Ep. 100: A Centennial Celebration with Special Guest Author S.K. Ali

in , , ,

EQ: How can we normalize the representation of Muslims in literature and support storytelling that tackles Islamophobia, increasing empathy across cultures and religions? 

For IWL’s special 100th episode Hope and Megan are joined by the very special guest, S.K. Ali. Ali is the author of Saints and Misfits, a 2018 William C.Morris award finalist, and Love from A to Z, an NBC Today Show’s “Read with Jenna” Book Club selection. During this episode they discuss the importance of representation of POC  in literature, specifically around Muslim characters. Ali shares about her journey to becoming an author and reflects on her intentionality of de-centering the white gaze in her writing. 

Author and books recommended in the episode:

  • Randa Abdel-Fattah - Does My Head Look Big in This?

  • G. Willow Wilson - Alif the Unseen

Related Links:

Do your fudging HW:

Ep. 69: Working Toward Liberation--An Interview with shea martin

in ,

Note to listeners: This episode was recorded prior to the corona outbreak in the US so you will not hear any discussion of its impact on this particular topic.

EQ: What does it look like to center anti-racist work and marginalized populations within a k-12 classroom?

Guest: shea martin, “lit teacher, researcher, and community organizer who dreams and works toward liberation with teachers and students across the country.” They also play the jazz vibraphone.

We begin our interview by defining the importance of brunch and setting parameters for a “brunch window” and the necessity of planning for a nap. Then, shea shares experiences growing up in the DC metro area where many teachers of color encouraged academic excellence and called out the hidden potential. However, shea identifies significant experiences that push them out of the classroom and reiterated the fact that many educators often unconsciously project bias without considering its impact on students. Throughout our discussion we circle back to several key ideas but specifically that “identity is elastic and fluid.” If we internalize this idea and adjust our curriculum to reflect this, we are more likely to actually achieve our goal of inclusive and affirming classrooms. shea leaves us with some practical advice: 

  • If you are curating a more “diverse” classroom library, be sure to include books that counter the narrative of oppression of people of color. Your books should also reflect the brilliance of black and brown people.

  • You will not be able to teach or represent every perspective, but you can be transparent with your students about who or what is being left out (and why).

  • If you’re trying to do transformative work (such as disrupting white supremacy) you must be prepared. Students need routines and parameters for safe discussions. You, the teacher, need to be extra prepared.

  • Consider the ways you can incorporate LGBTQ authors, characters, and stories.

  • Go read Juliet Takes A Breath. 

Check out shea’s writing and other interviews:

Champagne 🥂 & Real Pain 👎🏻

🥂 Val Brown & Clear the Air Crew; Disrupt Text Ladies; Cody Miller & Josh Thompson, Liz Kleinrock, Lizzie Fortin

🥂 POC at BCCS crew and all our AMAZING STUDENTS; Queering the Classroom 

👎🏻 Well-meaning white people who don’t want to do the work; people that don’t wash their hands!  

👎🏻 Educators who consistently get names and pronouns wrong.

Do Your Fudging Homework:

  • Annie: Read 1 Teacher in 10 by Kevin Jennings. I think I’ve recommended this before, but it’s really helpful for understanding the experiences of queer educators. 

  • Hope: Read the post from Crawling Out of the Classroom “If I can’t opt my kid out of the homophobia she will experience, you shouldn’t be able to opt your kid out of reading books with LGBTQ characters.”

  • shea: Go out and listen to Brittany Howard’s album Jamie

You can find shea on twitter at @sheathescholar or through email: writeshea@gmail.com

Follow us on Twitter @IWL_Podcast or Facebook: Interchangeable White Ladies Podcast

Ep. 66: Let Black Folks Do What They Want With Their Hair

in , , , , ,

EQ: How is hair discrimination a not-so-subtle manifestation of racism & white supremacy? Why can’t white folks just let black folks do what they want with their hair?

Guest:  Jenna Hanchard is a lifelong community storyteller who has spent her career centering and amplifying diverse voices. Jenna is the leader of Culture & Innovation at The Riveter Co, a women-run co-working and community company poised to become a modern union of working women. She is a three-time Emmy award winner and an Edward R. Murrow award recipient. She was also on the Nerd Farmer Podcast Episode 9 on covering Tacoma and TV News, and Episode 53 “Review in Shadecast”

In this episode, Jenna explains how hair discrimination is rooted in white supremacist ideologies that view hair style as choice rather than understanding the way hair styles reflect culture and history. She shares the story behind Washington state’s HB 2602 (a kind of “Crown Act” bill), led by Representative Melanie Morgan and the intentional language choices in this bill. Jenna gives concrete advice for how to disrupt hair discrimination in the work place (and schools). We hope you leave this conversation challenged and motivated to examine the policies that do/don’t exist in our school districts, our cities, and our states. Call your local legislator using the hotline 1800-562-600 “I’m calling to support HB 2602 because everyone deserves the right to wear their natural hair. Because not passing this bill would directly perpetuate systemic racism in our country.” ALSO, go sign The Crown Act petition!

Context for Hair Discrimination Legislation:

High profile cases for hair discrimination:

Move to pass legislation:

Progress in WA state:

Champagne & Real Pain:

Do Your Fudging Homework:

  • Hope: Go watch Hair Love and watch you attitude about people's hair

  • Annie: learn history! Shout out to Teen Vogue for pivoting from vapid fluff to hard-hitting journalism.  

  • Jenna: look and see where your state is--what’s passed, not passed, look at local district policies. If there isn't a bill figure out how to get one started. If there is, go and show up. 

Follow us on Twitter @IWL_Podcast or Facebook: Interchangeable White Ladies Podcast

Ep. 64: Why We ALL Need an Equity Literacy Framework

in , , , , ,

Today’s episode is extra special to us as we get to chat with two incredible educators who are shaping the profession through their interrogation of the personal and professional ways educators perpetuate white cultural norms in schools.

Our essential question is: How can we “learn to be a threat to inequity in our spheres of influence” in 2020?

Guests: Katy Swalwell, Associate Professor of Social & Cultural Studies in the School of Education at Iowa State University, and Paul Gorski, founder of Equity Literacy Institute and  EdChange. 

We first heard about the equity literacy framework from our guest Marquita Prinzing in Ep 46: Don’t be a Passive Progressive Educator and were incredibly excited when Katy reached out to us to share how she was using the podcast with her pre-service teachers. We are incredibly grateful she and Paul were able to come on the show.

In this episode Katy and Paul describe how they came to this work, specifically unpacking the idea of equity literacy which “moves us beyond cultural competency.”  They share how schools and districts are approaching this differently than a simple list of strategies and emphasize that this work is a mindset shift. We highly recommend that listeners spend some time with the Equity Literacy Institute directly. 

Finally, we ask Paul to share the story behind his controversial tweet that calls out white liberalism. 

Do Your Fudging Homework:

Follow us on Twitter @IWL_Podcast or Facebook: Interchangeable White Ladies Podcast

Ep. 62: Why Social Justice Education Matters in A World on Fire

in , , ,
images (12).jpeg

EQ: How can social justice education help students and teachers be better global citizens?

Today our guest is Christina Torres also known as @biblio_phile. 

From Teach For America to leading her own classroom at the Punahou School in Honolulu, Hawai‘i, Torres opens up about her journey as a social justice educator.  Throughout the episode we circle back to three major questions:

  1. What is my work in justice now, given my position of privilege?

  2. How can I make my kids feel safe/heard/comforted at this moment in time?

  3. How can I continuously reflect and grow in my own awareness about matters of justice in the world?

We know that our students will face a variety of challenges, injustices and problems in the world. It’s not about what they will experience but a matter of how they might experience it. Social justice oriented educators strive to equip students with the tools to navigate the challenges (not necessarily solve them).  We help students understand the “danger of a single story.” 

Finally, we explore the tension between staying aware and protecting our mental health/managing tumultuous times through self-care. We share our own strategies for helping students discuss these important issues while managing the array of emotion present in any given classroom.

References & Resources:

      • Build their own understanding of world events.

      • Think about their values and what's important to them.

      • Take learning into the real world.

      • Challenge ignorance and intolerance.

      • Get involved in their local, national and global communities.

      • Develop an argument and voice their opinions.

      • See that they have power to act and influence the world around them.

  • Unesco defines global citizenship in this way, “While the world may be increasingly interconnected, human rights violations, inequality and poverty still threaten peace and sustainability.”

  • NPR Podcast “Codeswitch”

Bernice

Do You Fudging Homework: