Teaching about race when there are only a few BIPOC students in class
by Erica Pernell
As the Black Lives Matter network grows to be the largest movement in our nation’s history, the movement must make its way into our classrooms.
Many teachers and schools are picking up the mantle of teaching about race, racism, and antiracism in new and innovative ways, but not all discussions, lessons, units, and courses about race and racism are created equal. Talking about race in predominantly white spaces can be traumatic, painful, and harmful for BIPOC students, and there are best practices we can employ to reduce harm and provide empowering experiences.
In order to build better curriculum and pedagogy around race and racism, we must understand that BIPOC students in predominantly white spaces feel the burden of representation, while white students are seen as individuals. BIPOC students have deep emotional and personal connections to race and racism that come from their lived experiences in a white supremacist society, while white students and teachers often see lessons on race as intellectual exercises. These differences paired with the power and social dynamics present in a room of mostly white students with a white teacher mean that lessons on race require strategy, intentionality, and diligent preparation. The list below contains just some of the best practices you can employ when planning and implementing lessons on race, racism, and antiracism when there are only a few BIPOC in class.
1. Create clear objectives that center BIPOC students’ needs.
Early Ed: “What makes people’s skin have different colors? How can we celebrate all skin colors?”
Primary Grades: “What are racial stereotypes? How do racial stereotypes impact BIPOC? How can we work together to disrupt stereotypes and work for fairness?”
MS and HS: “How does racism show up in policing and what are the strategies to reduce racism in policing? How have multiracial coalitions resisted and worked together for justice?”
2. Help students learn to take perspective. Avoid simple debates that create dichotomies.
Instead of “Do you agree or disagree with NFL players kneeling?” try “What are the reasons NFL players are kneeling? Why are they protesting? What is the role of protest in social change? What is the meaning of the third verse of the national anthem written by slaveholder Francis Scott Key? What is the impact of NFL players kneeling? What wins have occurred as a result of this act?”
3. Bring empowering BIPOC voices into the space, lifting part of the burden of representation off of BIPOC students.
Use videos, written word, podcasts, audio clips, and invite guest speakers. (i.e. #Raceand series from Race Forward, Conversations with series from NY Times, But I’m Not series from Buzzfeed, Storycorps)
4. Protect BIPOC youth through your preparation and facilitation. BIPOC students do not speak for or represent entire groups and it is not the job of BIPOC students to educate white people.
Let your class know that it is the role of the teacher-facilitator and not BIPOC students to:
Bring BIPOC perspectives to the fore using outside materials and resources.
Provide factual, historical context to connect to contemporary issues.
Interrupt biased, racist, stereotypical, oppressive statements and to counter any false statements and generalizations with education. For help with facilitating these tough moments, see Slide 31 for Interruptor Statements from Dr. Alyssa Hadley Dunn.
Understand, implement, and ensure students adhere to guidelines.
Address and unpack racist statements or assumptions publicly in class and meet individually with students to process transgressions more deeply.
5. Form strong equitable relationships with BIPOC students.
Build trust by knowing who your students are, what brings them joy, and their hopes, dreams, fears, talents, and experiences. Acknowledge what each student uniquely brings to the table.
6. Make agreements about what we will and will not do that are specific and intentional.
Meet with BIPOC students beforehand to preview material and shape agreements. Here’s a sample:
We will value the perspectives and experiences of BIPOC we hear through our coursework and discussions.
We will be mindful of body language and eye contact to avoid singling out BIPOC students.
We will listen to understand instead of listen to respond.
We will see each other’s viewpoint as true for the speaker in the moment.
We will resist the urge to play devil’s advocate when topics are personally significant to people in the class, and especially when we are discussing race.
We will lean into discomfort and prioritize growth and learning above comfort.
We will speak from the “I” perspective.
We will accept working through conflict to its resolution as a catalyst for learning, including internal conflict.
7. Do not say the N word out loud and do not allow white students or non-Black students of color to do so.
You can discuss the history of the N word, the reclamation of the term, and the reasons why it is unacceptable for white people to use the word (yes, even in a song). See Ta-Nehisi Coates on why.
8. Provide empowering, accurate, expansive & complex representations.
Show BIPOC people persevering through struggle, as heroes, as cultural icons, as contributors to society, as people living joyful lives, and as regular everyday people.
9. When you present a problem involving racism, also present a solution.
Students feel empowered about progress when they see themselves represented in multiracial coalitions resisting oppression and working for justice. Strive for contemporary examples so students can develop a modern critical awareness.
Ex: A discussion/lesson/unit about blackface should explore how media featuring blackface were used to dehumanize Black people and instill a fear of Black people in white communities. This fear justified mass incarceration, lynching, segregation, and other forms of violence against Black people (see the 13th). Draw connections between historical blackface and modern forms of blackface, including digital blackface, Halloween costumes, theme parties, and television. Include media and art made by Black people to amplify Black people’s own portrayals of themselves (i.e. Kehinde Wiley, Paul Goodnight, Black Panther, Tobe Nwigwe, Derrick Barnes, Faith Ringgold, Nikki Grimes, Ekua Holmes, Dean Atta, Angela Johnson).
10. Avoid gratuitous violence and do not trivialize suffering.
Celebrate resistance. Key word: empowering.
11. Integrate this work deeply into the curriculum not as an add-on, but as a lens through which to view your entire course.
Teach from the perspective of BIPOC people. This may require a complete overhaul of your entire curriculum, and what a wonderful gift that would be to your students and to the world.