Conclusion: rethinking the project as a whole

When I was a sixth grader, I would have jumped at the opportunity to discuss socially salient identity. I say this not as some self-validating expression, but because at that age, I really was desperate for anything that would tell me more about myself – especially anything that would help me understand my own identity in relation to others.’ In the earliest conceptions of this project, that was my goal: to offer students the tools to understand themselves and the social forces that mold their identities with the hope that they might be capable of greater self determination in the future.

In many ways, conversations about identity and systemic privilege and oppression are much easier with kids than adults. Younger people are familiar with the attitudes of the larger culture without having as much investment in those attitudes. They are less attached to one specific worldview, because their outlook is always expanding. Many of them have a passion for fairness, and a keen eye for spotting injustice, as I saw when we played my card game.      Continue reading

Notes on Curriculum: limitations and implications

The lesson plans I developed were created specifically for the class at Miller’s Hill, building off of the classroom’s past and present curriculum, conversations, and issues. If future educators are to use my lesson plans and reflections as a resource, it is essential that they are adapted to the needs and experiences of each group of students. Though ultimately, I think my workshops were well received by Naomi’s class, I faced several challenges in creating and implementing my curriculum. It is my hope that both the strengths and weaknesses of the lessons will prove illuminating for other educators. For me, consistently reflecting on my own positionality, performance, and student reactions to my workshops was essential in developing effective lessons.

In retrospect, I think the biggest shortcoming of my curriculum was a failure to highlight activism or resistance to systemic forces. Naomi and I spent a great deal of time talking with students about the massive power structures which support the oppression of various identities, but comparatively little on ways that they as students – many of which are heavily targeted by these oppressive systems – can resist and dismantle those structures. Faith’s comment during the discussion on lynchings – “I’m staying in my house from now on!” – illustrates the potential of introductory lessons on systemic oppression to backfire. Naomi and I addressed Faith’s comment and the outlook it indicated immediately, but not before it demonstrated the necessity for lessons on oppression to leave students feeling empowered and able to resist, rather than overwhelmed and paralyzed.     Continue reading