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Being Antiracist and More Writings

Chapter 5 - How To Be An Antiracist - Ibram X. Kendi

3/27/2020

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Chapter 5 - Ethnicity

Ethnic Racism: A powerful collection of racist policies that lead to inequity between racialized ethnic groups and are substantiated by racist ideas about racialized ethnic groups.
Ethnic Antiracism: A powerful collection of antiracist policies that lead to equity between racialized ethnic groups and are substantiated by antiracist ideas about racialized ethnic groups.

"Origins of ethnic racism can be found in the slave trade's supply-and-demand market for human products." pg. 58 - Kendi

90s immigrants of color population grew because of the combined effects of the Immigration and Nationality Act of 1965, the Refugee Act of 1980, and the Immigration Act of 1990.
 - encouraged family reunification, immigration from conflict areas and a diversity visa program that spiked immigration from countries outside Europe
 - designed to undo a previous generation of laws that limited non-White immigration
         - 1882 Chinese Restriction Act
         - 1917 "Asiatic Barred Zone"
         - 1921 Emergency Quota Act
         - 1924 Immigration Act

When Calvin Coolidge signed the 1924 law, "America must be kept American." - pg. 61

To be antiracist is to view national and transnational ethnic groups as equal in all their differences.

"With ethnic racism, no one wins, except the racist power at the top." pg. 67

Self-Awareness.
As a student of history, what history do I know and understand? As I continue to read, I find that what I know is white history. And not working class white, but upper class white history that leaves out the movements, the laws/policies, the ideas that reveal where the real power lies. Because of this I grew up thinking that the government was doing what was best. I grew up not questioning the systems that I was receiving the benefits of my privilege from. So much of what I benefit from was designed to keep others in a hierarchy that I was unknowingly benefiting from. No longer.

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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