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Being Antiracist and More Writings

Chapter 4 - How To Be An Antiracist - Ibram X. Kendi

3/26/2020

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Chapter 4 - Biology

Biological Racist: One who is expressing the idea that the races are meaningfully different in their biology and that these differences create a hierarchy of value
Biological Antiracist: One who is expressing the idea that the races are meaningfully the same in their biology and there are no genetic racial differences.

Microaggressions, coined by Chester Pierce in 1970, and later defined by Derald Wing Sue as, "brief, everyday exchanges that send denigrating messages to certain individuals because of their group membership."

Microaggression isn't an accurate term for actions that promote distress, anger, worry, depression, anxiety, pain, fatigue and suicide. Racist abuse would be the correct term.

Racism will not miraculously go away.
If we stop using racial categories -- leads to not being able to identify racial inequity.
Cannot identify racial inequity -- will not be able to identify racist policies.
Cannot identify racist policies -- cannot challenge racist policies.
Cannot challenge racist policies -- a world of inequity none of us can see, or resist.

"To be antiracist is to recognize there is no such thing as White blood or Black disease or natural Latinx athleticism." pg. 54 - Kendi

Self-Examination.
Do I call on certain students more than others? In my interactions with students, do I make assumptions or assume guilt/innocence because of race? These questions are mine and what I need to be reflecting on regularly. There is no biological difference between our collective humanity. Skin color is meaningful and I cannot ignore the impact it has on our daily lives. Experiences in the classroom, the mall, walking down the street are all impacted by skin color and with being white I cannot downplay or ignore this because of my whiteness. I cannot ignore reality and instead address it as an antiracist.

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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