Antiracism in School

As white teachers in a predominantly white school, we see the impacts of racism on all of our students on a daily basis. For many, they do not even recognize what they are experiencing and perpetuating. Great anti-racism work is being done throughout Vermont, but it’s either small and localized so it doesn’t spread, or it’s a top down mandate from people who have limited experience trying to actually “do it” inside of schools. And when we look at our wider community, whether it is local or national, we see similar racial issues that our students will confront when they leave our school. Milton High School has undertaken anti-racism work among the faculty for a couple of years. However, racism has not gone away, nor is it likely to without more concentrated effort and specific, direct action. This leads to our two focusing questions: first, what is the best way to bring racial equity work to a predominantly white space, especially one in which there is pushback from some stakeholders about why this race matters in a school lacking diversity? And second, what would be a viable plan for moving the school forward?

As Rowland Fellows, we will begin by deepening our own racial literacy, recognizing that racial equity starts with the self. Next, we want to study the anti-racism work being done by similar schools on the local and national levels. Working with stakeholders, we will develop an implementation plan for Milton, which could be adapted for schools around Vermont. We hope to gain expertise and knowledge so that we can help other “doers” become intentional and successful in their anti-racism work. We will use our research to create a plan to increase racial equity in a way that is done with students, faculty, and the school community, and not done to them. This plan may include options such as integrating racial equity work into the existing TA structure, creating and growing a racial equity team that includes students, or proposing required courses for students.

We envision a school culture in which all students will be able to self-identify with their racial and/or ethnic backgrounds and celebrate, share, and have pride in who they are. They will feel comfortable embracing all aspects of themselves, and they will feel valued, respected, and supported. This will lead to an increased sense of belonging and community for all members of the learning environment. Additionally, we anticipate a reduction in hazing, harassment, and bullying, and a drop in disciplinary issues, allowing all students to reach their full potential in their educations. Student attendance will increase, transfers will decrease, and student academics will become stronger. They will grow as leaders and activists, and we will see more student involvement in groups, clubs, activities, trainings, and classes that strive to create a racially equitable culture. Within our current divisive climate, educating our students to be race aware and not colorblind will begin to address the racial inequities they will face as they become members of communities beyond high school. We are all socialized into a racially segregated society, and we need to intentionally fight systemic racism in our schools in order for our students to lead richer, more vibrant lives, and to create change in their communities.