cstrong>5. Self-Care Is Important\u003c/strong>\u003c/p>\n\u003cp>For people who are reeling from the recent spate of deaths and racial trauma, it can feel overwhelming, says \u003ca href=\"https://profiles.howard.edu/profile/46356/gishawn-mance\">GiShawn Mance\u003c/a>, a psychologist at Howard University. She says, she feels it personally.\u003c/p>\n\u003cp>She leads healing circles, which can help people connect and grieve. She also facilitates \u003ca href=\"https://oscr.umich.edu/article/restorative-justice-circles\">restorative justice circles\u003c/a> — which aim to bring people who are trying to settle a conflict together.\u003c/p>\n\u003cp>But Mance says, in recent days she's needed to take some time for herself. \"It's been hard to concentrate on work,\" she says. In addition to the national unrest and the COVID-19 epidemic, which has hit communities of color the hardest, she is pregnant and a close friend recently died. \"It's a lot, and there have been tears,\" she says.\u003c/p>\n\u003cp>This is a traumatic and stressful time especially for African Americans and people of color. \"People put a lot of pressure on themselves to \u003cem>act\u003c/em> or do something in \u003cem>this\u003c/em> moment,\" Mance says. So, her advice is this: \"The fight for equity and justice is an ongoing effort; thus, do not put pressure on yourself to act or do something in \u003cem>this \u003c/em>moment.\" And she says, \"I'm particularly talking to people of color and black people who are experiencing this.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"meta": {
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"source": "BBC World Service"
},
"link": "/radio/program/bbc-world-service",
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"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
"meta": {
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
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"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
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"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
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"source": "npr"
},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
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