This episode is dedicated to Sidney Poitier, the first actor I remember seeing who looked like me, may he rest in peace.
I don’t remember when it happened, but somewhere along my journey, I lost my taste for ‘classic’ movies. As much as I loved curling up together with my grandmom to watch old Hollywood movies, and as much as those memories warm me, the movies themselves no longer hold the same enchantment. Without using Google, the only big stars I remember who looked like me in mainstream movies were Butterfly McQueen, Lena Horne and Sidney Poitier. As a matter of fact, the cartoons and sitcoms were similarly populated, until Norman Lear came along, with mostly Americans of European descent. Since that was my norm, I never really knew what I was missing.
She missed–without knowing what she missed…
The old adage “you can’t miss what you never had” could not be further from the truth. Just as childhood trauma leaves scars to be reckoned with in later life, the lack of representation in my childhood smacks me in the face quite often. Scooby-Doo? Where were the diverse actors. After school cartoons? Same question. And hollywood ‘classics’? Well, geez, we couldn’t even get a Black Cleopatra.
Amazon Prime for the Win!
This year, that smack in the face came as I settled in to watch some of my childhood favorites for Christmas. My invisibility weighed heavily on me, cast a pall over my downtime–until Amazon Prime Video breathed new life into the phrase “Christmas Classics”. I found myself in romcom heaven with Black protagonists doing all the kitchy stuff people do in romantic comedies. And they were doing it in falling snow and red and green Christmas lighted backdrops. My little girl’s heart found what it had missed!!
Representation Matters
Everytime a child sees themselves reflected in the classroom around them, they stand up a little taller, knowing that their place in the world is secure. And everytime children see the world as a place rich in diversity, they develop a little more empathy, understanding and respect for differences. That’s a win for us all.
The next time someone tells you that culturally responsive teaching is a bad or dangerous thing, share this blog with them. Responding positively and with inclusivity to the diverse populations that make up our nation isn’t indoctrination, it’s just good teaching.
Watch on YouTube or listen on Anchor, or wherever podcasts are heard.
There’s a song well known in German speaking parts of the world called Alles Hat Ein Ende, Nur Die Wurst Hat Zwei. Translated, that’s “everything has an end, only the sausage has 2”. After over 60 vlog episodes and as many Lagniappe podcast episodes, #SmallBites on YouTube is converting to an all podcast format. I hope you’re as excited about this as I am.
New Day Dawning
After celebrating with friends and family from almost every era of my life on last Friday, it’s time to move on to the next chapter. With Finding Your Blind Spots released to the edu-universe, I find myself busier with consulting and courses, and I want to have time to serve my clients well. Still, my audience is hugely important and you can still expect blogs, resources and answers to your pressing questions on race and identity through social media.
One thing about podcasts is that they usually accompany listeners who are driving. Because of that I will sometimes be extending just a couple of minutes beyond our 5-7m mark to give you even more #SmallBites to chew on. I hope that meets with your approval!
You Are Appreciated!
Beyond that, I would just like to thank you for coming back each week, for listening, for learning and for taking that knowledge back to your classrooms and learning communities. Join me next week for episode 65 when we’ll say our final goodbyes. In the meantime, see below for the 5 most important #SmallBites links and resources.
Small Bites All Time Favorite Friday Five:
When I started #SmallBites, Learning for Justice was still called Teaching Tolerance. This site is the definitive starting place for standards, lessons, articles and resources on race and identity. Whether you are just beginning your journey on classroom diversity and inclusivity, or are well on your way to helping others understand concepts that some find divisive, Learning for Justice is a site that constantly evolves to help you learn more and be better for your students.
The Harvard Implicit Bias tests help you recognize bias and blind spots. And Harvard GSE’s teaching resources provide tools to help you create more inclusive courses, syllabi and to better integrate conversations on race and identity into your daily lessons.
Of course, if you are going to miss #SmallBites Fridays after you’ve revisited the wealth of resources, keep learning with free courses taught by Yale and Harvard professors here. Or, you can read and use the 1619 curriculum (or information from it, if your district allows) in addition to other historical resources, to add multiperspectivity. Finally, with students, use PBS, the Smithsonian and NPS.gov to find a plethora of school resources on history and culture in the US and the world.
See You Soon
Finally, use the 65 episodes of SmallBites to find the above resources and many more that will guide you as you seek to better understand and teach all students.
Watch on YouTube or listen on Anchor, or wherever podcasts are heard.
This week’s Friday Five comes in the form of another adapted chart from Finding Your Blind Spots.
Say This
Not This
Chair, mail carrier, fire fighter, flight attendant, nurse, congressional representative, human beings
Chairman, mailman, fireman, stewardess, male nurse, congressman, mankind
Student in a wheelchair, student with a learning disability, students who are neurodiverse
Handicapped student, learning disability student, special education students
African American, Black, BIPOC, POC
Negro, colored, black, Afro-American
Mexican American, Cuban American, Latinx, Chinese American, Congolese American
Hispanics (when the culture is known), Latino or Latina, Asians, Africans
Native American or specific tribe name, Indigenous peoples of North America, Inuit, Pacific Islander, AIAN (American Indian and Alaskan Native), API (Asian and Pacific Islander), the term someone self-identifies as (just ask them!)
Whenever I struggled to read the surname of a student on my roster, I always squealed with delight and asked “Ooohh, where’s your name from??” Teaching middle school, I mostly got the “why you puttin’ me on blast” look. But I usually pressed on and was rewarded, as their voices rose in pride and excitement to meet my own.
Because we live in a world that still prizes assimilation over diversity, it’s important that educators use culturally affirming language as they build relationships with individual students. ‘Labeling’ students in the most celebratory and specific way possible is one way to embrace them.
For example, Wanyepreye would have been ‘Pat’ had he insisted. But, I asked him to teach me how to say his name properly. It wasn’t hard. I also asked which he preferred. He said both. When I asked if I could call him Wanyepreye, he said ‘yeah’.
You see, Wanyepreye is Nigerian American. He is not ‘African’ anymore than Canadians–or us, for that matter, are ‘North Americans’.
Go deeper.
How much do you know about your Hispanic students, your Asian students, your Native American students, your Black students or your students from the LGBTQ community? Culture is not only skin deep. Wanyepreye and I are both Black. But his grandma and my grandma cooked differently, spoke differently, had different cultural experiences growing up. His grandma is Nigerian. Mine was Opelousian, from Louisiana. Those labels convey something unique about each woman that the term Black does not. Mexican or El Salvadorian descriptors mean more than Latinx or Hispanic. How deep do you go when getting to know your students–and coworkers–for that matter?
Don’t just read the label.
The student with autism wants to be a lemur scientist in Virginia, and he’s working toward that goal.
The student working toward their Eagle in Scouts is hosting a rally for the LG community.
The student from Tibet is a part of a local circle dance group that performs nationally.
These kids might just be the Sped kid, the gay guy and the Asian girl. But those are labels that don’t even scratch the surface of who they are.
If you are honest with yourself, how many times in a week do you hear “the gay kid”, “the SpEd kid”, “the African kid”, “the Hispanic kid”, etc.? How often do you label kids that way yourself? How much about those kids do you know, beyond those labels? What about when you read the above labels and think about your own language use. Is it common for you to assign monolithic terms to groups of students (i.e. Blacks and Browns) without considering the cultures of the groups represented? Is it the norm on your campus to assign class jobs and talk about certain community heroes along gender lines?
Person first. Gender neutral. Culture affirming.
Luckily, Purdue Owl‘s writing lab keeps up with person-first, gender neutral, culture affirming terminology. And when Finding Your Blind Spots comes out, you can learn even more. But for now, recognize that our language and labels should always be person first, specific, gender neutral and culture affirming. Choosing a specific, rather than broad, ‘label’ starts you on the road to learning more about your students. And when you show nurses and cowhands of all genders, you open up a world of possibilities for your students.
I have one ask this week. Reflect on what you’ve learned and rethink how labels influence what you think about students. And, to practice here’s a 1 question quiz:
Use the chart and the Purdue resources aboveto rewrite the following sentence in the most inclusive, specific and affirming terms possible:
The American Indian SpEd kid plays basketball when he doesn’t have tutoring. FYI, the student is non-binary, identifies as “they”, is Chickasaw and has autism.
Feel free to practice for yourself or to answer on the thread on Twitter.
15-20m – Check out Burbank High School’s curated Justice in June resources.
10-15m –Reflect on Kellie Bahri’s ITEA (Inquiry-Truth-Empathy-Action) learning framework and article.
5-10m – Watch Kenyona “Sunny” Matthews talk about how she hates diversity. Funny and poignant.
0-5m – Pick a Small Bites episode or blog you missed and catch up.
While talking to Chuck Poole on a recent episode of his Teacher Summit live series, we started talking about the HUGE difference between two words that are often used interchangeably, ‘diversity’ and ‘equity’.
When talking about education in the classroom or workplace, the Big Three, diversity, equity and inclusion or, ‘DEI’, are always a part of the conversation. So often do we use the three terms together, in fact, that they have come to mean the same thing in the hearts and minds of many.
Let’s be clear, those terms are not coequal. Diversity means we all have a seat at the table. But equity means that each person at the table is being served dinner. Further, the dinner meets the unique needs of each individual. Is it equitable to serve a Philly cheesesteak to someone who is gluten and lactose intolerant? Umm, no. Is it equitable to serve turkey and dressing to a vegan? Again, no. Well meaning offerings to diverse students without understanding and considering their unique needs will never lead to equity.
Some ways to better understand the needs of diverse students:
Until we start focusing on the needs of diverse students in all the ways they are diverse, we will be able to celebrate diversity but not reap the benefits of equity.
Small Bites Episode 10!
Next week, join me for a frank conversation on equity and social justice for the new school year. Bring your questions and I’ll see you on YouTube at 8PM Central–LIVE!
0-5m – Wear a mask, wash your hands and refrain from gathering in crowds, especially if you are in an area where COVID cases are spiking.
Most teachers I know are not in education for the paycheck. They are not in it for the summers folks think they have off and they certainly don’t do it for the prestige. The teachers that I know are dedicated, capable and will leave it all on the field for their kids.
Sadly, these same dedicated professionals are being cast as not only unwilling to work, but they are also seen as unworthy of consideration as plans are being made to reopen schools.
In Texas and many other states, not only teachers, but also districts have been emasculated and left out of the decision making process.
The response from teachers across the country has been colossal. Teachers used to “doing it for the kids” recognize that this is not about the kids and no amount of guilt is making us believe that it is. We are not willing to watch even one of our students or colleagues die, and we are certainly not willing to sacrifice the health of our families to do it, not if we have any say in the matter.
What does this mean for us? It means that each of us has to decide if we risk lives or livelihood. Or it means we risk the health and welfare of our communities because losing our income or our educational funding is simply not an option. Maybe it means asking for a leave, taking a paycut and dealing with the personal economic consequences. Maybe, for some, it means not understanding what the fuss is all about and being at odds with teachers who are expressing fear for their safety and the safety of others around them. Whatever your stance right now, it is bound together with anxiety, stress and possibly fear.
Our students will also return full of anxiety and fear. Between COVID exposed inequities, loss, economic distress and the protests, we are experiencing trauma as a nation and that trauma will show up in our f2f or virtual classes in a few short weeks. Unlike loss, our trauma is ongoing and our most vulnerable students will need us even more. Students will need us to be aware of signals for help and even codes like posts about pasta on social media. SEL will have to be a priority and if your school isn’t yet equipped, Casel has excellent SEL resources for helping students during the COVID crisis.
What are you doing to prepare personally? Are you bingeing on news and COVID statistics or are you being mindful? Are you staying awake late mulling over possible scenarios or are you practicing wellness in in a way that brings you peace? Summer will be over soon and we will have to be prepared to meet our students where they are.
You can’t pour from an empty cup so I implore you, as you go through the resources to help your students learn while they manage grief, anxiety and traumatic experiences, make sure that you are practicing self-care. As much as we say teaching is our superpower, we can’t take it all on. The best way for you to take care of your students is for you to take care of yourself.
20-30m – Watch ABC’s Blackish or Mixed-ish for light fare through a social justice lens.
15-20m – Find the local city council and school board websites and inform yourself.
10-15m – Visit Tolerance.org’s magazine section and read one article.
5-10m– Check your voting status at whenweallvote.org and encourage one friend to do the same.
A Whole Zero Minutes– Don’t judge anyone else’s helping unless it’s doing harm.
– #SmallBites
With the launch of #SmallBites, I have set out to help those who want to create more equitable classrooms and communities. Many, in shock and outrage, are eagerly consuming resources and investing time and energy to learn about and stand against systemic inequities that have long plagued our society. I feel in that energy a world-wide awakening, even as some alte-Garde political and cultural regimes dig their heels in.
We decide if this will be a trend or a moment, if that “one day when the Glory comes” will be sooner rather than later. You can begin with strategies mentioned in #SmallBites. The weekly Friday Five will allow you to keep up the anti-racism marathon by allowing you to pace yourself and not get so overwhelmed that you give up. As you hit your stride, you can create some space to go deeper.
Unfortunately, every problem can’t be tackled only with strategies that take less than 30 minutes. Going to a protest takes a day, reading a book, a few days. Making lasting change for marginalized populations across the globe, a lifetime and more.
To that end, I have had inspiring conversations with white colleagues this week, in particular with Barbara Bray, author of Define Your Why. Those conversations have produced this work in progress that uses Helm’s framework of racial identity to help people identify where they are on the journey to becoming more culturally responsive.
If you find yourself wanting a heaping round of seconds after consuming #SmallBites, open the document, set a spell and sift through the links, book titles and social action sites. Cut on some Brad Paisley with LL (hey, I liked the song!) or Freedom Sounds while you do. Take what you need, leave the rest. This ain’t a clean your plate kind of party. Social responsibility is both necessary and personal.
For now, go fast–because it’s been too long in coming to go slow–but keep a sustainable pace, because we can’t afford to lose even one voice.
How do you eat an elephant? One bite at a time, so pop in to YouTube next week for a serving of #SmallBites and follow me on Twitter, Instagram or Facebook.
If there ever was a modern martyr, George Floyd is one. His daughter’s declaration of “Daddy changed the world” was manifested in protests from Amsterdam to Zimbabwe. His death has begun policing policy reform change in Washington and in cities throughout the country and the world is saying his name as they search for ways to bring about change.
People all over the world are not only waking up to the sometimes brutal realities that BIPOCs face, but they are understanding that, like being born pretty, sometimes life comes with unearned privilege that is wielded, unwittingly causing harm.
If you are someone who wants to teach better, include better, be better, join me for Friday night’s 8PM central live launch of #SmallBites. Each week you’ll get a Friday 5 with 5 actionable steps you can use to help create a more level playing field for those of us who all too often never even get inside the ballpark. Want to ask a question? You can do that too.
Fighting racism is a full time job, and most of us already have full time jobs. You can’t do everything, but you can do just one thing. How do you eat an elephant? One bite at a time.
Last night, as I scrolled and double-tapped my way through post after post of black squares for #BlackoutTuesday, after my friends across the globe assured me that they stand with the us in English, German, French, Spanish, Italian and halting mixes of the above, I felt hope. I felt the hope of 2008. I felt the hope of MLK and Johnson. I felt the hope of our collective ancestors crossing the Mason-Dixon line. Even as I read of fires, and of the reprehensible hate-stoking by our nations fearmongers, I felt hope.
The overwhelming support of my less melanated sisters and brothers enveloped me in a warmth and kindled the hope that this time, we just might take a step forward in our fight against prejudice, racism and the inequities that have been plaguing our country since European settlers arrived here and created an Indian problem.
I’ve talked to friends and I’m not the only one who felt that hope. It felt significant. Hope can kindle change bigger than any riot fire IF the outrage of every individual is translated into action. Yes, fighting for social justice is a big ticket challenge. But like eating an elephant, if you do it one small bite at a time, it’ll get done, just start. Here are 5 things you can do today to advance the cause of equity and social justice.
Watch this Mehcad Brooks IGTV video on “the talk” in which black parents explain how to react in police encounters to children as young as 6.
If You Have At Least 30 minutes:
Watch an episode of Blackish. It’s light fare, but the lessons and issues tackled are not.
Conquering, enslaving and oppressing other humans is not a new concept, it is, unfortunately, the concept that has fueled competing powers since the beginning of time. Keeping that in mind, fighting for social justice is not a sprint, it’s a marathon. If you are just joining this fight, don’t get so overwhelmed now that you lose steam. Take small bites. That doesn’t mean don’t act with urgency, we need revolutionary change now. I’m just reminding you to take action at a sustainable pace. Set a measurable, attainable goal for today, for this week, for this year.
You have no idea how moved I have been at the great outpouring of solidarity. Now the question is, how will you translate that into action. What cha’ gonna do?
One evening, some silliness with a couple of teacher friends prompted me to Google an old series, The Beverly Hillbillies. Watching an episode transported me immediately back to my beloved childhood spot on the living room floor in front the TV. Like Jethro and Ellie Mae Clampett from the series, I grew up in an unconventional multi-generational household. The matriarch of our family was my great-grandmother, Mommie (pronounced with the second syllable stressed, in the Creole way), born in 1892. The matriarch of the Beverly Hillbillies was “Granny”. Although the show was an ensemble piece, Mommie seemed to only have eyes for Granny. Granny’s grey hair, her quick movements and her feisty wit rated Mommie’s commentary and wonder. At the time it was curious to me, but now that I am seeing my own Gen-X Hollywood A-listers relinquish their roles to the next generations, I understand why Mommie was so enamored with Granny. She saw in Granny a peer at a time in her life when her own peer group was dwindling. Ageism wasn’t even a word before 1969. There was no Netflix to push quality diverse programming and Norman Lear had not yet shaken up the sitcom scene. There were no Gracie and Frankies, no steamy Richard and Catherine love scenes and certainly no Morgan Freemans who kept getting hired “in spite of” being a minority and a senior. Mommie liked seeing Granny because she saw herself; and in seeing herself reflected on the Curtis Mathis TV screen, she felt un-invisible.
Thinking of how important Granny was to Mommie made me think of how important it is to be seen. EDU has responded to the need for inclusion and, although there are still “bubbles”, many educational settings have made strides in celebrating diversity and ensuring that students see themselves reflected in the staffs, literature and lessons on their campuses. Still, my question is, how are we defining diversity? In Hollywood it’s race, gender and age. In the classroom, we subtract age and add religion and socio-economic status. While these four cover a lot of ground, I’d like to challenge us all to go beyond those labels. How well are we validating and supporting students when the divergence is not apparent? Is there a quiet space at lunch for students who have social anxiety? Are there books to empower and encourage homeless kids or the students who run households? Are there qr codes and easily accessible resources posted for students struggling with depression and self-harm? Are our classes safe spaces for the kids with the “weird” hair or clothes who march to a different beat? Are we ourselves authentic and accepting so that students see themselves reflected in real life role models?
Beyond SEL and differentiation, how are you ensuring equity and access for all? Here is a challenge: have a weekly open door lunch and see who shows up. Get a couple of other teachers to do the same. A ‘lunch and hang’ will clue you in on who feels seen or who needs to be seen. It will give you a chance to learn about campus needs and trends you don’t know exist. You will find out about TikTok, games beyond Fortnite and Pubg, Creepypasta and who writes fan fiction. If your kiddos are younger, you will find out which cartoons are good, if wheelchair and ethnic hair Barbies really make the grade, and probably more about families than you want to know. You’ll find out who has lunch and who has hot Cheetos–or nothing at all. You will find out if your campus is a reflection of the students you serve and how you can serve better.
Mommie’s womance with Granny taught me the essence of what Maslow’s Hierarchy of Needs taught me to name decades later; a sense of love, connection and belonging is essential. The questions I’ve asked here are the questions I ask myself daily. Am I really seeing my students? I can’t include what I don’t see so as an advocate for diversity and inclusion, I will be making sure to use my glasses more. Join me?
