The May 25 death of George Floyd, a Black man in police custody, set off international protests, community conversations and, perhaps, individual examination of conscience about racial justice in America. We asked members of the 富二代视频app community: Will you share your reflections on George Floyd鈥檚 death, the aftermath or any aspect of racial justice?
Maryclare Flores 鈥14 is a fifth-grade inclusion teacher in the Boston Public Schools.
There is no such thing as being 鈥渘eutral鈥 in education. When we are engaging in learning with young people, we are either reinforcing stereotypes and biases and maintaining the current systems that produce them, or we are empowering students to think critically, ask questions and confidently express themselves. Can鈥檛 you be somewhere in between? Absolutely not.
Desmond Tutu famously said, 鈥淚f you are neutral in situations of injustice, you have chosen the side of the oppressor.鈥澛
Too often we hear denials of responsibility in times of injustice. By teaching a curriculum that erases history and paints colonizers as explorers, for example, we are contributing to, at worst, hate and, at best, ignorance. We cannot act like racism has not permeated every aspect of schooling from inequitable funding, aggressive policing in schools and inaccurate portrayals or deficits in the curriculum. We must teach our students to always ask critical questions such as 鈥淲ho is telling the story?鈥 and 鈥淲hat perspectives are missing and why?鈥 Rather than becoming complicit in maintaining white supremacy, choose to read stories about the solidarity at the 504 Sit-in for disability rights, the horror of Japanese-American internment camps, the systematic kidnapping and abuse of Indigenous peoples by the child welfare system, the prosperity of Tulsa鈥檚 鈥淏lack Wall Street鈥 and the empowering leadership of Marsha P. Johnson and Sylvia Rivera. In the classroom, we notice the curriculum depicting certain people as victims while erasing the very existence of others. How does this affect student perceptions of these groups today?
Some think that being a teacher means 鈥減laying both sides鈥 of history and, while it is important to show opposition or hate as a point of reference, educators should not uphold xenophobic, sexist or racist ideas as if they are valid arguments. This is not a philosophical debate, but rather life or death for our students.聽
It is my responsibility to be supportive of the identities and lived experiences of my students and to provide the skills and opportunities for their development. I know that I can鈥檛 be neutral in situations of oppression. As a 富二代视频app grad, student or staff member, I hope that you can鈥檛 be either.
富二代视频app Magazine
Fall 2020
- First Person: 富二代视频app Nursing
- Old Gold: The president and the benefactor: Close friendship created an enduring legacy
- THE BO(U)LDER QUESTION: Racial Justice
- THE BO(U)LDER QUESTION: Racial Justice
- THE BO(U)LDER QUESTION: Racial Justice
- THE BO(U)LDER QUESTION: Racial justice
- THE BO(U)LDER QUESTION: Racial Justice
- THE BO(U)LDER QUESTION: Racial Justice
- THE BO(U)LDER QUESTION: Racial Justice
- THE BO(U)LDER QUESTION: Racial Justice
- THE BO(U)LDER QUESTION: Racial Justice
- THE BO(U)LDER QUESTION: Racial Justice
- The Bo(u)lder Question: Racial Justice
- The Bo(u)lder Question
- The Bo(u)lder Question: Racial Justice
- THE PUBLIC SERVANTS: Jane Noble Luljak ’49
- THE PUBLIC SERVANTS: Veronica Pejril
- THE PUBLIC SERVANTS: Terry Crone ’74
- THE PUBLIC SERVANTS: John Hammond ’76
- THE PUBLIC SERVANTS: Dave Jones ’84
- THE PUBLIC SERVANTS: Lucy Ferguson VanMeter ’97
- THE PUBLIC SERVANTS: J.P. Hanlon ’92
- THE PUBLIC SERVANTS: Brittany Bulleit ’05
- THE PUBLIC SERVANTS: Sue Anne Starnes Gilroy ’70
- THE PUBLIC SERVANTS: Dan Quayle ’69
- THE PUBLIC SERVANTS: Shatrese Flowers ’95
- THE PUBLIC SERVANTS: C. Shea Nickell ’81
- The Public Servants: Nancy Boyer ’73
- THE PUBLIC SERVANTS: Matthew Kincaid ’92
- The Public Servants
- Profs see promise in poli sci, history students who plan public service careers
- Stimulated and prepared by 富二代视频app, alums work to serve others
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