Race conversations in the Classroom
Discussing Race in class is every teacher’s nightmare: such conversations are never easy. This has been exacerbated by the anxiety and fear of being judged or, worst-case scenario, being labelled a “Racist”. Being misunderstood or getting it wrong are real fears, but, while these anxieties can never be overlooked, educating students about Race is crucial. Teachers play an integral role in ensuring such conversations are taking place to allow the exchange of ideas, perceptions and address assumptions that continue to impede social change in schools and the society at large. Students who understand the history of their country, such as South Africa, will have a better grasp of the effects of the racial divide and this can really aid them in understanding and navigating their school experiences. Such knowledge will assist others to call out injustices and, while they are not able to change events of the past, they can affect the future if equipped with the right tools.
The most important tool a teacher needs is an understanding of Race and Privilege for themselves. Race as a social classification dates back to the 16th century, linked to the slave era where a distinction was needed between the conquerors and their subjects. Centuries later, Race continues to impact students both in small personal interactions and structurally in the school environment. Without a thorough understanding of Race as a social construct that has no biological traits as well as their personal position and self-identity in the “system” (using Self-Assessment tools), a teacher cannot hold spaces for real learning for the curious minds who feel its presence in the class daily.
To fully understand Race, the teacher must include reflections and studies on whiteness and privilege. Through these studies one can understand the link between power and privilege and how these structures impact Race. Without unpacking one’s own biases and blind spots, teachers may fall into the trap of attempting to ignore Race to adopt the colour-blind stance in the hope of encouraging equality or worse still repeat the same prejudicial socialisation on the students.
The next step is to engage with the parents to bring them on board as your allies. Informing your parents of your aims and outcomes with regards to the conversations that will take place in your classroom is important to head off or troubleshoot any backlash or gross misunderstandings that make take place if the context of the conversation is relayed differently by the students. This becomes very important as such conversations should never be the sole responsibility of the Teacher.
In the classroom, a clear set of guidelines must be drawn to ensure that both the Teacher and the students feel safe in discussing the content. Discomfort for both Teacher and students during such conversations is normal. It is important to be brave, lean into the discomfort and lead by example. Showing your vulnerability also allows the students to learn empathy, a crucial quality in these conversations that often include sharing difficult personal stories. This in turn indicates to the students your willingness to learn with them, especially if you invite them to correct you when you err.
Awareness of the students’ Race composition should not be taken for granted, as this helps the Teacher ensure that teaching resources displayed in the room, as well as other resources such as TED Talks and other videos, are varied and present different perspectives. Critical analysis of different examples of media helps to highlight different voices for the students. Encouraging open-ended questions invites in-depth reflection from the students to unpack the perspective of the writer or artist; what has influenced their perception; what is implicit and explicit in their work; and how Race features. The students themselves are an invaluable resource for information but it is vital not to make your students of colour experts when discussing Race. Teachers need to ensure that they are literate in diversity language and that the correct terminology is always used. If a teacher’s class is not a demographic representation of the general society, it would be valuable to invest in relationships with other Teachers and students and participate in Skype or Zoom online meetings for experiences that encourage different insights and perceptions. In such circumstances, it is important to educate white students that Race also pertains to them. It is an identity like any other and the myth that Race only applies to people of colour should be debunked.
Seizing teachable moments in class regardless of the teaching method is an opportunity to highlight a life skill for navigating recurring situations that will take place in society. Avoiding addressing the incident creates an ‘elephant in the room’ and teaches students that certain topics are taboo. Always connect the past to the present. Understanding the historical context helps the student understand the present and aids them to anticipate possible future interactions with their friends and families.
Teachers involved in early childhood development have an even greater role in this regard. Research has shown that children as young as three can code human groups through Race. They “naturally attribute positive traits to their own ethnic or racial groups” (K. Taylor, 2020). It is important to acknowledge that each human being has a Race. To avoid speaking about Race with young students in the aim of achieving a ‘colour-blind’ equal society is detrimental as this leads to confusion. Physical attributes such as colour tone of skin, colour of eyes and hair texture exist. Noticing such differences does not equate to bias but rather judgement and discrimination of others because of those differences is what is problematic.
While the themes of honesty and linking the past to the present when conversing about Race remain the same as with older students, it goes without saying that inappropriate information and graphic resources are unnecessary in this phase – but remain aware that they are being barraged by information in the media just like us. It is always a good idea to ascertain how much they already know about Race by probing them with open-ended questions. Threading lessons on Bias and Prejudice into all lessons is imperative for the emotional and social development of the students during this early phase.
Teachers can be caught off guard by the questions posed to them, but it is important to avoid overreacting and shutting the conversation down. Instead, encourage them to feel comfortable to continue asking you such questions even if you may not always have the answers right away but that you are on the journey with them to learn together. When addressing a Race-related incident that may have taken place, always speak in a warm inclusive manner of all diversity among people. Self-regulating when triggered is often very difficult, but it is an important life skill to teach, especially if students can learn from the teacher’s example. Removing unnecessary pressure, such as the teacher’s need to have all the answers, can alleviate anxiety and give both students and teacher the permission to have messy conversations that do not require final agreement by all as an outcome.
The most effective teaching tools on Race are diverse books and storytelling. “Storytelling is a unique way for students to develop an understanding, respect and appreciation for other cultures, and can promote a positive attitude to people from different lands, races and religions” (Raising Children Network, raisingchildren.net.au). For example, Ethnikids books educate on matters of diversity and the beautiful illustrations encourage student engagement as they can identify themselves in the stories. When choosing texts or reading material, teachers are encouraged to avoid stories that highlight a particular race with the same narrative. Students want to read books that showcase activities that they can relate to and diverse books should avoid only highlighting the oppression of people of colour.
Talking about Race with students is a journey that requires numerous ongoing engagements with oneself and others. It requires teachers to reflect on their personal experiences around Race, which may very well be painful. As clinical psychologist Monnica T. Williams says, “If you can’t talk about [Race], you can’t understand it, much less fix the racial problems that plague our society.” A single conversation will not suffice – but by educating the youth, we can inspire hope and activism, and work towards an anti-racist society.
References
3. www.adl.org
4. Quijano, A. (2000). “Coloniality of Power, Eurocentrism and Latin America.” Nepatla: Views from the South. 1. 3, pp 533-580
Resources
“Skin We Are In” - Sindiwe Magona & Nina. G. Jablonski (Illustrated by Lynne Fellman)
“How Many Ways Can You Say Hello” - Refiloe. Moahloli (Illustrated by Anja Stoeckigt)
“Why Are All the Black Kids Sitting Together in the Cafeteria?” - Beverly Daniel Tatum
“How to have a Productive Conversation about Race” - Annie. E Casey Foundations
Peggy McIntosh: How to Recognize Your White Privilege and Use It to Fight Inequality (transcript) https://www.ted.com/talks/peggy_mcintosh_how_to_recognize_your_white_privilege_and_use_it_to_fight_inequality/transcript?language=en
“Being Different Together” - (This includes various useful case studies from South African organisations)
“White Fragility” - Dr. Diangelo
“Vulnerability & Empathy” - Brené Brown
Time to Think Website
Ibram X. Kendi – anti-racist books for all ages.