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Being Antiracist and More Writings

Chapter 13 - How To Be An Antiracist - Ibram X. Kendi

4/6/2020

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Chapter 13 - Space

Space Racism: A powerful collection of racist policies that lead to resource inequity between racialized spaces or the elimination of certain racialized spaces, which are substantiated by racist ideas about racialized spaces.
Space Antiracism: A powerful collection of antiracist policies that lead to racial equity between integrated and protected racialized spaces, which are substantiated by antiracist ideas about racialized spaces.

To be antiracist is to recognize there is no such thing as the "real world," only real worlds, multiple worldviews.

"Resources define a space, resources the conjoined twins divvy up. People make spaces from resources. Comparing spaces across race-classes is like matching fighters of different weight classes, which fighting sports consider unfair." Pg. 172.

Use pages 173-178 to teach how the US Supreme Court has compounded racism within the US.

To be antiracist is to support the voluntary integration of bodies attracted by cultural difference, a shared humanity.

To be antiracist is to champion resource equity by challenging the racist policies that produce resource inequity.

To be antiracist is to equate and nurture difference among racial groups.

Self-Reflection.
​
 

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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 March 30th, 2023.
  • Home
    • About Mr. Wince
    • Diversity and Inclusion Statement
    • My Pedagogy Decisions >
      • Smiles and Frowns
      • Project-Based Learning >
        • Questioning >
          • Question Formulation Technique >
            • Develop a Driving Question
            • Produce Questions
            • Know the Four Rules
            • Identify Open and Closed-Ended Questions
            • Set Priority Questions
            • Plan Next Steps
            • Reflect on Learning
            • When Things Get Tough
        • Design
        • Collaboration
        • Research >
          • Goal Development
        • Project Management
        • Craftsmanship
        • Public Product
        • Reflection
      • Student Portfolios
      • How to Learn: Remembering and Forgetting
      • SBG to Ungrading
      • Reflection is Learning
      • Readings on Pedagogy
    • Why I Am A Member of TSEA
    • The Study of History
    • Reading Strategies >
      • A People's History of the United States by Howard Zinn
      • An Indigenous Peoples' History of the United States by Roxanne Dunbar-Ortiz
      • An African American and Latinx History of the United States
    • Course/Project Archives >
      • Latino History of the Southwest
      • Indigenous History of the Southwest
      • World History >
        • Q1 - Every Story >
          • 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 >
          • 1940s-1980s Cold War and Proxy Wars
          • Independence & Decolonization Movements
          • Modern World Issues
  • ičhimani - journey
  • American History
    • American History Course Information
    • Q4 Our Voices, Our Future. >
      • Q4 American History Weekly Agendas
      • Q4 (US History) Student Portfolios
      • 1940-1950s: Post-WWII America
      • 1960s-1980s - Civil Disobedience
      • 1990s-2010s: Modern America
  • Psychology
    • Psychology Course Information
    • Q4 Joy Is...Social, Mental and Physical >
      • Q4 Psychology Weekly Agendas
      • Q4 (Psych) Student Portfolio Expectations
      • Development and Learning Pillar >
        • Life Span Development
        • Learning
      • Social and Personality Pillar >
        • Personality Development
        • Social Behaviors
        • Social and Personality Careers in Psychology
      • Mental and Physical Health Pillar >
        • Mental Health Essential Lessons
        • Physical Health Essential Lessons
        • Therapies
        • Mental and Physical Health Careers in Psychology
  • U.S. Government
    • Government Course Information
    • Q4 Power! Organizing for Equality and Justice >
      • Q4 Government Weekly Agendas
      • Q4 (Gov) Student Portfolio Expectations
      • Organizing Essential Lessons
      • Fight for Equality Essential Lessons
      • Fight for Justice Essential Lessons
  • Resources Dump