Talking with kids about race

 There are probably as many definitions of race as there are scholarly fields that explore the human condition. Pulling from the field of anthropology can be helpful in taking a somewhat objective view of the topic. According to the American Anthropological Association: Race is a recent human invention. It’s only a few hundred years old, in comparison to the lengthy span of human history. Although not scientific, the idea of race proposed that there were significant differences among people that allowed them to be grouped into a limited number of categories or races. 

First, the biological differences we see in each other — skin color, hair texture, facial features, are not only superficial, but they emerged as a result of adaptations to geography. That means many of the physical differences are the result of climate, not real group distinctions.

Second, the racial labels used to categorize the people presenting physical differences were created by others — that is, they are not fundamental to those very people. The labels were created to divide. Black people are Kikuyu or Yoruba, white people are German or Italian, Indigenous people are Odawa or Haudenosaunee.

Third, the values and qualities that are assigned to different races, particularly people of color, were devised for the benefit of people outside their so-called race — specifically white people. Claiming people were lesser benefited some and harmed others.

And lastly, although the idea of race is fundamentally woven into our minds and institutions, I believe we can change the way that we understand race, but we must understand it first. It was constructed so it can be deconstructed.

Although I began this article strongly promoting the need for dialogue, the kind of talk I’m suggesting necessarily requires some kind of action. And it begins with changing ourselves.

1. First do the hard self-work. Learn and share, read and write, reflect and consider, talk and question. Devote as much time as you have available to read books, listen to talks, sit in on webinars and chat with people who can support you in your learning. But also spend an equal amount of time thinking — about your conversations, about your physical reactions during those conversations, and about the future ‘self’ you imagine yourself to be with regards to race. How do you see yourself transformed? What are you better able to say and do? How might you be better equipped to help the cause?
2. Share the knowledge by starting with our youngest. Once you’ve done enough of that self-work to feel comfortable, share what you know with the young children (your own, your students) around you in age-appropriate ways. Make it a regular practice, something that you do on a consistent basis. If you are struggling with where to start, find a few books about some heroes and heroines, advocates and upstanders you and your child/students can learn about. Or talk to people in your circle who are further along the path than you, people who can help you in your journey.
3. Develop a thorough plan. Create a plan that takes into account the years of growth and development that are required for us to feel really comfortable talking about the topic, helping young people understand it, and working for change. It may feel like a huge challenge — but if we are really committed to understanding race, to dismantling racism, and to changing our world for the better, this should be a constant struggle we’re willing to take on.    (featured  at PBS Kids)