0:00:00.792,0:00:02.351 So, a few years ago, 0:00:02.375,0:00:06.018 I was beginning a new unit on race[br]with my fourth-graders. 0:00:06.042,0:00:08.226 And whenever we start a new unit, 0:00:08.250,0:00:11.934 I like to begin by having all the students[br]list everything they know about it, 0:00:11.958,0:00:14.643 and then we also list questions we have. 0:00:14.667,0:00:19.101 And I had the type of moment[br]that every teacher has nightmares about. 0:00:19.125,0:00:21.976 One of my students[br]had just asked the question, 0:00:22.000,0:00:24.268 "Why are some people racist?" 0:00:24.292,0:00:27.101 And another student, let's call her Abby, 0:00:27.125,0:00:29.893 had just raised her hand and volunteered, 0:00:29.917,0:00:34.417 "Maybe some people don't like black people[br]because their skin is the color of poop." 0:00:35.542,0:00:36.809 Yeah, I know. 0:00:36.833,0:00:41.643 So, as if on cue,[br]my entire class exploded. 0:00:41.667,0:00:43.684 Half of them immediately started laughing, 0:00:43.708,0:00:45.708 and the other half started yelling at Abby 0:00:45.732,0:00:46.976 and shouting things like, 0:00:47.000,0:00:49.351 "Oh, my God, you can't say that,[br]that's racist!" 0:00:49.375,0:00:52.768 So just take a second[br]to freeze this scene in your mind. 0:00:52.792,0:00:55.059 There's a class[br]of nine- and ten-year-olds, 0:00:55.083,0:00:56.934 and half of them are in hysterics 0:00:56.958,0:01:00.851 because they think[br]Abby has said something wildly funny, 0:01:00.875,0:01:04.476 and the other half are yelling at her[br]for saying something offensive. 0:01:04.500,0:01:07.393 And then you have Abby,[br]sitting there, completely bewildered, 0:01:07.417,0:01:10.851 because in her mind, she doesn't[br]understand the weight of what she said 0:01:10.875,0:01:13.684 and why everybody is reacting this way. 0:01:13.708,0:01:15.351 And then you have me, the teacher, 0:01:15.375,0:01:18.559 standing there in the corner[br]like about to have a panic attack. 0:01:18.583,0:01:20.018 So as a classroom teacher, 0:01:20.042,0:01:23.518 I have to make split-second[br]decisions all the time. 0:01:23.542,0:01:25.958 And I knew I needed to react, but how? 0:01:26.875,0:01:30.018 Consider your fight-or-flight instincts. 0:01:30.042,0:01:35.768 I could fight by raising my voice[br]and reprimanding her for her words. 0:01:35.792,0:01:38.393 Or flight -- just change the subject 0:01:38.417,0:01:40.684 and quickly start reaching[br]for another subject, 0:01:40.708,0:01:43.833 like anything to get my students' minds[br]off the word "poop." 0:01:45.042,0:01:49.643 However, as we know, the right thing to do[br]is often not the easy thing to do. 0:01:49.667,0:01:52.559 And as much as I wanted[br]this moment to be over, 0:01:52.583,0:01:56.851 and that I knew both of these options[br]would help me escape the situation, 0:01:56.875,0:02:01.083 I knew that this was far too important[br]of a teachable moment to miss. 0:02:01.917,0:02:05.268 So after standing there[br]for what felt like an eternity, 0:02:05.292,0:02:10.268 I unfroze and I turned[br]to face my class, and I said, 0:02:10.292,0:02:13.167 "Actually, Abby makes a point." 0:02:14.042,0:02:17.226 And my students kind of[br]looked at each other, all confused. 0:02:17.250,0:02:18.976 And I continued, 0:02:19.000,0:02:21.351 "One reason why racism exists 0:02:21.375,0:02:25.143 is because people with light skin[br]have looked at people with dark skin 0:02:25.167,0:02:27.309 and said that their skin was ugly. 0:02:27.333,0:02:32.143 And even use this reason[br]as an excuse to dehumanize them. 0:02:32.167,0:02:35.768 And the reason why we're learning[br]about race and racism in the first place 0:02:35.792,0:02:38.768 is to educate ourselves to know better. 0:02:38.792,0:02:41.809 And to understand[br]why comments like this are hurtful, 0:02:41.833,0:02:43.893 and to make sure[br]that people with dark skin 0:02:43.917,0:02:47.559 are always treated[br]with respect and kindness." 0:02:47.583,0:02:51.393 Now, this was a truly terrifying[br]teachable moment. 0:02:51.417,0:02:53.893 But as we moved forward[br]in the conversation, 0:02:53.917,0:02:56.226 I noticed that both Abby[br]and the rest of the kids 0:02:56.250,0:02:57.893 were still willing to engage. 0:02:57.917,0:03:01.601 And as I watched the conversation[br]really marinate with my students, 0:03:01.625,0:03:07.351 I began to wonder, how many of my students[br]have assumptions just like Abby. 0:03:07.375,0:03:10.684 And what happens when those assumptions[br]go unnoticed and unaddressed, 0:03:10.708,0:03:12.042 as they so often do? 0:03:13.000,0:03:15.518 But first, I think it's important[br]to take a step back 0:03:15.542,0:03:17.667 and even consider[br]what makes a topic taboo. 0:03:18.457,0:03:20.934 I don't remember receiving[br]an official list of things 0:03:20.958,0:03:22.684 you're not supposed to talk about. 0:03:22.708,0:03:26.226 But I do remember hearing,[br]over and over, growing up: 0:03:26.250,0:03:29.559 there are two things you do not talk about[br]at family get-togethers. 0:03:29.583,0:03:33.708 And those two things[br]are religion and politics. 0:03:34.667,0:03:37.309 And I always though this was very curious, 0:03:37.333,0:03:41.809 because religion and politics[br]often are such huge influencing factors 0:03:41.833,0:03:44.934 over so many of our[br]identities and beliefs. 0:03:44.958,0:03:46.976 But what makes a topic taboo 0:03:47.000,0:03:51.708 is that feeling of discomfort that arises[br]when these things come up in conversation. 0:03:52.500,0:03:57.518 But some people are extremely fluent[br]in the language of equity, 0:03:57.542,0:04:00.184 while other people fear being PC-shamed 0:04:00.208,0:04:03.601 or that their ignorance will show[br]as soon as they open their mouths. 0:04:03.625,0:04:07.518 But I believe that the first step[br]towards holding conversations 0:04:07.542,0:04:08.809 about things like equity 0:04:08.833,0:04:10.976 is to begin by building a common language. 0:04:11.000,0:04:13.393 And that actually starts[br]with destigmatizing topics 0:04:13.417,0:04:15.976 that are typically deemed taboo. 0:04:16.000,0:04:19.434 Now, conversations[br]around race, for example, 0:04:19.458,0:04:21.434 have their own specific language 0:04:21.458,0:04:23.768 and students need[br]to be fluent in this language 0:04:23.792,0:04:26.684 in order to have these conversations. 0:04:26.708,0:04:29.476 Now, schools are often the only place 0:04:29.500,0:04:31.809 where students can feel[br]free and comfortable 0:04:31.833,0:04:33.893 to ask questions and make mistakes, 0:04:33.917,0:04:38.809 but unfortunately, not all students[br]feel that sense of security. 0:04:38.833,0:04:41.393 Now, I knew that day[br]in front of my fourth-graders 0:04:41.417,0:04:45.559 that how I chose to respond[br]could actually have life-long implications 0:04:45.583,0:04:49.851 not only for Abby, but for the rest[br]of the students in my class. 0:04:49.875,0:04:53.476 If I had brushed her words aside, 0:04:53.500,0:04:57.768 the rest of the class could actually infer[br]that this type of comment is acceptable. 0:04:57.792,0:05:00.434 But if I had yelled at Abby 0:05:00.458,0:05:03.143 and embarrassed her[br]in front of all of her friends, 0:05:03.167,0:05:07.351 that feeling of shame associated with one[br]of her first conversations on race 0:05:07.375,0:05:10.833 could actually prevent her[br]from ever engaging on that topic again. 0:05:11.542,0:05:18.684 Now, teaching kids about equity in schools[br]is not teaching them what to think. 0:05:18.708,0:05:21.809 It is about giving them the tools[br]and strategies and language 0:05:21.833,0:05:24.684 and opportunities[br]to practice how to think. 0:05:24.708,0:05:28.018 For example, think about[br]how we teach kids how to read. 0:05:28.042,0:05:29.768 We don't start by giving them books. 0:05:29.792,0:05:32.809 We start by breaking down words[br]into letters and sounds. 0:05:32.833,0:05:37.476 And we encourage them to practice[br]their fluency by reading every single day, 0:05:37.500,0:05:40.184 with a partner or with their friends. 0:05:40.208,0:05:43.184 And we give them[br]lots of comprehension questions 0:05:43.208,0:05:46.101 to make sure that they're[br]understanding what they're reading. 0:05:46.125,0:05:48.601 And I believe that teaching[br]kids about equity 0:05:48.625,0:05:52.309 should be approached[br]in the exact same way. 0:05:52.333,0:05:55.851 I like to start by giving my students[br]a survey every year, 0:05:55.875,0:05:59.309 about different issues[br]around equity and inclusion. 0:05:59.333,0:06:01.934 And this is a sample survey[br]from one of my kids, 0:06:01.958,0:06:04.726 and as you can see,[br]there's some humor in here. 0:06:04.750,0:06:06.768 For under the question, "What is race," 0:06:06.792,0:06:09.559 she has written, "When two or more[br]cars, people and animals 0:06:09.583,0:06:13.059 run to see who is fastest and who wins." 0:06:13.083,0:06:16.768 However, if you look[br]at her question, "What is racism," 0:06:16.792,0:06:20.559 it says, "When somebody says or calls[br]someone dark-skinned a mean name." 0:06:20.583,0:06:24.226 So, she's young, but she's showing[br]that she's beginning to understand. 0:06:24.250,0:06:25.518 And when we act 0:06:25.542,0:06:29.559 like our students aren't capable[br]of having these conversations, 0:06:29.583,0:06:33.333 we actually do them such a disservice. 0:06:34.083,0:06:38.268 Now, I also know[br]that these types of conversations 0:06:38.292,0:06:41.143 can seem really, really intimidating[br]with our students, 0:06:41.167,0:06:43.101 especially with young learners. 0:06:43.125,0:06:45.809 But I have taught[br]first through fifth grades, 0:06:45.833,0:06:47.684 and I can tell you, for example, 0:06:47.708,0:06:50.309 that I'm not going to walk[br]into a first-grade classroom 0:06:50.333,0:06:53.768 and start talking about things[br]like mass incarceration. 0:06:53.792,0:06:58.351 But even a six-year-old first-grader[br]can understand the difference 0:06:58.375,0:07:03.809 between what is fair --[br]people getting what they need. 0:07:03.833,0:07:07.101 We identified a lot[br]of these things in class together. 0:07:07.125,0:07:10.309 And the difference[br]between fair and equal -- 0:07:10.333,0:07:12.559 when everybody gets the same thing, 0:07:12.583,0:07:14.583 especially goody bags at birthday parties. 0:07:15.792,0:07:18.809 Now, first-graders can also[br]understand the difference 0:07:18.833,0:07:22.018 between a punishment and a consequence. 0:07:22.042,0:07:24.476 And all of these things[br]are foundational concepts 0:07:24.500,0:07:26.351 that anyone needs to understand 0:07:26.375,0:07:27.768 before having a conversation 0:07:27.792,0:07:30.851 about mass incarceration[br]in the United States. 0:07:30.875,0:07:33.768 Some people might think[br]that kindergarteners or first-graders 0:07:33.792,0:07:36.434 are too young to have[br]conversations around racism, 0:07:36.458,0:07:38.559 but also tell you that young kids 0:07:38.583,0:07:40.976 understand that there are[br]many different components 0:07:41.000,0:07:42.309 that make up our identities 0:07:42.333,0:07:44.893 and how people are similar and different. 0:07:44.917,0:07:49.018 And what it means to have power[br]when other people don't. 0:07:49.042,0:07:51.976 When we have these conversations[br]with students at a young age, 0:07:52.000,0:07:54.351 it actually takes away[br]some of that taboo feeling 0:07:54.375,0:07:56.542 when those topics come up at a later age. 0:07:57.833,0:08:00.434 I also know that teaching[br]about these things in schools 0:08:00.458,0:08:03.393 can feel like navigating a minefield. 0:08:03.417,0:08:06.476 For example, what happens[br]if parents or families 0:08:06.500,0:08:09.976 aren't on board with having[br]these conversations in schools? 0:08:10.000,0:08:11.518 But to these people, I can say, 0:08:11.542,0:08:15.684 these are some examples of things[br]that students have said to me 0:08:15.708,0:08:17.643 and brought to my attention. 0:08:17.667,0:08:21.309 For example, I had a student come in[br]and whisper to me, 0:08:21.333,0:08:24.809 "I've heard all these people[br]use the term LGBTQ, 0:08:24.833,0:08:28.726 but I don't know what it means[br]and I'm too embarrassed to admit it." 0:08:28.750,0:08:32.851 I had a student come in over a weekend[br]and come up to me and say, 0:08:32.875,0:08:35.433 "You know, I just watched[br]this movie about Australia, 0:08:35.457,0:08:38.042 and it made me wonder[br]if they have racism there, too." 0:08:39.000,0:08:43.393 And I always want my students to be[br]comfortable having these conversations, 0:08:43.417,0:08:47.101 because when they're comfortable[br]talking about it and asking questions, 0:08:47.125,0:08:50.434 they also build comfort in bringing in[br]their own lives and experiences 0:08:50.458,0:08:53.226 in how they relate to these big topics. 0:08:53.250,0:08:56.643 Also, some teachers might be[br]kind of nervous 0:08:56.667,0:08:59.309 if a student brings up a topic[br]or asks a question 0:08:59.333,0:09:01.601 and they don't know the answer to it. 0:09:01.625,0:09:04.809 But if a student ever brings[br]something to my attention 0:09:04.833,0:09:06.476 and I don't know the answer, 0:09:06.500,0:09:08.393 I will always admit it and own it, 0:09:08.417,0:09:11.309 because I'm not going to pretend[br]to be an expert in something 0:09:11.333,0:09:14.518 that I don't have experience in[br]or I'm not an authority on. 0:09:14.542,0:09:16.518 That same year, I had a student come in 0:09:16.542,0:09:19.559 and ask a question[br]about the LGBTQ community. 0:09:19.583,0:09:23.351 And I just didn't know enough[br]to give them an appropriate answer. 0:09:23.375,0:09:25.351 So instead, I encouraged that student 0:09:25.375,0:09:28.809 to reach out and ask that question[br]to a representative of a nonprofit, 0:09:28.833,0:09:32.476 who would come to speak to our class[br]about that very same issue. 0:09:32.500,0:09:35.768 When we admit to our students[br]that we don't have all the answers, 0:09:35.792,0:09:38.268 not only does it humanize us to them, 0:09:38.292,0:09:41.059 it also shows them that adults[br]have a long way to go, too, 0:09:41.083,0:09:43.375 when it comes to learning[br]about issues of equity. 0:09:44.708,0:09:48.976 Now, a little while back,[br]I wrote a lesson about consent. 0:09:49.000,0:09:51.018 And to some people,[br]this was very exciting, 0:09:51.042,0:09:54.559 because I took this topic[br]that seemed very taboo and scary 0:09:54.583,0:09:58.559 and I broke it down into a way[br]that was accessible for young learners. 0:09:58.583,0:10:00.351 However, to other people, 0:10:00.375,0:10:03.559 the idea of consent[br]is so strongly tied to sex, 0:10:03.583,0:10:06.101 and sex is often considered[br]a taboo subject, 0:10:06.125,0:10:08.601 that it made them very uncomfortable. 0:10:08.625,0:10:10.726 But my students are third-graders, 0:10:10.750,0:10:13.393 so we're not talking about sex in class. 0:10:13.417,0:10:15.184 Rather, I wanted them to understand 0:10:15.208,0:10:17.559 that everybody has different[br]physical boundaries 0:10:17.583,0:10:19.476 that make them feel comfortable. 0:10:19.500,0:10:22.143 And the social and emotional[br]intelligence it takes 0:10:22.167,0:10:25.059 to read somebody's words[br]and tone and body language 0:10:25.083,0:10:27.518 are skills that often need[br]to be explicitly taught, 0:10:27.542,0:10:30.851 the same way we teach things[br]like reading and math. 0:10:30.875,0:10:35.101 And this lesson is not reserved[br]for students of one single demographic. 0:10:35.125,0:10:37.316 Things like questioning[br]and making observations 0:10:37.340,0:10:38.601 and critical thinking 0:10:38.625,0:10:41.143 are things that any student[br]of any race or ethnicity, 0:10:41.167,0:10:46.292 or background or language or income[br]or zip code should be learning in schools. 0:10:47.250,0:10:51.518 Also, deliberate avoidance[br]of these conversations 0:10:51.542,0:10:53.893 speaks volumes to our students, 0:10:53.917,0:10:58.601 because kids notice when their teachers,[br]when their textbooks 0:10:58.625,0:11:03.184 leave out the voices and experiences[br]of people like women or people of color. 0:11:03.208,0:11:05.750 Silence speaks volumes. 0:11:06.625,0:11:09.018 I recently asked my class of third-graders 0:11:09.042,0:11:11.726 what they would say to adults[br]who think they're too young 0:11:11.750,0:11:14.351 to learn about issues of equity. 0:11:14.375,0:11:19.309 And while this is a small sample[br]of my 25 students, 0:11:19.333,0:11:20.601 all of them agreed 0:11:20.625,0:11:23.893 that not only are they capable[br]of having these conversations, 0:11:23.917,0:11:29.559 but they view it, the right to learn it,[br]as a right and not as a privilege. 0:11:29.583,0:11:31.893 And in their words, 0:11:31.917,0:11:34.059 "We're big enough[br]to know about these things, 0:11:34.083,0:11:36.934 because these problems[br]are happening where we live. 0:11:36.958,0:11:39.059 And we have the right to talk about them, 0:11:39.083,0:11:42.393 because it will be our life[br]in the future." 0:11:42.417,0:11:43.684 Thank you. 0:11:43.708,0:11:48.250 (Applause)