There is so much in a name. That’s why, when the prompt for my site tag and URL came up, I froze. I knew I wanted a site where I could document what I was teaching and where I could share my classroom reflections. I wanted a site that would store the lessons I found to be successful and analyses of possible reasons why others failed. But, I also wanted this site to encourage others to teach with their students in mind.
So much of teaching now is political. If money did not rule education before, it surely does now. After No Child Left Behind, it seems like, through standardizing education, we have left everyone behind. The people who run educational institutions are policy makers, Pearson, and McGraw-Hill — not necessarily teachers, administrators and each school’s community. I’m not saying that schools were perfect before NCLB, but I don’t think the current state of our educational system is working.
Therefore, I have chosen to fight for my kids. I’m not going to break laws. I’m not going to ignore policies or standards. However, I believe there is a way to make the standards apply to my classes (not the other way around). My kids come first and if I teach with them in mind, I am doing right by them. To me, this is every teacher’s duty — it’s a duty of social justice. Not only do most teachers perform acts of social justice every day, I believe they should be teaching it in their classes.
So. That’s where the site name came from. Teaching Social Justice is meant to inspire me, my students, and (hopefully) others to step up to the activism calling us. Sometimes it just involves a class, sometimes it is an action within one’s self, and sometimes social justice creeps into every aspect of our lives. That’s where I’m at right now. Education has become so political, I guess it’s my turn.
Before embarking on my “journey for social justice,” I read an article by Tina Love (shown above) called “I See Trayvon Martin”: What Teachers Can Learn from the Tragic Death of a Young Black Male. This article acts as the foundation to the lesson plans I have made this year — so much of Love’s (2013) discussion relates directly to my classes. Here are some of my notes/responses to the text itself:
- Love makes known the stereotypes that are deeply rooted in American society, and therefore, in our schools. One misconception of young Black males is their “attitude.” I, too, was very ignorant when I first began teaching, to the Black culture, as I grew up in a mostly white area (Northeast Georgia). However, college quickly opened my eyes to multiculturalism, and teaching in a very diverse school has changed my attitude toward the misconceptions of Black culture altogether.
- According to Love, “Hip Hop swag serves as the perfect example. It is more than just a way of body movement and projections of coolness, it is an epistemological aim to engage others with confidence, likability, charm, cleverness, and resolve. Hip Hop swag is standing one’s ground” (p. 3). What a beautiful way to describe many of my students! While some may see Hip Hop swag as being “cocky,” or “apathetic,” this definition really gets to the heart of the matter: it’s a way of life, a way of being.
- I agree with Love that “Too often, teachers make judgments concerning Black male students having nothing to do with their intellectual ability and everything to do with stereotypes, assumptions, and fear” (p. 3-4). I have fallen victim to this way of thinking in the past, but there are ways to battle normative ideas, and Love discusses a few of these in her article. One of the ways is through education and constantly educating yourself and your students. I am trying to do this through my critical pedagogy project (this website and my lesson plans), and I feel I am learning every bit as much as my students are. I only hope I am battling racial stereotypes and never perpetuating them (J. Whitley, Scholarly Notes, November 12, 2013).
I am currently reading Love’s book, Hip Hop’s Li’l Sistas Speak: Negotiating Hip Hop Identities and Politics in the New South. While I am not finished with it, yet, I am already inspired by Love’s work with these six middle and high school girls. There is a cool interview about this book on YouTube, and Dr. Love’s discussion begins at 16:00. Here is Dr. Love’s YouTube stream about her work last year at a local elementary school.
As you can see, I have been inspired by Tina Love’s work, and I feel like it would be selfish not to share it.