Charlottesville and Resources

“If you’re not outraged, you’re not paying attention.” Heather Heyer

If you have been paying attention to media in the past few days, you are surely aware that a White supremacist rally was held in Charlottesville, VA which resulted in the death of Heather Heyer and state troopers Lt. H. Jay Cullen and Trooper Berke M. M. Bates. Along with these deaths were many injuries. Beyond that, there was a lot of fear and horror on the part of many as they participated in the counter-protests or watched what was happening from near and far. It wasn’t simply because it was happening, though that was horrifying, but the response from DT made it clear that he does not believe that any one side is more to blame than the other. In the face of White supremacy and Nazis, DT seems incapable of placing blame squarely on White supremacist shoulders. Again we saw a situation where people witnessing this were thinking, well surely now he’ll say something definitive, but no. There are White supremacists who see the outcomes of this event as a victory and are excited about DT’s weak response.

Many people I know are looking for specific things to do in order to counteract, resist, interrupt, and ultimately put an end to racism and it’s many forms. Events like these tend to flood people’s emotions and can overwhelm us or have us looking for positive actions we can do to make change. Here are some of the resources out there if you want to get out and do something. Some of you may need to also do something to care for yourself first. This has been emotionally draining for many, so there are also some self-care resources.

Action Steps
Celeste Ng has you covered if you want very specific tasks. She continues to add other tasks on her twitter feed so it’s a good idea to follow her.

If You’re feeling helpless Tumblr post

Sara Benincasa – What to do About Charlottesville

Upworthy – 16 ways you can make a big difference

Southern Poverty Law Center – Ten Ways to Fight Hate

Places to donate in the Charlottesville area


Self-Care
From @NYChavez and @HYAdames – Surviving and Resisting Hate: A Toolkit for People of Color

Teen Vogue – 4 Self-Care Tips for People of Color

Comprehensive crowd-sourced list of self-care

Los Angeles Loyolan – Self-Care Tips for Activists


Resources for Teaching
#CharlottesvilleCurriculum

Citizenship & Social Justice – Curriculum for White Americans to Educate Themselves on Race and Racism–from Ferguson to Charleston

NCTE’s Standing Committee Against Racism and Bias – There Is No Apolitical Classroom: Resources for Teaching in These Times

Washington Post – The first thing teachers should do when school starts is talk about hatred in America. Here’s Help.

Teaching Tolerance teacher resources

NPR – Resources for Educators to Use in the Wake of Charlottesville

NPR – Politics in the Classroom: How Much is Too Much?


Books to Share/Read
Lee&Low – Books to Help Kids Understand the Fight for Racial Equality

NYT – How to Talk to Your Kids about Charlottesville (focus on books)

ProjectLIT Bookclub

Bustle – 10 Books I Wish My White Teachers Had Read

Social Justice Books a Teaching for Change Project – Social Justice Booklist

From Book Riot – Rincey shares Book Buys Based on Recent Events

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LGBTQ Teens of Color Speak Out

To celebrate Pride here at Rich in Color, I thought I’d gather a few teens to talk about the intersectionality of being an LGBTQ Teen of color and the representations, or lack thereof, they see of themselves in books. Spending 8 hours a day with Teens of Color, I was able to gather a few LGBTQ teens for a lively roundtable discussion and one-on-one interviews. The teens are a mix of future, current and former students whose ages range from 13-16. All of the students are very outspoken about LGBTQ issues and are voracious readers, hence the perfect kids to ask about their thoughts on what they want and need from their literature.

First off, teachers, librarians, publishers, anyone who wants to get diverse LGBTQ stories into the hands of teens of color, we all need to step it up. When I asked my students if they had ever read a book with an LGBTQ protagonist, let alone a protagonist of color, all of them, ALL OF THEM, said no. With the roundtable, the “no”s were so forceful that I was momentarily taken aback. These young people, who love to read, had never read a book that featured an LGBTQ character, especially a character of color, as the lead. Instead, they stated, they turned to fan fiction. The reasons they were drawn to fan fiction was that it offers “more perspectives of people like us, more LGBTQ, more options in genres, more points of view,” stated Awesome Kid #1. Then a student remembered reading Alex Gino’s novel, “George”. Awesome Kid #2 was excited to read the book “because it matched how people feel. Sometimes you can feel more feminine and sometimes more manlier. It captures how some us feel sometimes. We feel trapped, in some body that doesn’t feel like ours.” Former student, Awesome Kid #3, fell in love with the Half Bad Trilogy because “it mixes my two of my favorite things – gays in love and magical powers.” While Awesome Kid #3 did love the trilogy, they did not particularly enjoy the heartbreaking ending because it is a trope that is harmful and they wished to see a happy ending in an LGBTQ story.

Since none of my students saw mirrors of themselves in YA literature, I asked them what type of stories they would like to see and their responses were just as varied as the types of books they read. Awesome Kids #3 & 4 wanted less of a focus on “coming out stories and/or discovering sexuality” tropes and focus more on normalizing the character, that being LGBTQ is just who they are. Awesome Kid #4 said, “I would really love to see a book not focus on sexuality or gender identity, cause then I want people to normalize that you shouldn’t really focus on someone’s sexuality. I have friends who are bisexual or trans and I don’t focus on that.” Awesome Kid #3 agrees, saying they want “a story that’s not a big deal of their sexuality, yeah slide it in there, but like don’t make it every single aspect of them. Don’t make it a constant struggle with it [sexuality].” Awesome Kid #5 stated that they would love a book where a lesbian fell in love with a girl who is straight because that is something they experienced and would love to see that conflict brought up in a book.

As their teacher, I of course, asked them about reading books with LGBTQ characters in class. All of them agreed that it would have been helpful, not just for themselves, but for their classmates as well. Awesome Kid #4 stated, “Teens find ourselves through middle school and we get that encouragement from adults, even homophobic adults are like ‘okay, you don’t know, you’re young,’ but it’s not really because it’s so difficult to find yourself and if there was a book out there it would be really useful and make you think it’s not wrong to be like this.” Again, Awesome Kid #3 concurs that teachers should include more stories involving LGBTQ characters, and characters of color, because “[teachers] don’t want to offend or assume someone that’s [gay} in there, but they should always assume. My thing that I always remember, I saw it in a post, is that 1 in 10 kids…there’s about 30 kids in a classroom so 3 kids are hiding a secret, so you never know what someone needs.” All students stated that having teachers read books would have helped them, but the Awesome Kids of the roundtable did express concern about how teachers would handle the immaturity of some of the other students in the class. They also mentioned that in order for the teachers to be able to share books that feature LGBTQ characters, the teachers themselves would need to check their own feelings towards LGBTQ students. Awesome Kid #2 was surprised to find “George” in their teacher’s classroom because they know that some teachers are not supportive. Awesome Kid #2 stated, “I was confused but happy because I didn’t think teachers would have books like that because sometimes they [teachers] aren’t supportive and you can see it how they, the way they look when you bring something up like that, but to have a teacher like Mrs. D have the book made me feel calm.”  Awesome Kids #3 & 4 both stated that if teachers used books that featured LGBTQ characters, especially characters of color, in their classes, it would help open the minds of straight kids and allow them to see past stereotypes and see that LGBTQ kids are the same as any other kid.

Overall, the conversations I had with these Awesome Kids the past few days have been illuminating. This small group of 7 students is just a microcosm of the thousands of LGBTQ Teens of color who are wanting to see representation of themselves in literature. These teens are fully aware of how their media is failing them, but also know what could be done to bring about change. So I ask all of the teachers (myself included), librarians, writers, editors, publishers, anyone who is involved in producing books for teens, to take a good look at where you can step up to work harder to meet the needs of all the teens out there.

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Diversity and YA Dreams

If you asked me what my favorite YA book that I read in the last year or so was, I’d take my time answering. I’d think about Lucy and Linh, Sorcerer to the Crown, and The Inexplicable Logic of My Life. But eventually, I’d settle on Not Your Sidekick.

Not Your SidekickIt’s not just that it’s a fun superhero YA read. It’s that it stars an Asian and queer main character and is written by an author of that particular intersection of identity, which is a pretty rare find on your average library shelf. Of course, I am definitely looking forward to the sequel, Not Your Villain. Look, I can’t recommend Not Your Sidekick enough.

For me, the book captures exactly what I hope to see more of in the future of YA lit —
1) Books that depict people with multiple identities. This isn’t Divergent, okay? You can be two things at once!
2) Books written by people from marginalized groups, doesn’t matter what kind of books those are, since marginalized authors shouldn’t be expected to write exactly their identity if they don’t want to.

That’s my dream for YA lit right now. The publishing industry still has a long, long way to go, but I’d like to dream big. What’s on your wishlist for diverse YA lit? What do you hope to see represented, and how?

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Standing Behind Our Young Writers

Within days of the surprising outcome of our election, students around the country left class and took to the streets to protest against the newly elected president. Because I teach at a middle school, our students were not so inclined to protest, but the neighboring high schools did. I participated in discussions with other teachers about the protests (some supported the students, some did not) but the overall consensus was that we  were all proud of these young teens who were standing up for their rights because they felt like their future was in danger. We all agreed that these students should be encouraged to continue to express their hopes and fears about a changing world and their role in it.

Young voices that definitely need to be encouraged over the next four years are those of marginalized youth. Not only must continue to strive for more diverse and #ownvoices novels, we must encourage the next generation of writers of color to be fearless and truthful in their own writing. We must encourage them to find their voices and believe that their stories are just as valid, as important as their white counterparts. We need to help them find their truth and not be afraid of the blank page. We need to be there for them when the writing is hard, gut-wrenching, and celebrate them when they achieve their goals.

Teachers & School Librarians, we are on the front lines and the ones who can make or break a potential writer. Remember that over half of our students are of color, therefore you have the responsibility to assist a young writer in achieving their dreams. What you say, or what you don’t say, can have lasting effects. If you see one of your students has a talent for writing, encourage them to keep writing. Share with them teen publishing sites and/or encourage them to seek out after school or summer writing programs; better yet, create writing clubs of your own.

Parents, & everyone else who interacts with a young person, you have a responsibility too. You have to encourage the young writers in your lives by giving them the space to write. Help them seek out after school or summer writing programs, take them to see their favorite authors speak who, by just being in that author’s presence, will inspire your young writer to create. Most of all, however, is to give them your support. Remind them that their voice is important and needs to be heard.

Lastly, the next four years will definitely be challenging for all, but especially for marginalized peoples. Some of our kids are scared, uncertain of what the future may bring, but it is our job as the adults in the room to provide them with the support they need to overcome any challenges that come our way.

Below are just a few organizations that cater to helping young writers. If you know a young writer, share with them these organizations, become involved and/or donate. These organizations will need your support, as they encourage our youth to create, over the next four years.

WriteGirl is a LA based organization that pairs authors with teen girls.

 

826 is a national organization with with chapters in Los Angeles, New York, Boston & Chicago, to name a few, that works with students and teachers for tutoring and creative writing classes.

National Writing Project is a program that partners collage campuses with K-12 teachers in working together to improve writing. Teachers, look for a site near you.

National Novel Writing Month (Nanowrimo) is a fun writing competition that is held every year in November, with their “summer camp” series in April and July. Nano can be done individually, or as a class (I did it with my Honors classes this year and we had fun). If a student/young writer meets their word count goal, they receive all sorts of goodies including having their book printed by CreateSpace so they have a copy of their novel.

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Publishing’s Bondage and Freedom

breaking-chains

With the announcement of “When We Was Fierce” being pulled just days before publication for revision, the YA twitter sphere has been having some deep, profound, and insightful conversations about positive representations and how meaningful they are to People of Color. E.E. Charlton-Trujillo and her publisher’s decision to pull the book highlights that all the conversations had offline and online, all the conference panels, research done by Lee & Low, and all the good work done by WNDB is having an effect. I applaud Charlton-Trujillo and her publishers willingness to listen to the voices of those who were hurt by the book and decided to take positive action.

All of these conversations were in the back of my mind as I attended a panel about the past, present and future of African-American publishing the other night. The moderator decided to frame the panel conversation around a quote from Fredrick Douglass, which also got me thinking about why the types of conversations we’ve been having, and all the work to diversify YA literature is important, and not a trend.

From his autobiography, My Bondage and My Freedom, the quote essentially states (and I’m paraphrasing*), “Reading and writing can move Black folk from bondage to freedom.” Douglass’s quote is powerful and stepped in truth because slaves were purposefully prevented from learning to read and write in order for the slave masters to control them, because an educated slave is a dangerous slave.

As that quote rolled around in my brain, I thought of the very fight that is happening in our industry right now. Authors of color are literally fighting their bondage (lack of representation) to their freedom (inclusiveness in the publishing industry). Reading and writing does not only move Black folk out of bondage but it moves us all. When we have accurate portrayals of the different voices of our world, we all become enlightened to the lives of people who are not like us and become more empathetic people. Our imaginations are powerful and literature is the door that can literally open new worlds.

That can only happen if our literature reflects the wide and diverse experiences of the people living in our beautiful world. That is why #ownvoices is important, why #DVpit is important, and why we need to continue to push the publishing industry to not just say it’s going to make change, but hold publishing houses accountable. It is also why teachers and librarians need to continue to teach and push diverse texts in the classroom.

Those members of the publishing industry who have privilege need to stop putting their heads in the sand and listen to People of Color when we say a book hurts us, when we say that bad representation is worse than no representation, and not claim that we are “censoring” them. They need to stop making it all about themselves and their writing, and actually think about who their audience is. Understand that their audience includes children of color who are learning to fight the mental bondage of living in an oppressed society and are desiring to see positive, accurate representation of themselves. Those of us adults who are fighting for the kids know firsthand what that bondage feels like, and while we have survived it, that hurt child that still lives in our hearts is why we fight so hard. Why we fight for our children’s freedom.

One of the speakers on the panel, Adilifu Nama, one of the members behind the Afrofuturism movement, said, “One of the ways we are able to dismantle ill conceived notions of ourselves is through literature, through the power of our imagination.” This exact reason is why children of color need to see positive representations of themselves in their literature and the way to do that is to make sure that the books that are released do not have demeaning and racists depictions. It is why the publishing industry needs to be as sensitive as Charlton-Trujillo and her publishers were and take the steps to correct their mistakes. There is nothing wrong with admitting you made a mistake as long as you take the proper steps to correct it.

Institutional racism has held us all in bondage for a long time that fighting for our freedom is hard and hurtful, but it is a fight that we must take in order for all of us to truly be free. And if we continue on the path we are walking, correcting our mistakes, putting action behind our words, then we’ll get there.

*I paraphrased because I couldn’t find my book, and what I wrote in my notes from the panel. No shade to Mr. Douglass.

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Common Core in Action: Finale

photo-1At the beginning of the year, I wrote a lengthy essay about how I intended to incorporate diverse texts into the Common Core curriculum and laid out my first semester plan. At our semester break, I gave an update with my success and my challenges. Well, the school year is about to come to a close, with finals being next week (yay!), so I thought I’d reflect on how the first year of full implementation of the Common Core standards went.

Well, to be blunt, this year was a tough one and I’m glad it’s just about over. As I stated in an earlier Common Core post, my students are low-skilled therefore they struggled with much of what the standards asked of them. In order to help them attempt to even come close to meeting the standards, I had to slow down my pace which resulted in me having to make a tough decision. I usually teach Shakepeare’s Romeo and Juliet, in combination with Sharon Draper’s Romiette and Julio which meets Literary Standard 8.9,  “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.” This year I had planned to really dig into poetry by reading Jacqueline Woodson’s Brown Girl Dreaming, and then having the students write a memoir of their own lives using verse. I was really excited about the prospect of digging into poetry before Shakespeare, but alas, that dream was not meant to be. My students struggled with writing arguments (which I know is tested), so I chose to forgo my exciting poetry unit and allow the students to spend more time analyzing and writing about the issues presented in All American Boys. It was a tough decision, but in the end a good one.

bronx1
I didn’t end up skipping poetry entirely, but made it a shorter unit where the students just learned to analyze poetry by looking at a poem’s different elements and by writing a lot of poetry. We read Nikki Grimes’s classic Bronx Masquerade, and the students really got into the book. They, again, connected with a number of the characters and found their own voices by seeing how open the characters were with their words. In addition, we were studying Bronx Masquerade during National Poetry Month, so the students were writing poems almost every day. I was astounded by the creativeness and the depths my students were willing to go to in expressing themselves with their poetry. We all had a lot of fun, while meeting more Common Core standards.

At the beginning of this month, my students took the SBAC (Smarter Balance Assessment Consortium) test. While I have not received the results of the test back yet, I am cautiously optimistic because I know that my students were prepared for the test. By slowing down my pace, I allowed my students to really think about what they were reading, analyze it, and then write about it. I gave them the tools to craft good arguments, and I saw these strategies come to fruition during the test. While I was not over their shoulders reading (or even giving feedback because that is against the law), my students took their time during both sections of the test, and were using all the tools the SBAC test provides. I was very pleased to see that my students were displaying the knowledge that they learned over the past school year.

So, what did I do with my students to wrap up the school year? Well, they are currently preparing to give a panel type presentation of a social experiment they performed last week. Because I teach 8th graders who are fidgety this time of year, I have them participate in a Rice Baby project, which ultimately grounds them in the last few weeks of school year. They read Gaby Rodriguez’s memoir, The Pregnancy Project and used it as a template to perform an experiment that tested people’s perceptions about teen parents, specifically teen parents of color. Again, students really got into the novel, especially since Gaby is Mexican-American like many of my students. They enjoyed discussing the novel and got into the research, planning, and execution of their experiment. At this date, they are working on their experiment write-ups and preparing their panel presentations where they will share their conclusions from the project. This project, again, meets a number of the Common Core standards, yet has the students engage with the standards in a unique way, that connects to their daily lives.

Overall, I’ve worked hard this year to help my students get to where I want them to be and I can only hope that when they begin their high school careers in the fall, they feel like the education they received from me was worth it.

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