Anti-Racism for White Educators - Disrupting White Supremacy in Ourselves and our Systems.

• In Event: Practicing Restorative Justice: Preparing Aspiring Educators to Transform Schools Using Anti-Racist Strategies

Abstract

White educators have a responsibility to dismantle white supremacy in our nation’s public schools. In this paper, lessons are shared from two White educators who learned through failures, growth, and successes while aspiring to be antiracist educators. Their knowledge and work are built upon the theoretical frameworks of white racial identity development (Helms, 1990) and antiracist frameworks shared by Beverly D. Tatum (2001) and Ibram X Kendi (2021). The Primer for White, Aspiring Antiracist Educators presents lessons learned as guiding principles to support both new and experienced White educators in their self-work and engagement in antiracist activism, ultimately fostering beloved and just school communities. These principles have been applied in their work as classroom teachers, union members and leaders, community organizers, and school administrators. While it is inevitable that white educators will cause harm in this work, these principles and the lessons learned can help White educators reduce and avoid harm, while increasing the positive, antiracist impact they have on students, schools, and communities.
Helms, J.E. (Ed.). (1990) Black and White racial identity: Theory, research, and practice. Greenwood Press.
Kendi, I. X. (2021). How to be an antiracist. Vintage.
Tatum, B. D. (2001). Talking about race, learning about racism: The application of Racial Identity Development Theory in the classroom. Racism: Essential Readings, 311–325.

Author

• Terry Jess, Juanita High School