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Being Antiracist and More Writings

Chapter 1 - How To Be An Antiracist - Ibram X. Kendi

3/24/2020

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Chapter 1 - Definitions

Racist: One who is supporting racist policy through their actions or inaction or expressing a racist idea.
Antiracist: One who is supporting an antiracist policy through their actions or expressing an antiracist idea.

Racial inequality is when two or more groups are not standing on equal footing.
Racial equity is when two or more groups are standing on relatively equal footing.

Racist policy is any measure that produces or sustains racial inequity between racial groups.
Antiracist policy is any measure that produces and sustains racial equity between racial groups.

Racist idea is any idea that suggests one racial group is inferior or superior to another racial group in any way.
Antiracist idea is any idea that suggests the racial groups are equals in all their apparent differences -- there is nothing right or wrong with any racial group.

Antiracism is a powerful collection of antiracist policies that lead to racial equity and are substantiated by antiracist ideas.

"We can unknowingly strive to be a racist. We can knowingly strive to be an antiracist. Like fighting an addition, being an antiracist requires persistent self-awareness, constant self-criticism, and regular self-examination." - Ibram X. Kendi

Self-Examination.
What educational policies do I support? Who benefits and who loses from my decisions in the classroom? What political policies do I support? Do these policies only positively affect people who look like me or all people? What ideas do I have about the people who I come in contact with? About my students? Do my actions demonstrate antiracist ideas?

Self-Awareness.
Persistent. Constant. Regular. My learning will never be complete. This is my responsibility. I need to check myself. I need to listen.

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    Mr. Dylan Wince
    @realmrwince

    I am not a writer, but I will write.
    ​
    My responsibility as a human being and as an educator is to be antiracist in my ideas, actions and curriculum.

    I do not expect Black, Latinx, Indigenous, AAPI and the LGBTQ+ communities to be teaching me. I would appreciate any misunderstandings or further learning opportunities be brought to my attention so that I do not cause harm to others from my ignorance.

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Last Updated May 16th, 2022.
  • Home
    • My Pedagogy Decisions >
      • Smiles and Frowns
      • Project-Based Learning >
        • Design
        • Questioning >
          • Question Formulation Technique >
            • Develop a Driving Question
            • Know the Four Rules
            • Produce Questions
            • Identify Open and Closed-Ended Questions
            • Set Priority Questions
            • Plan Next Steps
            • Reflect on Learning
            • When Things Get Tough
        • Collaboration
        • Research >
          • Goal Development
        • Project Management
        • Craftsmanship
        • Public Product
        • Reflection
      • SBG to Ungrading
      • Reflection is Learning
    • About Mr. Wince
    • Diversity and Inclusion
    • The Study of History
    • A People's History of the United States (Text and Audio)
    • Project Archives
    • Contact
  • American History
    • '21-'22 Syllabus
    • Q1 - Fundamentals: Indigenous America to United States of America >
      • Indigenous America
      • Colonial America
      • Events Leading to the American Revolution
      • 1780s-1810s - New Nation
      • 1810s-1840s - Expanding the Territory of the United States
    • Q2 - Race and Class: "No Struggle...No Progress." >
      • 1850s-1865 - Civil War
      • 1865-1890s - Reconstruction
      • 1880s-1900s - Gilded Age
    • Q3 - Social "Progress" and World Wars >
      • 1900-1910s - Imperialism and World War I
      • 1920s-1930s - Roaring 20’s & Great Depression
      • 1930s-1945 - World War II
    • Q4 - Civil Disobedience: Identity. Action. >
      • Q4 American/AZ History Weekly Agendas
      • 1945-1950s - Post-World War II America
      • 1960s-1970s - Civil Disobedience
      • 1980s-2000s - Modern Era
  • World History
    • '21-'22 Syllabus
    • Q1 - Every Story Matters >
      • Thinking Like a Historian and Geographer
      • Renaissance, Reformation and Scientific Revolution
      • c.1400s - c.1700s - Exploration and Colonization
    • Q2 - Economics and Labor Systems >
      • c.1600s-c.1800s - Age of Revolutions
      • c.1800s - Industrialization
    • Q3 - Conflicts and Resolutions >
      • 1914-1919 - The Great War
      • 1917-1923 - Russian Revolution
      • 1939-1945 - World War II
    • Q4 - Global Human Rights >
      • Q4 World History Weekly Agendas
      • 1940s-1980s Cold War and Proxy Wars
      • Independence & Decolonization Movements
      • Modern World Issues
  • US Government
    • Spring '22 Syllabus
    • Q3 - Democracy: Citizenship/Voting >
      • Project 'My Part'
      • Democracy
      • Citizenship
      • Voting
    • Q4 - Collective Action: Equality and Justice >
      • Q4 - US/Arizona Gov. Weekly Agendas
      • Learning Not Hurting: Our Focus on Change
      • Creating a Podcast
      • Collective Action
      • Fight for Equality
      • Fight for Justice
  • Economics
    • Fall '22 Syllabus