{"id":506,"date":"2021-06-19T17:33:23","date_gmt":"2021-06-19T17:33:23","guid":{"rendered":"http:\/\/ip.ccde.com.uw.edu\/?p=506"},"modified":"2024-05-08T01:23:24","modified_gmt":"2024-05-08T01:23:24","slug":"506","status":"publish","type":"post","link":"https:\/\/ip.ccde.com.uw.edu\/?p=506","title":{"rendered":"Teaching Identity"},"content":{"rendered":"
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In this clip, mixed race students discuss what they learn in school and the messages about identity they receive based on who and what teachers choose to prioritize in their lessons. For instance, one student describes how any and all discussions about Black people are usually reserved for Martin Luther King Jr Day and the rest of the school year they only learn about white people throughout history. Having a skewed emphasis, prioritizing some histories over others leaves young students such as these longing for more and having to take their own education into their own hands. <\/p>\n\n\n\n

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You don’t have to be Black to teach some Black kids. You just have to know what their life was like, have some connections with them, share connections. And I think they should know about their own race. <\/p>\n<\/blockquote>\n\n<\/div><\/div><\/div>\n\n

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