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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 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