Equity

Education is a key weapon against racial discrimination and social inequality, but it is not always enough to combat anti-Black rhetoric. In recent years, anti-Black rhetoric has increased, and it is often used by individuals in positions of power to undermine the progress of Black people and communities. Education leaders must take action to respond to anti-Black rhetoric and create a more equitable and inclusive environment in schools.

Here are some ways education leaders can respond to anti-Black rhetoric:

1. Speak Out Against Anti-Black Rhetoric

Education leaders must recognize that silence is complicit in perpetuating anti-Black rhetoric and discrimination. Leaders must speak out against anti-Black rhetoric and actively engage in conversations with students, teachers, parents, and the community to promote anti-racism. Leaders should use their platforms to raise awareness about the impact of anti-Black rhetoric and to educate individuals on how it contributes to inequality.

2. Promote Diversity and Inclusion

Education leaders must ensure that their schools are inclusive and reflect the diversity of the community. Leaders should promote diversity by recruiting and hiring teachers and staff from diverse backgrounds, offering multicultural curriculum, and encouraging participation in multicultural events and activities. Leaders must also ensure that students feel safe and welcomed in classrooms and on campus.

3. Cultivate an Anti-Racist Environment

Education leaders must create a culture of anti-racism in their schools, where individuals stand up against racism and discrimination. Leaders should provide training and professional development opportunities for staff, teachers, and students on anti-racism. Leaders must also ensure that the curriculum is inclusive of Black history and culture and that textbooks and reading materials do not perpetuate stereotypes.

4. Encourage Empathy and Understanding

Education leaders must encourage empathy and understanding among students and staff. Leaders should teach students about the experiences of Black people in America and their contributions to society. Leaders must also create opportunities for constructive dialogue about race and racism and teach students how to seek out and listen to diverse perspectives.

In conclusion, education leaders must take action to respond to anti-Black rhetoric. Leaders should speak out against rhetoric, promote diversity, cultivate an anti-racist environment, and encourage empathy and understanding. By taking these actions, education leaders can create safer, more inclusive, and equitable schools for all students.  

Here are some reasons why I champion gender equity and why it matters.

1. To ensure equal opportunities – On the global stage, women still face discrimination that restricts their access to education, healthcare, employment, and fair wages. In many countries, traditional gender roles perpetuate the notion that women should stay at home, bear children, and remain subordinate to men. These attitudes and beliefs are not only unjust but hold back societies from achieving their full potential. By advocating for gender equity, we can ensure that everyone has an equal opportunity to succeed regardless of gender.

2. To address systemic sexism and biases – Gender equity is not just about establishing equal rights; it is also about dismantling existing biases, cultural practices, and social attitudes that hold women back. For instance, the bias against hiring women in technical or leadership positions, assumes that they lack the necessary skills or capabilities. Despite studies showing that gender-diverse teams fare better on several key performance indicators, there is still a prevalent belief that women are less competent or serious than men. Gender equity aims to correct these injustices that are often steeped in cultural traditions and norms.

3. To inspire younger generations – Promoting gender equity is an excellent way to inspire and empower the next generation of young women to dream big, challenge the status quo, and break the glass ceiling. Young girls growing up in societies where women do not have equal opportunities to men may not even be aware of their potential. Gender equity helps to re-educate them and show them that they can aspire to any career or life ambition that they choose.

4. To create a fair and more equitable society – Ultimately, promoting gender equity is about building a fair and just society. When women have equal opportunities and their rights are respected, they can contribute fully to economic, social, and political systems. A gender-equitable society is more likely to be peaceful, prosperous, and respectful of human rights.

In conclusion, the fight for gender equity is one that will not end anytime soon. We need to continuously educate ourselves, listen to women’s voices, work against unfair systems and practices, and speak up for gender equity. As gender equity champion Serena Williams said, “we must continue to dream big, encourage each other, and work together towards creating a more equal world.”     

Social justice education is an educational approach that focuses on the promotion of equitable opportunities and outcomes for all members of society, especially those who have been historically marginalized. This educational model aims to inspire positive social change by addressing issues such as poverty, racism, sexism, and discrimination. It emphasizes the value of diverse perspectives, critical thinking, and collective action in order to address these complex issues and promote social justice.

The concept of social justice education has its roots in the civil rights movement, feminist movement, and other social movements of the 1960s and 1970s. These movements highlighted the pervasive inequalities that existed in society and demanded that the educational system address them. Educators began to recognize the need for a more inclusive and equitable model of education that would help to create a more socially just society. As a result, social justice education emerged as a powerful tool to promote equality and social justice through education.

Social justice education emphasizes the importance of subjecting students to different experiences, perspectives, and values. It facilitates their understanding of cultural, economic, political, social, and environmental diversity. This educational model draws from a variety of disciplines, including history, sociology, political science, and the arts, to equip students with the critical thinking skills and knowledge they need to recognize and understand injustices, as well as the tools to work to remedy them.

One of the key components of social justice education is the emphasis on experiential learning. This type of learning allows students to engage in real-world experiences that foster their understanding of social justice issues. For example, students might volunteer in a community organization, participate in a protest, or organize a social justice event. By engaging in these experiences, students develop a deeper understanding of the complexities of social justice and the role they can play in promoting it.

Another important aspect of social justice education is the creation of a safe and inclusive space for dialogue and debate. This space allows students to express their ideas freely and to engage in respectful conversations about social justice topics. It provides opportunities for students to challenge their own assumptions and biases and to learn from one another.

Social justice education aims to promote equity and social justice and is grounded in recognition of historical and systemic oppressions that affect the most marginalized in our society. Through addressing these difficult but necessary issues, this educational approach aims to empower students to advocate for themselves and for others, to work towards representational democracy and build a better world for all.

In conclusion, social justice education is an educational model that aims to promote equity and social justice by addressing systemic inequalities that exist in our society. It builds critical thinking and renders students capable of advocacy for fairness and the representation of all without bias. This educational philosophy enables students to create meaningful changes in their communities, effect positive change in society and address the root causes of social injustice. It assuages social disparities and prejudices and offers a comprehensive approach to teaching about history and our collective future.   

This was the first group of black students allowed to gain admission into the Central High in Little Rock, Arkansas, after the Brown ruling. These students enrolled in the school despite the harsh criticism and many threats from the local white community. They were protected by the 101^st Airborne Division, which had been assigned to them by President Eisenhower. This triggered a series of chaotic events, the news of which captured the attention of the country.

The Little Rock Nine became the center of the struggle to desegregate public schools in the U.S., particularly in the South. These students were recruited by Daisy Bates, president of the Arkansas branch of the NAACP (National Association for the Advancement of Colored People). Martin Luther King, who was then the president of the Montgomery Improvement Association, wrote to President Eisenhower requesting a speedy resolution to permit these students to attend school.

The initial years that the students spent at Central High were quite tumultuous. This was because the educational standards at white-only schools were much more demanding than what they were accustomed to, and they also faced constant bullying and abuse from their peers and teachers. On the first day of school (September 4, 1957), a white mob assembled in front of the school. In addition, the Arkansas National Guard was deployed by Governor Orval Faubus to prevent the black students from entering the school. To counter Faubus’ action, a team of NAACP lawyers won a federal district court injunction, which prevented the governor from blocking the students’ entry. On September 23, 1957, the students entered the school using a side entrance with the help of police escorts. However, fearing rising mob violence, they were sent home soon afterward. The Little Rock incident was becoming an international embarrassment, which Eisenhower realized. As a result, he reluctantly ordered troops from the 101^st Airborne Division to protect the students. The Little Rock Nine was shielded by federal troops as well as the Arkansas National Guard for the rest of the school year.

Despite all these incidents, the courage of these students did not break. They continued to bear their oppression and faced their education with all diligence and perseverance. Ernest Green, one of the students, became the first African-American to graduate from Central High. He later worked as the Assistant Secretary of Housing and Urban Affairs under Jimmy Carter. In 1999, he was awarded the Congressional Medal of Honor.