The Chalk Blog

Learning is a curious thing. As we age, we know we have absorbed a fair amount of knowledge, yet we continue to be amazed by how much there still is to learn. Take for example my surprise when seeing the “Confronting History to Heal a Nation” segment on the CBS Sunday Morning show. There on my porch-that-feels-like-a-treehouse, I learned something I never knew before. I was told about a man named Bryan Stevenson and the work he is doing to heal the hurt of a country that repeatedly takes one step forward and then three steps back. While watching the 7-minute story, I made the connection between slavery and segregation, lynching and the legal system, and so much more. Convinced there was more to understand, I traveled to Montgomery to see, feel, and be in the spaces that explain the legacy of racial injustice in the Black community. Eloquent in its composition and strong in stature–the museum is built in a city that once held one of the busiest slave trades in the country. And, just down the street, is the National Memorial for Peace and Justice, an affecting testimonial to the way we treated and killed our brethren. 

The mental health experiences of students who are BIPOC (Black, Indigenous, People of Color) are different than those of people who identify as white. Race-specific microaggressions, trauma, and systemic racism create fertile ground for depression, anxiety, and self-harm for students who are BIPOC. If educators are to truly be supportive, we must advocate for practices to honor the specific needs and identities of our BIPOC students.  

Reignite Your JOY for Teaching & Learning: 

It’s not an exaggeration to say education has endured significant changes in the last few years, requiring re-examination of how we “do” school (Zoom fatigue, anyone?). On top of shifts in instruction as a result of the pandemic, we are now seeing growing attention on the topic of Critical Race Theory (CRT). Release of the 1619 Project (now available in book format), along with the death of George Floyd and numerous black victims of police brutality, provided re-energized momentum for all populations to take a hard look at actions, processes, and policies enabling discrimination and perpetuating inequity. This work continues, now with defending teaching and learning about equity, anti-racism, and institutional racism. 

Celebrating Black History Month, Year-Round

Scrubbing the oatmeal from the blue enamel pot in my kitchen sink, I looked up when I heard, 

“It’s a story we need to tell.  
Not just in February--the coldest and shortest month,
but every day of the year, because this is our story.  
It’s not “us and them, it’s February so we’ll take some time out and do this.” 
It is every single day.  
This is the story of us.  
And, guess what? There’s no “them,” which is what we all try to make up.  
In the U.S., it’s us. Not them.” 

These words are from Ken Burns, the well-known documentarian. He’s discussing his film project, “Baseball,” which tells the story of the Negro Baseball League and baseball great Hank Aaron. Burns uses the film to demonstrate how far we have come, yet how far we still have to go. 

Films, books, movies and experiences teach. Since I have a lot to learn, I decided to watch, read, ask, and attend so I could more fully understand our nation’s history.  

Our history. 

The story of us.  

Creating a Diverse Curriculum

When I think back on all of my years of K-12 schooling, the only diversity included in the curriculum (if you can even call it that) were the ubiquitous studies of westward expansion, slavery, civil rights and a few prominent figures that emerged from those time periods. What I took away, as a young person of color, was that the influence and contributions of people like me were relegated to the margins of history. An additive to the mainstream narrative.   

As classrooms in the U.S. continue growing in diversity, teachers are tasked with creating a more inclusive curriculum to reflect the voices and perspectives of a broader spectrum of people. By teaching the established curriculum, minority students often feel disengaged and unempowered resulting in lower levels of achievement.  But when educators work to create a set of curricula that is relevant, meaningful, and affirming to diverse identities, their efforts result in positive outcomes both socially and academically. Research also shows that not only students of color, but white students greatly benefit from a diverse curriculum as the exposure enables them to grapple with multiple perspectives and build a better understanding of both self and others. 

Brand New Courses for YOU!

After the cold has (almost) left and the days get longer, the world begins to wake up and stretch a bit. Spring is about to come alive in education with these fantastic new offerings from Learners Edge!