In a call for a reimagining of English language arts classrooms that center Black and Brown students, two former teachers offer three anti-racist teaching practices that decenter whiteness and foster hope and justice.
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Ginwright Shawn A. “Peace Out to Revolution! Activism among African American Youth: An Argument for Radical Healing.” YOUNG, vol. 18, no. 1 2010, pp 77–96.
Lipsitz George. “The Sounds of Silence: How Race Neutrality Preserves White Supremacy.” Seeing Race Again edited by Crenshaw Kimberlé Williams et al., U of California P 2019, pp 23–51.
Vakil Sepehr, and Royston Maxine McKinney de. “(Re) Conceptualizing Sociopolitical Designs for Learning and Practice: How ‘Social Justice’ Becomes Unjust in a Youth Hackathon.” Power, Equity and (Re)Design: Bridging Learning and Critical Theories in Learning Ecologies for Youth edited by Mendoza Elizabeth et al., Information Age Publishing 2018, pp 1–16.
Walker Amy, and Wellington Dianne. “Using Critical Dialogue to Drive Feedback, Reflection, and Antiracist Action in Education.” Voices from the Middle, vol. 29, no. 4 2020, pp 31–36.