While guilt can be an important emotion to notice and process, educators should help students move through it to a place of action.
New perspective. Often time because of events that occur in American history, I think those in power and those who benefit from it inhibit unintentional guilt. And the passage talked about having an action plan to tackle those feelings is a new perspective.
It’s not enough to simply have representation—students must feel that their identities are validated and that their school is a place that accepts them completely.
Remind. In my school, we do something called culture day. We set up an event in which different cultures can be presented such as food, clothing, and music.
White students need to hear those perspectives as well, just as straight and cisgender students need to read LGBTQ+ stories. This is because students need not just mirrors but also windows into other cultures, as Dr. Rudine Sims Bishop notes in her essay “Mirrors, Windows and Sliding Glass Doors.”
evidence.
Anti-racist work means acknowledging that racist beliefs and structures are pervasive in all aspects of our lives
evidence.
white teachers with primarily white students can feel hesitant to discuss these issues since they may not feel it affects them. This idea is a fundamental misunderstanding of what anti-racist work actually is.
Argument.