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Being Antiracist and More Writings

Chapter 16 - How To Be An Antiracist - Ibram X. Kendi

4/9/2020

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Chapter 16 - Failure

Activist: One who has a record of power or policy change. 

Civilizing programs will fail since all racial groups are already on the same cultural level...Healing symptoms instead of changing policies is bound to fail in healing society." Pg. 202

"Challenging the conjoined twins (racism and capitalism) is bound to fail to address economic-racial inequity." Pg. 202

"The problem of race has always been at its core the problem of power, not the problem of immorality of ignorance." Pg. 208

"To fight for mental and moral changes after policy is changed means fighting alongside growing benefits and the dissipation of fears, making it possible for antiracist power to succeed. To fight for mental and moral change as a prerequisite for policy change is to fight against growing fears and apathy, making it almost impossible for antiracist power to succeed." Pg. 208

"Self-critique allows change. Changing shows flexibility. Antiracist power must be flexible to match the flexibility of racist power, propelled only by the craving for power to shape policy in their inequitable interests." Pg. 214

Protest = organizing people for a prolonged campaign that forces policy change
Demonstration = mobilizing people momentarily to publicize a problem

"Unless power cannot economically or politically or professionally afford bad press--as power could not during the Cold War, as power cannot during election season, as power cannot close to bankruptcy--power typically ignores demonstrations." Pg. 215

Self-Examination.
How can I use my position as an educator and sponsor of my schools Black Student Union? How can I remove barriers for the students to protest racist ideas and policies that they encounter during the school day and school year? I need to continue to learn strategies and solutions to racist ideas and policies. 

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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 7th, 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
  • American History
    • American History Course Information
    • Q4 Civil Disobedience: ​Identity. Action. >
      • Q4 American History Weekly Agendas
      • 1945-1950s - Post-World War II America
      • 1960s-1970s - Civil Disobedience
      • 1980s-2000s - Modern Era
  • Psychology
    • Psychology Course Information
    • Q4 Happiness Is...Social, Mental and Physical >
      • Q4 Psychology Weekly Agendas
      • Q4 (Psych) Student Portfolio Expectations
      • Quarter Reading - Why We Sleep by Matthew Walker
      • Development and Learning Pillar >
        • Life Span Development
        • Learning
        • Language
        • Development and Learning Careers in Psychology
      • 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