“The only way to undo racism is to consistently identify and describe it and then dismantle it,” writes professor Ibram X. Kendi. This is the essence of antiracism: the action that must follow both emotional and intellectual awareness of racism. Explore what an antiracist society might look like, how we can play an active role in building it, and what being an antiracist in your own context might mean.

This conversation was recorded during the 2019 Aspen Ideas Festival in Aspen, Colorado. The week-long event is presented by the Aspen Institute in partnership with The Atlantic. Prominent leaders and thinkers across business, politics, media, culture, science, and more participate in hundreds of panels, interviews, presentations, and screenings.

YouTube video: https://www.youtube.com/watch?v=TzuOlyyQlug&t=60s

• Reflect where you are emotionally about conversations/discussions on race/racism before watching and responding to questions:
• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Discussion Questions:

1. What is the difference between being “not racist” and being “antiracist”? Have you ever previously used the phrase “I’m not racist” before? How can this phrase prevent us from examining our own ideas, thoughts, and actions? What language can you use in place of saying, “I’m not racist”?
2. Why does Ibram X. Kendi assert that there is no such thing as a nonracist or race-neutral policy? Why do we tend to pay more attention to individual acts of racism rather than examining institutional racism and the policies that cause racial inequities?
3. Many people argue that racism will go away if we stop focusing on race and stop talking about race. How would you respond to this argument? What happens when we ignore or minimize racist acts and behaviors? What happens when we define and focus on racist acts and behaviors?

Born out of a social media post, the Black Lives Matter movement has sparked discussion about race and inequality across the world. In this spirited conversation with Mia Birdsong, the movement's three founders (Patrisse Cullors, Alicia Garza, and Opal Tometti) share what they've learned about leadership and what provides them with hope and inspiration in the face of painful realities. Their advice on how to participate in ensuring freedom for everybody: join something, start something and "sharpen each other, so that we all can rise."

Video Link: https://www.ted.com/talks/alicia_garza_patrisse_cullors_and_opal_tometi_an_interview_with_the_founders_of_black_lives_matter/reading-list

• Reflect where you are emotionally about conversations/discussions on race/racism before watching and responding to questions:
• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Discussion Questions:

1. When you hear the phrase “Black Lives Matter”, how do you feel/react?
2. When you hear the phrase “All Lives Matter”, how do you feel/react?
3. What kinds of reactions have there been when you have taken action or spoken up against racism? How did these reactions make you feel?
4. What are three factors (e.g., strengths/capabilities, or skills) that contribute to you feeling like you want to begin the work for racial justice?
5. What fears or insecurities do you have about speaking up or taking action against racism?
6. What has helped you move through fears and insecurities?
7. Who are your role models that inspire you to be powerful for racial justice and who you can learn from?
8. What challenges get in the way of building and maintaining long-term solutions for action on racial equity in your school?

Dr. Camara Phyllis Jones presents a thought-provoking lecture on racism as a system of structuring opportunity and assigning value based on the social interpretation of how one looks (which is what we call “race”), which unfairly disadvantages some individuals and communities, unfairly advantages other individuals and communities, and saps the strength of the whole society through the waste of human resources.

Watch the video: https://www.radcliffe.harvard.edu/video/allegories-race-racism-and-antiracism-camara-phyllis-jones

• Reflect where you are emotionally about conversations/discussions on race/racism before watching and responding to questions:
• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Discussion Topics:

1. What is your earliest memory of becoming aware of racism?
2. What’s something you have done to make things right after you learned that your actions had racist overtones/outcomes?

Ijeoma Oluo borrows insightful references from her book, So You Want t Talk About Race. While many people might have the idea that racism consists of one person being obviously prejudiced against another, Oluo turns that idea on its head. Instead, she underscores that our society is built on a systemic type of racism—one that leads to complicity in a racist system regardless of whether or not you want to be. So, this leads to plenty of well-meaning people perpetuating harmful ideas and actions every day, often without realizing it.  Her discussion about race creates an awareness of the dynamic struggle between people of varying experiences, degrees of racial knowledge, opinions, and more.

Video: https://www.youtube.com/watch?v=TnybJZRWipg

• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Discussion Questions:

1. "It is about race if a person of color thinks it is about race. It is about race if it disproportionately or differently affects people of color. It is about race if it fits into a broader pattern of events that disproportionately or differently affect people of color." After hearing Ijeoma Oluo’s explanation of these points, can you think of social or political issues that many people currently believe are not about race, but actually maybe?
2. What are some of the ways in which Ijeoma Oluo discusses the different roles that white people and people of color will play in fighting systemic racism in our society?
3. "What are microaggressions?," Ijeoma Oluo lists some of the racial microaggressions that her friends of color said that they often hear. What are some of the racial microaggressions that you have encountered or witnessed? What are some that you may have perpetrated on others?
4. "Talking is great, but what else can I do?," Ijeoma Oluo discusses some actions you can take to battle systemic racism using the knowledge you've gained from this presentation and from your conversations on race. What are some actions you can take in your school, community, your workplace, and your local government? What are some local antiracism efforts in your community that you can join or support?

Racism and other forms of bias are pervasive in our culture. So, most of us have inherited ways of thinking about ourselves and others that are fairly reductionist—notions of race, gender, and other things that give us a limited sense of who we are. We can all see the harm that this causes, the polarization, and identity-based violence in our time.  As individuals and members of groups, we are called to challenge not only these behaviors, but the reductionist thinking that contributes to them, but we can’t do it without creating some spaciousness in ourselves to understand how we hold these ideas in our own brain, body, and experience.

Mindfulness meditation may hold the key to grappling with interpersonal racism, says Rhonda Magee, because it helps people tolerate the discomfort that comes with deeper discussions about race. And it can help cultivate a sense of belonging and community for those who experience and fight racism in our everyday lives.

• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

• Website Antiracist Meditation: https://insighttimer.com/imangibson/guided-meditations/privilege-and-racism-meditation
• Racial Battle Fatigue: Coping with Exhaustion from Racism: YouTube Video
• From Othering to Belonging: (Podcast: https://greatergood.berkeley.edu/podcasts/item/othering-belonging-race-black-lives-matter)

CODE SWITCH: Hosted by journalists of color, the podcasts tackle the subject of race. The journalists explore how race impacts every part of society — from politics and pop culture to history, sports, and everything in between.

https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy

• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

More Dr. Moon's Picks:

• Why Now, White People
  Synopsis: The video is horrific, and the brutality is stark. But that was the case in Ferguson, Mo., in 2014 and Minnesota in 2016. This time, though, white people are out in the streets in big numbers, and books such as "So You Want to Talk About Race" and "How to Be an Antiracist" top the bestseller lists. So we asked some white people: What's different this time?
  
  
• Bonus Episode: ‘Not Just Another Protest’
  Synopsis: Suffice it to say, the past few weeks have been a lot to unpack. So today, we're bringing you a special bonus episode from our friends at It's Been a Minute with Sam Sanders. The podcast explores how protests have changed over time, and how certain people's thoughts about race are evolving.
  
  
• Behind the Lies, My Teacher Told Me
  Synopsis: It's a battle that's endured throughout so much of American history: what gets written into our textbooks. Today we tag in NPR education correspondent Anya Kamenetz, and hear from author James Loewen about the book, Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong.
   
• A Racial Impostor Epidemic
  Synopsis:  Racial Impostor Syndrome is the feeling of not belonging. It is a feeling that many interracial people are familiar with. It means enduring a constant pressure to pick one group or another, but never both.
   
• This Racism is Killing Me Inside (“weathering”)
  Synopsis: On this week’s episode we hear the story of Shalon Irving, who passed away after giving birth to her daughter. Black women in the United States are 243 percent more likely than white women to die of pregnancy- or childbirth-related causes. There's evidence that shows this gap is caused by the "weathering" effects of racism. 
   
• A Year of Love and Struggle in a New High School
  Synopsis: Too many young, black men struggle in America's education system. Washington D.C. is trying to do something about it with a new, boys-only high school. NPR's Cory Turner and Education Week's Kavitha Cardoza spent hundreds of hours there, reporting on the birth of a school built on one word: Love.
   
• Can We Talk About Whiteness?
  Synopsis: There are steps a person who regards themselves as white can begin taking steps to develop a positive white racial identity. This means having an identity that takes one beyond color-blindness. Gene and Shereen dig into why it's so hard to talk about white identity in America and why it's really important that we figure out how.
  
  
• The Code Switch Guide to Handling Casual Racism
  Synopsis: Awkward comments. Rude questions/casual racism. What do you do when it happens in your presence? The mental calculus is hard enough. It gets even harder when the comment is coming from your friends or family. Gene, Shereen, and Karen from Code Switch along with special guest Nicole Chung share stories and search for solutions.
   
• Safety–Pin Solidarity: With Allies, Who Benefits?
  Synopsis: Allyship is an active, consistent, and arduous practice of unlearning and re-evaluating, in which a person holding systemic power seeks to end oppression in solidarity with a group of people who are systemically disempowered. Does wearing safety pins and giving speeches at awards shows make you an ally? On this episode, we explore the conundrums of ally-ship with activist and blogger ShiShi Rose, who helped organize the Women's March, Taz Ahmed, co-host of the GoodMuslimBadMuslim podcast, the Reverend Timothy Murphy, and our editor, Juleyka Lantigua-Williams.

National Public Radio (NPR) is an American privately and publicly funded non-profit media organization based in Washington, D.C.

Disclaimer: The views and language usage expressed in the podcasts are those of the journalists and featured guests. And, do not necessarily reflect the position of Tempe Union High School District.

Mariama Lockington's debut middle grade novel, For Black Girls Like Me, incorporates poetry and prose into a story about a transracial adoptee who deals with racism, mental health, and growing up. Mariama talks about her own experiences growing up black with white parents, how her educational experience formed her book, and the 10-year process of writing and rewriting her novel.

• Reflect where you are emotionally about conversations/discussions on race/racism before watching and responding to questions:
• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Discussion Questions:

• Develop an intersectional mindset. The multifaceted nature of transracial adoptees’ identity impacts every aspect of their life. For transracial adoptees, finding a safe, permanent family is not the end of the adoption journey. In addition to experiencing the loss of a birth family, culture, and in some cases, country, transracial adoptees may be carrying the weight of colonization, slavery, war, forced immigration, and discriminatory laws and policies. They have experienced and will experience racial discrimination and bullying, too.
• Do your own research. In order to help the child develop a healthy racial identity and advocate for transracial adoption justice, you need to better understand how you experience race, power, privilege, and oppression. Read books and articles by scholars, activists, and parents who write specifically on topics of race, culture, and history; have discussions, and learn from the mistakes you make along the way. Push yourself past “not being racist” by trying to be actively anti-racist. In other words, take actions and be part of movements to oppose racism by fighting for systemic, structural, and individual changes in your political and social world. 
• Understand that you can’t separate the personal and the political. You cannot always protect the student from the world’s treatment of them—so when you see news or hear discussions related to race, immigration, and other issues connected to the student’s racial identity, understand that these actions can and in some instances will affect the student personally.

Disclaimer: The views and language usage expressed in the podcast are those of the journalists and featured guests. And, do not necessarily reflect the position of Tempe Union High School District.

Jason Reynolds is a Newbury Award honoree and the New York Times bestselling author of Long Way Down, the Track series, and many other books for kids, middle grade, and young adults. His novels feature diverse characters and are unfailingly compelling, compassionate, and timely. They take an unflinching look at gun violence, police brutality, family, loss, and friendship. In this interview, he speaks with fellow author Chris Lynch about writer's block, writing honestly, and what it means when your book gets banned.

Podcast: https://lesley.edu/podcasts/why-we-write/writing-books-for-kids-who-dont-read-books-with-jason-reynolds

• Reflect where you are emotionally about conversations/discussions on race/racism before watching and responding to questions:
• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Disclaimer: The views and language usage expressed in the podcast are those of the journalists and featured guests. And, do not necessarily reflect the position of Tempe Union High School District.

Enzo Silon Surin, Haitian-born poet, educator, publisher, and social advocate, is the author of two chapbooks, A Letter of Resignation: An American Libretto and Higher Ground. He is a recipient of a Brother Thomas Fellowship from The Boston Foundation and is a PEN New England Celebrated New Voice in Poetry. Enzo’s work gives voice to experiences that take place in what he calls “broken spaces” and has appeared in numerous publications.

https://lesley.edu/podcasts/why-we-write/enzo-silon-surins-poetry-for-the-broken-spaces

• Reflect where you are emotionally about conversations/discussions on race/racism before watching and responding to questions:
• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Disclaimer: The views and language usage expressed in the podcast are those of the journalists and featured guests. And, do not necessarily reflect the position of Tempe Union High School District.

Renée Watson is a New York Times bestselling author, educator, and activist whose latest novel for teens is Watch Us Rise, co-written with Ellen Hagan. A native of Portland, Oregon, Renée writes books for kids and teens that reflect the diversity she often found missing in books when she was a child. She recently won the Coretta Scott King Award and a Newbury Honor for Piecing Me Together. Renée is also a community advocate and the founder of the I, Too, Arts Collective, based in the home of Langston Hughes.

Podcast: https://lesley.edu/podcasts/why-we-write/watch-us-rise-author-renee-watson

• Reflect where you are emotionally about conversations/discussions on race/racism before watching and responding to questions:
• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Disclaimer: The views and language usage expressed in the podcast are those of the journalists and featured guests. And, do not necessarily reflect the position of Tempe Union High School District.

It is so vital to hear stories from students who are directly affected by issues of race. When it comes to education, it is crucial that we hear from students about their own experiences and insights. Mia, Benny, Sebastian, and Briyana are New Haven Connecticut Public High School Students who help lead a group called PREST - People for Race and Ethnicity Studies Today. These teens have done a lot of learning and thinking about racism in our society, in their identities, and race and culture in schools.

• Reflect where you are emotionally about conversations/discussions on race/racism before watching and responding to questions:
• On a scale of 0-5, how comfortable are you talking about race? Explain. 
• On a scale of 0-5, how comfortable are you talking about racism? Explain.
  • 0 = I would rather not talk about race/racism
  • 1 = I am very uncomfortable talking about race/racism
  • 2 = I am usually uncomfortable talking about race/racism
  • 3 = I am sometimes uncomfortable talking about race/racism
  • 4 = I am usually comfortable talking about race/racism
  • 5 = I am very comfortable talking about race/racism

Discussion Topics:

1. Begin with your staff and yourself. Before bringing lessons about race to the classroom focus on creating a more diverse staff and understanding different cultures. “You don’t want groups of people who haven’t examined their own bias to go off and do this work without being able to think about their own power in the situation.” Educate yourself on the cultural groups within the school. Understand how culture shapes learning, and how discourse can shape or shut down lessons in school.
2. Assess. Conduct an assessment to discover what you/ your colleagues already know about race and culture. What is your/ staff’s response — what's the energy like, who is reluctant, and who is ready for the work. 
3. Identify the materials that you’ll use. Determine whether the school will use a curriculum that already exists or craft one around the school’s specific needs.
4. Consider the terms and definitions you’ll use. Use real vocabulary terms. Students can learn "race," "power," and "oppression."  Be use to use approaches that are culturally/racially sensitive.
5. Designate support staff. Remember that not every teacher will be comfortable implementing lessons/curriculum on issues related to race. Colleagues and support staff within the school can be called upon to help when needed.

Disclaimer: The views and language usage expressed in the podcast are those of the journalists and featured guests. And, do not necessarily reflect the position of Tempe Union High School District.

• Dismantling Racism: A Resource Book:
  http://www.surjpdx.com/wp-content/uploads/2017/11/resource-book.pdf
• Let’s Talk: Facilitating Critical Conversations with Students:
  https://www.tolerance.org/magazine/publications/lets-talk
  A Family Guide to Talking About Race:
  https://www.understandingrace.org/resources/pdf/family_guide.pdf 
• Creating Space to Talk About Race in the Classroom:
  http://neaedjustice.org/wp-content/uploads/2017/04/Talk-About-Race-in-the-Classroom.pdf
• Community Dialogue Guide: Conducting a Discussion on Race:
  https://www.justice.gov/archive/crs/pubs/dialogueguide.pdf
• Teaching Race: Pedagogy and Practice:
  https://cft.vanderbilt.edu/guides-sub-pages/teaching-race/
• All Students Need Anti-racism Education:
  https://www.tolerance.org/magazine/all-students-need-antiracism-education
• Anti-Racist Work in Schools: Are You in it for the Long Haul?:
  https://www.tolerance.org/magazine/antiracist-work-in-schools-are-you-in-it-for-the-long-haul
• Eliminating Racism in the Classroom:
  http://www.edchange.org/multicultural/papers/racism_morgan.html
• Racism Recovery Plan:
  https://www.bc.edu/content/dam/files/schools/lsoe_sites/isprc/pdf/Infograph.pdf
• Educating Our Children: Talking to Kids About Racism and Police Brutality:
  https://www.achievementfirst.org/educating-our-children-talking-to-kids-about-racism-police-brutality/
• Addressing Race and Trauma in The Classroom: A Resource Guide for Educators:
  https://www.nctsn.org/sites/default/files/resources/addressing_race_and_trauma_in_the_classroom_educators.pdf
• When Educators Understand Race and Racism:
  https://www.tolerance.org/magazine/when-educators-understand-race-and-racism
• Why Teaching Black Lives Matter Matters (Part 1):
  https://www.tolerance.org/magazine/summer-2017/why-teaching-black-lives-matter-matters-part-I
• Bringing Black Lives Matter into the Classroom (Part 2):
  https://www.tolerance.org/magazine/summer-2017/why-teaching-black-lives-matter-matters-part-II
• Abolitionist Teaching Network:
  https://img1.wsimg.com/blobby/go/8d4b8aa7-b12e-4df8-9836-081a29841523/downloads/ATN%20Guide%20to%20Racial%20and%20Restorative%20Justice%20in.pdf?ver=1598452053585

• Onward: Cultivating Emotional Resilience in Educators | by Elena Aguilar
• The New Jim Crow | by Michelle Alexander
• “Multiplication Is for White People”: Raising Expectations for Other People’s Children | by Lisa Delpit
• Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students | by Zaretta Hammond
• Teaching to Transgress | by Bell Hooks
• Mindful of Race | by Ruth King
• The Dreamkeepers: Successful Teachers of African American Children | by Gloria Ladson-Billings
• We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom | by Bettina Love
• Stamped from the Beginning | by Ibram X. Kendi
• How to Be an Antiracist | by Ibram X. Kendi
• The Inner Work of Racial Justice | by Rhonda V. Magee
• Just Mercy | by Bryan Stevenson
• Why are all the Black Kids Sitting Together in the Cafeteria | by Beverley Daniel Tatum
• The Guide for White Women Who Teach Black Boys | by Eddie Moore, Jr.
• Between the World and Me | by Ta-Neshi Coates
• It’s Time to Talk (and Listen) | by Anatasia S. Kim and Alicia Del Prado
• Racing to Justice: Transforming Our Conceptions of Self and  Other to Build  an Inclusive Society | by John A. Powell
• Race after Technology | by Ruha Benajamin
• So You Want to Talk About Race | by Ijeoma Oluo
• On Intersectionality: Essential Writings | by Kimberle’ Crenshaw
• The N Word: Who Can Say It, Who Shouldn't, and Why | by Jabari Asim
• White Fragility: Why It's So Hard for White People to Talk about Racism | by Robin DiAngelo
• Rhythm and Resistance: Teaching Poetry For Social Justice | by Linda Christensen and Dyan Watson
• Race Talk and the Conspiracy of Silence | by Derald Wing Sue
• The Condemnation of Blackness | by Khalil Gibran Muhammad
• The Fire Next Time (Paperback) | by James Baldwin
• Sister Outsider: Essays and Speeches | by Audre Lorde
• From #Black Lives Matter to Black Liberation | by Keeanga-Yamahtta Taylor
• For Black Girls Like Me | by Mariama Lockington
• Something Happened in Our Town: A Child's Story About Racial Injustice | by Marianne Celano, Marietta Collins, and Ann Hazzard
• Not My Idea | by Anastasia Higginbotham
• Dear Martin | by Nic Stone
• All American Boys | by Jason Reynolds and Brendan Kiely
• The Hate U Give | by Angie Thomas
• Ghost Boys | by Jewell Parker Rhodes
• I Am Alfonso Jones | by Tony Medina
• A Good Kind of Trouble | by Lisa Moore Ramé                                                                                                                                                        
• The Day Tajon Got Shot | by Beacon House Writers
• How It Went Down | by Kekla Magoon
• Tyler Johnson Was Here | by Jay Coles
• Piecing Me Together | by Renée Watson
• Rest in Power: The Enduring Life of Trayvon Martin | by Sybrina Fulton & Tracy Martin
• We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom | by Bettina Love
• Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students | by Zaretta Hammond
• The Dreamkeepers: Successful Teachers of African American Children | by Dr. Gloria Ladson-Billings
• Culturally Responsive Teaching: Theory, Research, and Practice | by Dr. Geneva Gay
• Multiplication Is for White People: Raising Expectations for Other People's Children | by Dr. Lisa Delpit
• Start Where You Are, But Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms | by Dr. H. Richard Milner IV
• We Got This: Equity, Access, and the Quest to Be Who Our Students Need Us to Be | by Cornelius Minor
• Solving Disproportionality and Achieving Equity: A Leader's Guide to Using Data to Change Hearts and Minds | by Dr. Edward Fergus
• The Trouble With Black Boys: ...And Other Reflections on Race, Equity, and the Future of Public Education | by Dr. Pedro Noguera