Reading as a Vehicle for Fostering Anti-Racist and Inclusive Students: Notes from NAIS PoCC 2020 Seminar

BOOKS BEYOND BORDERS PROJECT

• Read one book per month about a character or setting that allows you to explore a variety of lived experiences that are different than your own
• Use a variety of identifiers (race, gender, religion, geographical borders--so on)
• Write a reflection
• Have a conversation about what you read with teachers, peers, parents
• Inspiration from the project came from Rita Platt blog post

10 REASONS TO TRY THIS PROJECT

1. Skills in history/SS studies: it teaches perspective and allows students to consider different historical contexts.
2. Skills in English: plot structure, conflict, character development, questioning skills (especially about unfamiliar topics); gives context for students to continue reading outside of class; normalizing reading these books and builds empathy
3. Benefits of independent reading: at least 20 minutes per day increases vocabulary use and standardized testing achievement; develops a love of reading
4. SEL skills: awareness of self and others
5. Open dialogue: informal conversations--teacher-student and student-student
6. Teacher/student connection
7. Exposure: Celebration of diversity
8. Allyship & activism: students will encounter issues like microagressions or experiences that they may not be familiar with; it's ok if you're one identity and want to read about other people's experiences
9. Identity development: explore who they are as they learn about other people
10. Anti-racism work: building a culture of anti-racism in the classroom, inspiring anti-racist students

-Culturally neutral books might present a person who has a known difference while their experience is somewhat normalized

-Culturally authentic books present real lived experiences of differences rather than a singular monolithic cultural experience

-Anti-racist books present stories of people who are understanding the world outside of their own lenses and their privilege; might inspire students to engage their own work in anti-racism

GUIDANCE

-Avoid having students tokenize other people or typify other people's experiences a la "The Danger of the Single Story"

-Easy access to these books and encouragement to encounter different voices can be super powerful 

-Teachers should read the books along with their students

-Create a visual display that celebrates the reading project and allows students to share their reflections

-Build interdisciplinary reading by partnering btwn language, math, STEAM, humanities

“I’m NOT Too Young to Read about This” Literature: A Vehicle for Anti-Racism ToolKit

Presentation slide notes