Beyond Diversity - We Need Inclusion

Source: UNiTE to End Violence Against Women

We watch the news everyday only to hear the constant reporting about the violence against women on college campuses, in the military, from athletes, and by celebrities. It’s hard to believe that well into the twenty-first century this issue continues to plague our nation at such an alarming rate. Although we like to think of our society as more democratic toward the rights of women, we are not without fault. Orange Your Neighborhood (@SayNo_UNiTE) (#Orangeurworld) wants to raise awareness about this issue, not only in its 16-day campaign from November 25 to December 10, Human Rights Day, but also to make every 25th of the month "Orange Day."

Source: UNiTE Brochure

Violence, victimization, and stereotypes about women fail to make it into daily classroom discussions any more than open conversations about race. Violence against women is a global issue, and according to UN Women, it is a global pandemic.

Yet our education system, which is driven by pushing through curricula for high-stakes test results, often fails to shift, stop, and talk about current events and global issues. Learners need a forum to engage with difficult topics in a meaningful way, and we need to facilitate and not shy away from them. Global issues are not an elective.

It is not enough to say that we are a diverse nation, believe in civil rights, and promote equality for women. Title IX was passed 35 years ago, and the civil rights movement is over 50. Are we really that far ahead when we witness the daily barrage in the news? Education needs to go beyond the safe conversations under the guise of diversity. It’s not just equal pay for equal work, or the celebratory “Women’s History Month.” It’s about inclusion on multiple layers to talk about the tough topics, including violence against women. Breaking down the barriers for open and frank discussions is a necessity to educate global-minded citizens.

Source: NOT Okay

It is mind boggling that in this day and age, we still hear remarks about women dressing too revealingly and drinking too much as reasons for ending up as victims of sexual assaults. How disheartening that parental advice now includes "don’t put your glass down" when girls go off to college or go out with friends. It has nothing to do with sexy outfits and alcohol; it is about consent.

Source: Visually

Some of these topics are not age appropriate for young learners, but empowering them to recognize stereotypes in the media is. For a host of resources, look no further than car and diet commercials, or Disney princesses of today vs. yesteryear.  Children with a trained eye to spot bias in the media continue to apply their media literacy skills throughout life.

We need to do more. If we want girls and boys to grow up as respectful young women and men, we must find the time in the daily course of learning to educate them on issues. So, Orange Your Classroom. There’s still time. Then continue the conversation on the 25th of every month. Violence against women does not stop, nor should our education about it.



For other educational resources, please see:

• Girls For Change 
• Because I Am A Girl
• One Billion Rising
• No More
• A Promise Is A Promise - UNiTE Brochure
• UN Women

"Cartoon Characters Go Bald" - Inspiring Ways To Support Children With Cancer

Source: NPR; Ogilvy Brazil

An initiative that began in Brazil has now gone global, thanks to the creative way it inspires empathy for children facing battles with cancer. Hair loss due to chemotherapy can be particularly difficult for students who now must endure the stares of strangers and the questions of classmates.

In response, cartoon characters are "going bald" to show affinity and kinship with these courageous children. This month, artists of some of the most popular cartoons around the world are drawing their leading figures with no hair or with a head covering. The surprise by readers is meant to mimic the same expressions of wonder that childhood cancer patients confront everyday. NPR and other outlets have reported on this Bald Cartoons venture, launched by ad firm Ogilvy Brazil and cancer nonprofit GRAACC.

Source: Bald Cartoons

These images are particularly powerful to show in the classroom. They raise thoughtful topics of medicine and science, but even more, they generate authentic conversations about the bravery of young people with cancer. This dialogue fits neatly into a year-long curriculum about stereotypes, appearances, and perceptions.

The drawings also reveal the power of visual imagery. They point to the influence of media, especially in graphic novels and pop culture. The ability for a cartoon to make a difference speaks volumes about the prominence of pictures in today's society. That message alone is an important one to discuss with students. Social media users can download icons to temporarily replace their profile pictures to show solidarity with the cause.



For teachers who may have students diagnosed with cancer, there are a lot of good resources available to figure out how best to support children during their long and painful journeys. Especially important is making students feel welcomed upon returning to school and making them feel like their classmates still see them as "themselves."

• Children Diagnosed With Cancer: Returning To School
• Pediatric Cancer Care - Resources For Teachers & Parents
• Practical Strategies For Teachers/Educators To Help Students & Their Families

Finally, the BBC recently reported on a clever new online game that teaches children about their cancer. Developed by HopeLab, the game is called "Re-Mission2," and the six interactives play like real video games, based in the terminology and enemy cells of cancer. Check out the video below for more information.

Understanding Race: Are We So Different? – A Welcome Resource

Source: Race: Are so different?

We want to follow up our previous post on the topic of race with an excellent resource for educators. “Race: Are we so different?” was developed by the American Anthropological Association in collaboration with the Science Museum of Minnesota. It was the first national traveling exhibition to tell the story of race through biological, cultural, and historical points of view. The exhibition was also the winner of the American Association of Museums’ Excellence in Exhibition Competition in 2008.

Although the exhibit no longer travels, its website is a treasure trove of resources for educators, and it does not shy away from addressing the topic head-on. "Race" seeks to explain the differences among people to reveal the “reality – unreality – of race.” It looks at it through three lenses: history, human variation, and lived experiences.

The interactive timeline of the history of race in the United States streams color-coded articles according to government, science, and society. Each opens to a detailed account for that event with related primary sources, links to other information, and a glossary of terms for that particular article.

Source: Race: Are we so different?

There are six components on the Human Variation page, prefaced with this quotation by biological anthropologist Janis Hutchinson: “When you begin to understand the biology of human variation, you have to ask yourself if race is a good way to describe that.”

Source: Race: Are we so different?

The exploratory topics include The Human Spectrum, Our Molecular Selves, Race and Human Variation, Only Skin Deep, Health Connections, and the Human Variation Quiz. Any one of these is a perfect opportunity for learners to explore and discover more, but the Human Variation Quiz tests the understanding as it relates to the concept of race, with ten true/false questions that might not be what many believe to be true.

Source: Race: Are we so different?

Perhaps the most powerful page for opening the conversation about race with kids is the section on Lived Experience, with a poignant statement by historian Robin D.G. Kelley: “[Racism] is not about how you look, it is about how people assign meaning to how you look.”

Source: Race: Are we so different?

The learning extensions in this section reflect a cultural point of view. Kids will get it. Two in particular are the Sports Quiz that tests the knowledge of facts and stereotypes, and the video segments exploring the standards of beauty imposed on today’s black girls on A Girl Like Me.

Source: Race: Are we so different?

We stand firmly in our commitment to lead the discussion regarding race as well as bias, diversity, and inclusion with our kids. The more open the conversation, the more likely we can help dispel associations with racial implications. It’s all about giving voice to the tough questions and concerns of our learners to serve the greater good.

Another resource recommended by Michael Schneider (@SchneiderMF) is Race - The Power of an Illusion from PBS.

Let's Talk About Race

Source: Let's Talk About Race by Julius Lester

February is African American History Month.  We celebrate the amazing men and women who contributed to the cultural fabric of the United States. It’s a time to reflect on their struggles, accomplishments, and contributions. As teachers, we make every effort to weave the importance of this into our curricula regardless of discipline. Yet, as educators, do we get to the heart of the matter and talk about race? Isn’t African American History Month as much about race, as it is about heritage? We think so.

Michael I. Norton and Evan P. Apfelbaum published The Costs Of Color Blindness in the Harvard Business Review last year. The companion video to this article offers a detailed insight into this research. It invites the viewer to participate in an activity to illustrate the reluctance to identify individuals by race. The study found, with the exception of young children, most people are uncomfortable with making a direct reference to race.





Interestingly, when color is reduced to black and white dots for each image, the responses changed. Participants had little trouble with using a dot to identify color, as opposed to identifying race based on black and white faces.

Source: The Costs of Racial Color Blindness

This inherent reluctance indicates a greater social dynamic surrounding the issue of race. Instead of avoiding the topic, we should openly acknowledge it. The more we integrate this into the conversation, the easier it is to discuss it without racial implications. We need to take the lead. This video resource is a good place to start. It could be used with middle or high school students, at a faculty meeting, or as a professional development workshop.

We need to be more straightforward and candid in our approach to educating our learners and talking about race and social attitudes. Especially when high profile cases such as the George Zimmerman shooting of Trayvon Martin, and the more recent shooting of Jordan Davis by Michael Dunn over loud music, have racial overtones based on biases and stereotypes.

Source: The Costs of Racial Color Blindness

We want our learners to be a nation that believes individuals should  “not be judged by the color of their skin but by the content of their character” as Dr. Martin Luther King, Jr. said in his famous "I Have a Dream" speech. To do that, we need to be open and frank in our discussions about race.

Implicit bias lies in us, like it or not. We all have thoughts and feelings that occur outside of our conscious awareness or control. Raising awareness about it is where education comes into it. There are many resources available to delve deeper into implicit social cognition.

Source: Project Implicit

One is Project Implicit. It investigates the gap between intentions and actions. It provides a host of research and demonstration websites to try tests on a range of topics. It also offers education and training services on implicit bias, diversity, inclusion, and more.

Source: TCP

For our younger students, we recommend the lesson by Nina Miller using Julius Lester's book, Let's Talk About Race, on the Teaching Children Philosophy website. It offers guidelines and questions for a philosophical discussion using story, race, and equality.