I was taught to see racism only in individual acts of meanness, not in invisible systems conferring dominance on my group.
I was taught to see racism only in individual acts of meanness, not in invisible systems conferring dominance on my group.
For too long, those of us in positions of cultural dominance have not listened to the experiences of our colleagues of color. And when we do, we often are trying to defend ourselves or explain away their experiences.
Both equity and social, emotional, and academic development are currently receiving much-needed attention, but neither can fully succeed without recognizing strengths and addressing gaps in these complementary priorities.
K-12 classrooms are where we must start to build an equitable, non-racist society.
Founded in 1991, Teaching Tolerance is dedicated to reducing prejudice, improving intergroup relations and supporting equitable school experiences for our nation’s children.
Many educators recognize the significance of social-emotional learning and we, rightfully so, are always aiming to increase its presence in our schools. But did you know that social-emotional learning (SEL) and equity are two sides of the same coin?
Engaging in anti-racist work challenges the very institutions and systems that benefit from it, which means it comes with a host of risks.
Meet a school district that brought Black Lives Matter into the classroom—and learn how you could do it too.
Educators feel a sense of responsibility to bring these topics into their classrooms—because young people want to be part of the conversation and should be.
Research on white racial socialization is beginning to emerge within the field of racial socialization that makes it clear that many white people share my experience.