peaceful changemakers

Basically, I think that Madeleine Rogin is a genius and I hope this curriculum (and others like it) spreads like wildfire.  To know that there are people working so diligently to affect positive change at a core and fundamental level is truly invigorating to me.  It makes me enthusiastic about life. That children are being thoughtfully led to consider social justice, peace, and change and to recognize, then interrupt bias…well, that opens up more space in my heart.  For real.

I only wish I had experienced first-hand the benefit of this kind of education.  As a student, I mean.  I am totally looking forward to experiencing the benefit of communing with citizens who are a product of this type of conscientious education.  But even more selfishly, I cannot help but feel a twinge of envy when contemplating the vast difference between how it felt to be a speck of color in a classroom where exclusivity was a priority (as were the classrooms of my youth), and how I imagine it feels to be in a millennial classroom where inclusivity is a priority.  It gives me hope that this is concrete evidence that we are indeed moving from a country where exclusivity is a priority to a country that takes more pride in inclusivity.  At high levels.  Where it counts.

So, on this 45th anniversary of the assassination of Dr. King, I contemplate:

What was the problem he faced?

Who was involved or affected?

Why was it hard to solve this problem?

And was it solved?

How to Teach Kids about Race and Social Justice: One Teacher’s Approach

By    via

Kindergarten

When it came time to talk about Martin Luther King Jr. to my Kindergarten students, I found myself struggling to communicate who he was. I wanted to convey the themes that stood out to me the most about Dr. King: courage, standing up for a community, and using peaceful means to bring about big, important social changes. But I didn’t know what was developmentally appropriate for five and six year olds. Should I tell them about his assassination?  Should I talk to them about race and racism? Would learning the truth about racism and segregation be too much for them to handle and create divisions in my diverse classroom? Would my students feel burdened or overwhelmed with this information?

For years, I tried to talk about Dr. King without talking about racism. I thought my students would understand the themes of courage, social justice and empathy by talking in general terms about Dr. King’s dream of an inclusive world. But our conversations in class did not convey these themes and my students did not seem to understand the significance of who Dr. King was and what he did. And, inevitably, some of the truth would come out—through a comment from a student who had prior knowledge about the story, or a conversation on the playground between a kindergartener and an older child. I realized that it was my responsibility to tell this story in a way that would effectively communicate the themes I most wanted my students to understand and, in order to do that, I would have to look deeper into our curriculum and face my own discomfort around talking about racism with my students.

I met with my kindergarten team and began an inquiry into our curriculum.  We asked ourselves:  how can we teach the themes of courage, justice, inclusivity and making change through peaceful means to our young students? And how can we do this in a way that is developmentally appropriate and includes all the voices in our classrooms?

The result of this inquiry has led to the “Peaceful Changemakers” curriculum in kindergarten, and, now, influencing the way that first through fourth grade teachers talk about issues of environmentalism, civil and human rights. Through this curriculum, students learn about many people who work toward making the world a better place through peaceful means.  We realized that in order for our students to have a deeper understanding of Dr. King we would need to integrate the ideas around making big, important changes into our curriculum. We would need to start talking about these themes months before Dr. King’s birthday, so that our students could practice exploring the ideas and having conversations about what it means to stand up for a community and make change before they learned about Dr. King.

MLK-hands2-181x300

We start by studying Dr. Seuss’s the Lorax, and we call the Lorax a “changemaker” because he spoke for the trees. Students answer the following questions about the Lorax: What was the problem he faced? Who was involved or affected? Why was it hard to solve this problem? And was it solved? From there, we learn about Dr. Wangari Maathai, a Kenyan scientist who won the Nobel Peace Prize for planting trees in Kenya. As we learn about these changemakers, students take action to solve problems in their local community.  We work to restore the watershed by planting native trees at a nearby creek and go on trash walks through the local parks. We hang signs around their school educating our school community about how trash on the ground eventually makes its way into the ocean.

Students also honor changemakers from their own families and communities, and family members come into the classroom to present their changemakers. Some of these changemakers are tutors in schools, work in orphanages in other countries, educate others about the importance of reusing and recycling, or turn parking lots into neighborhood parks.

There were also important changes we made to the discussion of Dr. King himself. Through our research, we discovered that it is developmentally appropriate to skip the part of the story around Dr. King’s death; students do not need to know that he was assassinated in order to appreciate his work. I had noticed that when my students learned he was killed, they would often focus on this violent image more than on any other aspect of his life work. And, without the larger unit in which we explore many people who work for change, students would feel burdened and overwhelmed with this information. Now, if my students learn about the assassination from an older sibling or from an outside conversation, I can point to our Changemaker Wall on which we display all the changemakers we have learned about, both famous and not, and remind them that there are so many people working, as Dr. King did, to make a difference.

We also learned it was important not to skip the part about racism and segregation. Using our changemakers framework, where we ask specific questions of each of our changemakers, our students need to know what the problem was in order to think about how to solve it. There is a universality among all the changemakers in that they all work to make a difference and solve big problems, but in order for our students to grasp the significance of this universality they also have to understand the specific problems. Otherwise, they cannot appreciate the courage it takes to solve the problems we face.

i-have-a-dream-martin-luther-king-jr

We also discovered that our students needed support in developing a basic understanding of skin color differences and language they can use to be inclusive with one another. To this end, students mix paint to find their skin tones, write poems about their skin, and listen to many stories about the different shades of our skin. Talking openly about race and racism with our students is also important so that they can recognize and interrupt bias when they see it. They can also more fully appreciate the work of Dr. King and other changemakers in fighting against segregation and racism.

Now, when it comes time to talk about Martin Luther King Jr. in kindergarten, the students are able to focus on the big ideas around courage, social justice and making peaceful change. They have a deeper understanding of their similarities and differences and a greater appreciation for the importance of standing up for a community and working toward inclusivity and equality.   They recognize they can be changemakers too.

because he was smart

Marian Anderson and Albert Einstein were friends!! Like, friends. Not acquaintances. I am related to Marian Anderson and she hung out with Einstein. Considering the purposefully reposted quote along side Einstein’s notion that the limiters of potential are limited as well, I imagine they had some profound conversations.  That’s nearly as impressive to me as her “dissing” the D.A.R. by singing on the steps outside in response to their choice to disrespect her in honor of the organization’s racial exclusion policy.

Anyway, here’s more on Einstein’s stand for equality. It was a lot more involved than delivering a speech at a University, and there are many more details here than in the article posted yesterday.  Not that the speech wasn’t as big of a deal as I thought. It was!  Not only was Mr. Einstein brave enough to speak out, he did it while he was ill.  Outside.  Ok, it was May, so maybe the weather was fine, but I’m just saying if he was looking for an excuse not to speak, sounds like he had it, but chose not to use it.  Instead, he got up there and spoke to the impressionable minds of the “first institution found anywhere in the world to provide a higher education in the arts and sciences for male youth of African descent.”  If young African American males today are largely still in need of academic encouragement and inspiration and respect, I can only imagine how impactful and empowering Einstein’s presence alone was pre Brown vs. Board of Ed.  Just the simple fact that he spoke, and the forbidden, unspoken truth contained in his words.  I have a feeling this brilliant man knew exactly what he was doing.

Albert Einstein, I acknowledge your greatness as a champion of human and civil rights and your hand in illuminating the fact that limiting the potential of a significant portion of society limits everyone in that society

Thank you.

xo,

Tiff

einstein1d-m

Albert Einstein at Lincoln University

(photo of Marian Anderson in background?)

Albert Einstein passionately fought race prejudice, according to new and old docs

by Ronda Racha Penrice

Nearly 60 years after his death, the great scientist Albert Einstein is still making headlines. The launch of Einstein Archives Online — a more advanced repository of his work — is a long-term collaboration by Israel’s Hebrew University, which he co-founded, California Institute of Technology (Caltech), where he was a guest faculty member on several occasions, and Princeton University, where he was a faculty member, generated global attention on March 19. Eventually, over 80,000 documents held in Hebrew University’s Albert Einstein Archives and Caltech’s Einstein Papers Project will be available on the Internet. About 2,000 are currently available.

Despite this unprecedented access, however, one thing hasn’t changed: Einstein’s strong support of African-American civil rights and his defiant stance against racism are largely footnotes, especially for the mainstream press. While it will, no doubt, be exciting to pull up correspondence between Einstein and W.E.B. Du Bois one day, his association with Du Bois was just the tip of the iceberg.

Einstein, as documented in the 2003 book Einstein on Race and Racism by veteran science writer and journalist Fred Jerome, who also covered civil rights activity in the South in the 1960s, and New York librarian Rodger Taylor whose early writings have focused on jazz and early African-American life in New York, staunchly denounced racism and segregation in the United States, even as his health steadily failed and his own mortality drew nearer.

Jerome first delved into Einstein’s human rights advocacy in his 2002 book, The Einstein File: J. Edgar Hoover’s Secret War Against the World’s Most Famous Scientist. In that groundbreaking work, Jerome highlighted a May 3, 1946 speech Einstein gave at historic Lincoln University, the alma mater of both Thurgood Marshall and Langston Hughes and, as its then president Horace Mann Bond pointed out, “the first institution found anywhere in the world to provide a higher education in the arts and sciences for male youth of African descent.” Interestingly, a young Julian Bond, Horace Mann Bond’s son, was there that day.

The speech was especially significant because, as Jerome also writes in The Einstein File, “During the last twenty years of his life, Einstein almost never spoke at universities.” He routinely turned down almost all of the honorary degree requests he received.

On top of that, Einstein’s health was not the greatest. Yet, he stood outdoors to receive his honorary degree from Lincoln University, which can actually be viewed on the Einstein Archives Online now, and, even more importantly, spoke these poignant words reported in the Baltimore Afro-American May 11, 1946: “There is separation of colored people from white people in the United States. That separation is not a disease of colored people. It is a disease of white people. I do not intend to be quiet about it.”

And he was not. Einstein, as Jerome notes in his essay The Hidden Half-Life of Albert Einstein: Anti-Racism for the Journal of the Research Group of Socialism and Democracy Online, spoke these words in a time known by some as “the Bloody Spring of 1946” because it was just after black men had returned from World War II to the harsh reality that the Double V campaign, which The Pittsburgh Courier especially championed, had succeeded in saving the world from Hitler, but had not destroyed racism at home. 

On February 25, 1946, William Fleming, a white radio repairman, assaulted Ms. Gladys Stephenson, a black woman, and her son James, a Navy veteran, defended her, resulting in both of their arrests. When some white men, including four policemen, headed towards the black side of town, known as Mink Slide, later that evening, they found that a group of veterans had organized themselves for self-defense, and shots were fired.

“African-Americans firing on white policemen was enough for the governor to rush in 500 State Troopers with submachine guns who attacked Mink Slide, destroying virtually every black-owned business in the four-square-block area, seizing whatever weapons they could find, and arresting more than one hundred black men,” writes Jerome.

Twenty-five of the black men arrested were indicted for attempted murder. Einstein immediately joined the National Committee for Justice in Columbia, Tennessee, headed by Eleanor Roosevelt and also supported by Mary McLeod Bethune, Adam Clayton Powell, Jr., Joe Louis, A. Phillip Randolph and Langston Hughes that March. With Thurgood Marshall serving as the chief defense attorney, 24 of the 25 men were acquitted.

The violence didn’t stop in Columbia. On July 26, the heinous murder of two black men, one a veteran, and their wives in Monroe, Georgia was even reported by the New York Times. As with the majority of these acts of domestic terrorism, justice was not served. Einstein was outraged enough to lend his prominence to actor and activist Paul Robeson’s American Crusade to End Lynching (ACEL) that September.

Despite being too ill to participate in the mass rally at the Lincoln Memorial on September 23, 1946 (the day after Lincoln proposed the preliminary Emancipation Proclamation in 1862), Einstein penned a brief letter to President Truman confirming his support of the ACEL.

“May I wholeheartedly endorse the aims of this delegation, in the conviction that the overwhelming majority of the American people is demanding that every citizen be guaranteed protection from acts of violence,” he wrote. That same month, Einstein penned a much longer letter in support of the National Urban League Convention that highlighted the economic injustices, among other inequalities, experienced by black Americans.

When the Nassau Inn in Princeton refused Marian Anderson lodging during her 1937 concert there, Einstein invited her into his home as a guest and they maintained a friendship. Anderson actually stayed in the Einstein home in 1955 two months before his death. Before Einstein even came to this country permanently in 1933, he responded to a 1931 letter written to him by Du Bois, who had studied at the University of Berlin where Einstein was on the faculty, to write something small against racism to be published in The Crisis. Later, Einstein supported Du Bois even as Senator McCarthy placed him at the top of his target list.

From the Scottsboro Boys case to the numerous attempts to stop the execution of Willie McGee, a black Mississippi sharecropper accused of raping a white woman, and efforts to prevent New Jersey from extraditing Sam Buckhannon, a black Georgian who had escaped a chain gang after serving 18 years for stealing a pack of cigarettes, Einstein used his fame to condemn American racism.

In the wake of the monumental effort to digitize Einstein’s life and genius for the masses, let’s hope that more of us will follow Jerome’s lead, and acknowledge Einstein’s greatness as a champion of human and civil rights for African-Americans as one of his greatest contributions to the world.

old paris, eiffel

Excerpted from a blog post by Rodger Taylor on a presentation in Paris about Einstein and racism:

The Book in Bed presentation was by far the largest audience — it seemed a hundred or so people. Half of them appeared to be high school aged.

“Einstein was White. Why should or did he care about racism?” — was a question asked by a French high school student. The question sparked conversation and also framed our presentation the next day.

Some of the responses as to why included:

Because Einstein was smart.

Because he realized that limiting the potential of a significant portion of society limits everyone in that society.

Because he was empathetic — and if he could imagine what is was like to be a beam of light projected into space, he could imagine what it was like to be black in America.

Because he got to know black people on a personal basis — both in the town of Princeton where he lived and beyond and that made a signficiant difference in how he felt about the racism they experienced.

4th grade

wow… what a disparity… i find this project fascinating and heartbreaking.  i also can’t help but think that there is a direct correlation between the racist advertising of old and the wide gulf between the experience of the predominantly white private school fourth grader and that of the student in the predominantly black inner city public school.

Drastically Different 4th Grade Stories

Two years ago, Judy Gelles was volunteering at an inner city public school and was assigned to a fourth-grade class. The school was as diverse as they come with children from African American, Hispanic and Asian immigrants. After several months of helping the students with their reading skills, she felt the need to connect with them on a deeper level. Mostly, she wanted to find out their stories.

She asked each student the following three questions:
Whom do they live with?
What do they wish for?
What do they worry about?

Inner City School USA

African-American, Hispanic, and Asian immigrants make up the fabric of this school. The majority of the children are African American. Many students come from broken families and live in dangerous neighborhoods. This is a “lock down” school. The gray fortress main door of the school becomes a blank slate for the students’ words. Their stories capture the gamut of societal issues: violence, immigration, the demise of the nuclear family, and the impact of the media and popular culture.

The biggest takeaway? “Family is extremely important to all children,” Gelles said. “They all need parents and relatives who care for them and look out for their future.”

After Judy Gelles learned about the deeply troubling stories of inner city 4th graders, she became even more curious. What were 4th grade children experiencing in different schools not just in the US but around the world? Across cultures, which values remained the same and which were starkly different? She not only compared an inner city school with a private one in the United States, she traveled abroad to India and China.

PRIVATE QUAKER SCHOOL, USA

Caucasian, African-American, Latino, and Asian students make up the fabric of the school. The majority of the children are Caucasian. The white clapboard main door of the school becomes a blank slate for their words. Most of these students love their school, come from two-parent families, and feel protected by their parents. They have high expectations of themselves, and worry about the negative effects of war, hunger, and global warming. A silent worship service for students and teachers takes place once a week from 8:30am to 9:00am. Anyone is allowed to share a message during this service.

These were her findings:

Inner city schools in the US have many problems due to the children’s chaotic family structure.
Students in the private schools in the US are more fortunate.
Students in China value education, and are extremely close to their parents.
In India, kindness, moral values, family, and education are highly valued.

READ MORE

emancipated slaves, white and colored

On January 30, 1864, Harper’s Weekly printed an engraving of a photograph, entitled “Emancipated Slaves, White and Colored,” depicting three adults and five children who had been brought north from Louisiana by Colonel George H. Hanks and set free by Major General Nathaniel P. Banks. The group made a series of public appearances and were photographed as part of a campaign to raise funds for public schools for freed slaves, the first of which was established by Major General Banks in October 1863. The hope was, writes Kathleen Collins in “Portraits of Slave Children,” that “these enigmatic portraits of Caucasian-featured children” would galvanize “Northern benefactors to contribute to the future of a race to which these children found themselves arbitrarily confined” (207). The “white slaves” depicted in the engraving were described by the editor of Harper’s as being “as white, as intelligent, as docile, as most of our own children” (66). “Yet,” he continued, “the ‘chivalry,’ the ‘gentlemen’ of the Slave States, by the awful logic of the system, doom them all to the fate of swine; and, so far as they can, the parents and brothers of these little ones destroy the light of humanity in their souls” (66). In comparing these unfortunate slave children to those of its subscribers, the magazine hoped to stir their emotions against a system so unconscionable that it doomed its own children to a life of unspeakable cruelty.

SOURCE

civil rights instruction

I’m thrilled to learn that Mississippi is mandating civil rights instruction for al K-12 students.  They’re the first and only state to do so!  Maybe this will lead to the eradication of segregated proms there.  And maybe even to honest, well- rounded history books/classes throughout the country.  Be the change, Mississippi!

1960-4

JACKSON, Miss. — In Mississippi, where mention of the Civil Rights Movement evokes images of bombings, beatings and the Ku Klux Klan, public schools are preparing to test a program that will ultimately teach students about the subject in every grade from kindergarten through high school.

Many experts believe the effort will make Mississippi the first state to mandate civil rights instruction for all K-12 students.

So far, four school systems have asked to be part of a pilot effort to test the curriculum in high schools. In September, the Mississippi Department of Education will name the systems that have been approved for the pilot. By the 2010-2011 school year, the program should be in place at all grade levels as part of social studies courses.

Advocacy groups such as the William Winter Institute for Racial Reconciliation and Washington-based Teaching for Change are preparing to train Mississippi teachers to tell the “untold story” of the civil rights struggle to the nearly half million students in the state’s public schools.

“Now more than ever we are engaged in national debates about race and so much of those debates are impoverished in their understanding of history,” said Susan Glissen of the Winter Institute. “We want to emphasize the grassroots nature of civil rights and the institution of racism.”

Anti-Civil-Rights

…Education officials looked to other states for a model but couldn’t find one that included anything as comprehensive as what Mississippi has in mind, said Chauncey Spears, who works in the curriculum and instruction office of Mississippi’s education agency.

The Education Commission of the States didn’t know of any other state with a such a program, although it does not specifically track social studies curriculum.

Some states, including Alabama, Georgia and Arkansas, have placed an emphasis on civil rights instruction. New Jersey created an Amistad Commission to ensure the history of slavery is taught in schools. Pennsylvania’s Philadelphia school district requires students to complete an African-American history course before graduation.

“We’re behind time. Students don’t know about what Blacks did. They’re not taught anything about culture, about our history,” said Ollye Shirley, a member of the commission created to research the Mississippi curriculum and a former Jackson Public School board member.

crm

…Deborah Menkart, executive director of Teaching for Change, said it’s important to help students understand that Rosa Parks and Dr. Martin Luther King Jr. weren’t the only important figures in the Civil Rights Movement.

“The traditional version would be that it started in 1954, thereby leaving out the fact that a lot of groundwork had to be done before that,” Menkart said.

via

speaking of unicef

I’ve been sitting on this for a while now.  It came to my attention before I even had a blog.  My blood boils every time I see it in my folder of pictures.  Thank God today seems to be it’s day because now I can delete it.  I’m certain that Audrey would NOT approve…

unicef blackface

http://www.alternet.org/blogs/peek/59019/

This is an actual ad-campaign by UNICEF Germany from 2007!

This campaign is “blackfacing” white children with mud to pose as “uneducated africans”.

The headline translates “This Ad-campaign developped pro bono by the agency Jung von Matt/Alster shows four german kids who appeal for solidarity with their contemporaries in Afrika”

The first kid says:

“I’m waiting for my last day in school, the children in africa still for their first one.”

second kid:

“in africa, many kids would be glad to worry about school”

third kid:

“in africa, kids don’t come to school late, but not at all” (!)

fourth kid:

“some teachers suck. no teachers sucks even more.”

Besides claiming that every single person in “Africa” isn’t educated, and doing so in an extremely patronising way, it is also disturbing that this organisation thinks blackfacing kids with mud (!) equals “relating to african children”. Also, the kids’ statements ignore the existence of millions of african academics and regular people and one again reduces a whole continent to a village of muddy uneducated uncivilized people who need to be educated (probably by any random westerner). This a really sad regression.

Bottom lines of this campaign are: Black = mud = African = uneducated. White = educated. We feel this campaign might do just as much harm as it does any good. You don’t collect money for helping people by humiliating and trivializing them first.

Unfortunately, if it was clear to the average German that this is wrong, UNICEF and the advertising agency wouldn’t come out with such a campaign.

Below is the official response from UNICEF about the ads run in Germany:

 “Thank you for bringing this to our attention. We agree — these advertisements are not appropriate and run against UNICEF’s mission. They have been dropped from the UNICEF German National Committee’s website and there are no plans to use them in the future. We apologize for any offence caused.

As a UNICEF supporter, you may be interested to know a little more about the German National Committee’s campaign to promote child-friendly schools in six African countries. Launched in late 2004, the campaign aims to raise awareness of the fact that nearly half of all children in Africa lack even primary education.

With funds from private donors, 350 schools have been repaired or newly constructed. In addition, several thousand teachers have been trained and school management improved. In total, around 100,000 children and young people have benefited from this campaign since 2004. The right to education for all children is a prerequisite to develop their full potential and a basis for social and economic development. Again, we apologize for any offense caused.

http://www.alternet.org/blogs/peek/59019/