As historians and New York City educators, here’s what we hope teachers hear in New York City's new anti-bias training

Historians in the News




Ansley Erickson is an associate professor of history and education at Teachers College, Columbia University and a former New York City high school teacher. Brian Jones is the associate director of education at the Schomburg Center for Research in Black Culture of the New York Public Library and a former New York City elementary school teacher. Adam Sanchez is a teacher at Harvest Collegiate High School in New York City and an organizer and curriculum writer with the Zinn Education Project. Thumbnail ImageBy Jleon at English Wikipedia, CC BY-SA 3.0

New York City Schools Chancellor Richard Carranza and Mayor Bill de Blasio just committed $23 million over the next four yearsto support anti-bias education for the city’s teachers. After a year in which a white teacher stepped on a student during a lesson on slavery and white parents used blackface images in their PTA publicity, it’s a necessary first step.

But what exactly will the $23 million pay for? The devil is in the details.

As current and former New York City teachers, and as historians and educators working in the city today, we call for the education department to base its anti-bias program in an understanding of the history of racism in the nation and in this city. We also hope that the program recognizes and builds upon the work of the city’s anti-racist teachers.

Chancellor Carranza has promised that the program will emphasize training on “implicit bias” and “culturally responsive pedagogy.” These are valuable, but insufficient. Workshops on implicit bias may help educators evaluate and change split-second, yet consequential, decisions they make every day. They may help teachers interrogate, for example, what decisions lead to disproportionately high rates of suspension for black childrenas early as pre-K, or lower rates of referrals to gifted programsfor black students by white teachers.

But U.S. racism is not only split-second and individual. It is centuries deep, collective, and institutional. Done poorly, implicit bias training might shift disproportionate blame for unequal educational resources and outcomes onto the shoulders of classroom teachers.

Anti-bias education should lead teachers not only to address racism as an individual matter, but to perceive and struggle against its institutional and structural forms. Structural racism shapes the lives of students, families, and communities, and the classrooms in which teachers work: whether teachers find sufficient resources in their classrooms, how segregated their schools are, how often their students are stopped by police, and how much wealth the families they serve hold. Without attending to the history that has created these inequities, anti-bias education might continue the long American tradition of pretending that racism rooted in capitalism and institutional power can be solved by adjusting individual attitudes and behaviors. ...

Read entire article at Chalkbeat

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