Krystal Nugent's Portfolio Page
Return to: ETAP 623 Spring 2021 (Byrne) | Creating an Anti-Racist Classroom
About Me
Hello! My name is Krystal Nugent. I am currently a first-grade teacher at a Charter School in the Bronx, NY. I graduated from the City College of New York, in May 2019, with a BS in Childhood Education and a concentration in Psychology. I am currently enrolled in the CDIT program at The Graduate School at the University at Albany.
My Topic and Purpose
The power of representation has been underestimated in our educational system. Students need to feel that they are seen and heard. That their voices and cultural identities are valued, validated, and celebrated. This mini-course was designed to help educators create an anti-racist classroom. One in which all students, students of color and white students, are exposed to the significance and importance of Black, Indigenous, and People of Color (BIPoC) all year round.
"It is easier to build strong children than to repair broken men" - Frederick Douglass
Scope of Learning Outcomes and Content
Learn
• What it means to be anti-racist;
• How identities are constructed and how it affects relationships in the classroom;
• How to select anti-racist books for the classroom library;
Create
• A journal of personal written reflections
• A proposal for adding books, written from an authentic perspective to the school/classroom library.
• An Action Plan detailing how you the participant will begin creating an anti-racist classroom.
Understand
• The need to see students for who they are, and make them feel seen;
• The importance of representation in the classroom;
• The importance of exposing ALL students (white students and students of color) to the contributions of BIPoC all year round.
• The value in empowering students. Ensuring that they and their cultural identities are valued, validated, and celebrated.
Needs Assessment
The instructional problem: The recent murders of unarmed Black men and women, at the hands of the police and in the case of Ahmaud Arbery ( and the not so recent murder of Trayvon Martin) “concerned citizens,” has seemingly led to a great awakening. People took to the streets to protest the injustices that are too frequently occurring. Although there are many who are choosing to remain in a deep slumber and ignore the ugly truths plaguing our country, many educational institutions have begun to take a look at their practices and curricula. Administrators and educators are taking a deep look at the racist history of our nation’s educational systems and how our schools continue to perpetuate these inequalities and inequities today. This leaves us with the question, how do we address the needs of BIPoC students and their families, whose voices have been ignored and unheard for so long? How do we teach tolerance of diverse identities to ALL students?
“Anti-racist work in all schools is essential. It is the exercise of hope, the practice of undoing and dismantling systems of oppression, the practice of freedom and of truth-telling. Anti-racist work is the practice of healing and of restoring; it is a practice of love” (Pitts, 2020).
About the learners: The participants in this course will be K-12 teachers. This course is not specific to any particular subject. The content and experiences created for this course are essential across disciplines. The participant must have an open mind, be prepared to stretch their thinking and current understanding of racism and anti-racism, and be willing to participate in open, honest, and at times difficult dialogue.
Instructional content: Through the use of videos, articles, and self-reflections participants will begin their journey of creating an anti-racist classroom. This journey begins with an introspective look at one's educational background as well as current prejudices and biases. We move on to take a look at our own identities and how they are constructed. Then how our constructed identities, as well as our students’, affect our relationships in the classroom. Lastly, we take a thorough look at our library to see if our students are represented, in an authentic way, in the books and materials we share. We reflect on how the lack of representation affects our students and how we can ensure that our students are valued and celebrated in our libraries.
Intended change: Upon completion of this mini-course participants will have an action plan for creating an anti-racist classroom. This will help in creating a safe environment that welcomes, values, and celebrates the voices and identities of all students. This environment will build a solid classroom community and foster critical thinking and learning. Ultimately empowering our future.
Analysis of the Learner and Context
Context for Instruction: This mini-course is designed for a hybrid setting. Some modules require real-time dialogue. This dialogue is best suited for in-person sessions. However, due to the pandemic, these sessions may take place on an online platform i.e. Zoom, Google Meet, Teams, etc.
Prerequisites:
• Access to a device with camera and microphone access (desktop, laptop, tablet)
• Stable internet service
• Critical reading/thinking skills
• Basic knowledge of google docs
Supporting Prerequisites:
• Desire to change/adjust current practice
• Willingness to learn
• Openness to self-reflect
• Willingness to engage in open and honest discussion on difficult/controversial topics
Performance-Based Objectives
• Participants will demonstrate their understanding of anti-racism
• Participants will be able to define identity and explain how identities are constructed
• Participants will understand the role identity plays in the classroom; how it affects classroom relationships
• Participants will be able to choose books, written from an authentic perspective, that values, validates and celebrates diverse identities.
• Participants will begin their journey to creating an anti-racist classroom that celebrates BIPoc all year round
• Participants will empower their students by making them feel seen and valued
Task Analysis
Introduction: Meet and Greet
• Group discussion
Unit 1: What does it mean to be anti-racist?
• Watch video;
• Written reflection based on the video.
Unit 2: Valuing and Validating Your Students’ Cultural Identities
2.1
• Activity exploring one’s own identity.
2.2
• Watch video;
• Answer questions based on information learned from the video.
2.3
• Watch video;
• Analyze scenario and answer questions;
• Written reflection on the entire unit.
Unit 3: Decolonize your library
3.1
• Classroom library inventory;
• Reading;
• Group discussion;
• Book reflection/proposal.
3.2
• Group discussion;
• Written reflection on course;
• Action Plan.
Curriculum Map
References and Resources
Pitts, J. (2020, September 11). What anti-racism really means for educators. Retrieved May 11, 2021, from https://www.learningforjustice.org/magazine/what-antiracism-really-means-for-educators