EDIT (8/5/19): This was originally posted in 2017 and was focused on Charlottesville, but I’ve since added even more resources to this list, and broadened the scope to disrupting and dismantling white supremacy in general. That’s work that has to happen early, and teachers can play an important role.
|Confederate statue in Durham torn down; image from here.|
At the top of this week, the Washington Post published this piece by Valerie Strauss: The first thing teachers should do when school starts is talk about hatred in America. Here’s help.
Update: a couple other good links:
- There is No Apolitical Classroom: Resources for Teaching in These Times via the National Council of Teachers of English.
- For White Teachers Teaching White Boys in the Suburbs
- How I Didn’t Become a Radicalized Young White Man
- A #CharlottesvilleCurriculum with a bunch of readings and resources, organized by age-appropriateness.
- There are a million other articles and resources I could share here, but from personal experience: this one has been really useful. It’s a Time Magazine feature looking at the literal faces of the people in positions of power in the US; great tool for conceptualizing white supremacy not just as “bad white people doing bad things,” but as a larger system of domination. Especially for students who bring up the “but white men are the NEW oppressed minority” talking point.
Those links contain more links to resources, readings, and lesson plans, and may be a good place to start for educators who know that current events matter, and that not talking about Charlottesville makes a statement to your students that’s just as loud as any conversation or critical exploration.
In that spirit, and because my background is in using spoken word as a tool for narrative-building and opening up spaces for authentic dialogue, I wanted to share a few poems that have been on my mind lately. As always, list-making is tricky. This is not a list of the “best” poems about this topic, or even a list of just “poems about racism.” This is a list of poems that might be useful for educators looking for artistic work that can prompt some critical thinking about hate, white supremacy, and the recent events in Charlottesville.
I’m also thinking about this list in terms of what work needs to be done in educational spaces. Understanding the motivations of– and contextual factors that cultivate– white supremacists is one angle, but so is making connections between the explicit hate espoused by neo-nazis and the more subtle, implicit ways that white supremacist ideology pops up in everyday life. I think these poems, in different ways, explore those connections. Maybe we shouldn’t need personal, human stories to create empathy, to illuminate that other human beings matter. But they can be tools for that, when it’s called for. These poems also use metaphor, symbolism, narrative, and other tools to push the listener beyond the notion that racism is just “people being mean to each other because they’re different.”
Of course, not every poem is appropriate for every audience. Be sure to review before presenting, both in terms of language/accessibility stuff and relevance. Also of course, “talking about racism” is a first step, not a last one, and we should challenge ourselves to find ways to embed anti-racist approaches and policies into our schools and institutions in more concrete ways as well.
Patricia Smith – Skinhead
Carlos Andrés Gómez – “12 Reasons to Abolish C.B.P & I.C.E”
So much white supremacist terrorism takes root in xenophobia and anti-immigrant hate. This poem can be a first step toward interrogating that.
Denice Frohman – “Borders”
Yet another poem showcasing the power of storytelling; this is a poem that might have different things to say to different audiences- but they’re all valuable.
Hope those can be useful; feel free to share more in the comments.
Of course, these are all for sparking dialogue, because dialogue matters. But action also matters. Whether it’s a classroom full of high-schoolers, a book club, a discussion group in a church basement, or some other setting, what matters is how we translate these discussions, these epiphanies, and these feelings into action. That’s another post, but hopefully, there’s something here that can be a useful start.