Black Lives Matter at School Week of Action February 1–5, 2021

Wage justice. Wage Peace. Black Lives Matter at School Week of Action: February 1-5, 2021Dear Colleagues,
Considering historical as well as events of the past year and most shockingly this past week, I believe it behooves all school librarians to collaborate with classroom educators to confront racial injustice. The Black Lives Matter at School Week is being held the first week of Black History Month, February 1-5, 2021. This is an opportune time to co-design curriculum for the unique students in your school.

Black Lives Matter at School
#BLMatSchool is a national coalition of “educators, students, parents, families, community members fighting for racial justice in school!” You can follow them on Twitter or access their website. You can contribute to the network by posting what you’re doing in your school/community to achieve racial justice.

Founded in 2016, #BLMatSchool has designated the first week of February as their week of action. On their website, educators, students, and supporters will find a “starter kit,” 13 principles, “The Demands,” and curriculum resources.

The 13 guiding principles are described on the site. “The Demands” are intended to ensure safety and equity in schools:

  1. End “zero tolerance” discipline, and implement restorative justice
  2. Hire more Black teachers
  3. Mandate Black history and ethnic studies in K-12 curriculum
  4. Fund counselors not cops

Allyship
Since our education and library professions are predominately White, Black educators, students, families, and administrators need White allies who will work alongside them to achieve these demands. As allies, we must have a mindset that doing this work is not for our Black colleagues and students but is an essential part of our own liberation from White privilege and racial injustice.

To learn more about allyship, please read the “How to Be an Ally” article on the Teaching Tolerance.org website.

The Association for Supervision and Curriculum Development has published another helpful set of resources for educators leading discussions with students about politics, civic engagement, and uncertainty.

These articles may be a place to begin your curriculum conversation with your instructional partners, grade-level or disciplinary teams, or at the whole-school level.

Curriculum Resources for Your Consideration from #BLMatSchool
Freedom Reads is a video series designed to help parents and teachers select children’s books through a multicultural, social justice lens at SocialJusticeBooks.org.

They have published lessons for online use from their Second Annual Teach Central America Week and the Civil Rights Teaching website.

The Zinn Education Project (with Rethinking Schools)  hosted an online teaching series on Teaching the Black Freedom Struggle.

Additional Resources
As librarians and educators, we know that responding to children’s and young adult literature can create a context for exploring deeply personal as well as universal themes. Skilled educators, who listen, ask thought-provoking questions, and display empathy can create the necessary open and safe spaces for these conversations. Combined with the participation of trustworthy peers, students can explore essential truths about our nation’s history and current culture and express their hopes and willingness to work for a just and peaceful future.

On my wiki, I have organized resources to support your curriculum development: https://tinyurl.com/jmBLMatSchool

  1. Virtual Book Discussions and Programming

2. Downloadable Book Head Heart Literature Circle Discussion Guide (adapted from Beers and Probst, 2017).

3. Links to Equity, Diversity, and Inclusion Books and Resources

In addition, the American Library Association offers Black History Month Graphics, including bookmarks and posters with messages and quotes to frame your curriculum.

Hard Conversations
School librarians can be leaders when we create spaces for students and educators to engage in difficult conversations. I hope you and one or more of your colleagues will make time to design a thoughtful, respectful, and unifying curriculum to involve students in taking action during Black Lives Matter at School Week of Action. I also hope you will share your work on their website.

Wage justice. Wage peace.

Latinx Kidlit Book Festival, Part 2

Image: Latinx Kidlit Book Festival - book with flowersThe 2020 Latinx Kidlit Book Festival was officially held last Friday, December 4th and Saturday, December 5th. I took advantage of the fact that all of the #LKBF2020 video sessions are available on YouTube and will continue to be available indefinitely.

This past week, I viewed three more sessions: Picture Books in the Age of Activism, Elizabeth Acevedo in Conversation with NCTE President Alfredo Celedón Luján, and Frontera Lands: Immigrant Stories About the US-Mexico Border.

Below are my thoughts and connections to the panelists who spoke during these three sessions.

Picture Books in the Age of Activism
Image: Headshots of Moderator and PanelistsAs a picturebook author, reader, and social justice activist, the title of this session jumped off the screen. Although I no longer collect books for a school library, I have a home collection that is now geared more and more toward the early childhood and future young child reading of my grandchildren.

This panel included authors Diana López (Lucky Luna), who also moderated the session, Jackie Azúa Kramer (The Boy and the Gorilla), Eric Velasquez (Octopus Stew), Silvia López (Queen of Tejano Music: Selena), and Magdalena Mora (Equality’s Call). In their session, these authors shared connections between their picture books and supporting young people as they build empathy and strive for social justice as change agents of change in kids.

By way of introduction, moderator Diana López mentioned student activists who protested in Tucson against the ban on Mexican-American Ethnic Studies, including the resources that were used in the program (see the PBS documentary Precious Knowledge).

During the session, each panelist shared how social justice inspires or frames their books (paraphrases). Jackie Azúa Kramer noted that activism starts with a question and invites us to respond with empathy and compassion. Jackie held up an article published last fall in the Washington Post that testifies to the fact that young people activists “12 Kids Who Are Changing Their Communities and Our World.”

Eric Velasquez talked about is Afro-Latino heritage and how his first book Grandma’s Records (2004) was a breakthrough picturebook of validation for children who had not previously seen themselves in print. Eric’s goal is to “subversively” bring social justice messages to readers of his books.

Silvia López, a former librarian, talked about librarians are agents of change who serve as change agents through promoting diverse tools, A refugee from Cuba, Silvia wants her books to increase readers’ consciousness of injustice and to illustrate how injustice shapes lives.

Illustrator Magdalena Mora noted her book Equity’s Call, written by Deborah Diesen, spotlights who voting rights leaders spread enfranchisement to non-White male voters and includes the fact that more work is still to be done to eliminate voter suppression.

Elizabeth Acevedo in Conversation with NCTE President Alfredo Celedón Luján
Image: Headshot of Moderator and PanelistModerator Alfredo Celedón Luján, President of The National Council of Teachers of English. Luján, and dean of students and teacher of English and study skills at Monte del Sol Charter School in Santa Fe, New Mexico, introduced Elizabeth Acevedo and her award-winning books: The Poet X, With the Fire on High, and Clap When You Land. Then Elizabeth launched the session by performing one of her poems.

For the remainder of the session, Elizabeth responded to kids’ questions. In the process, she shared bits of her growing up in Morningside Heights, a section of New York City, and how she recognized herself as a poet at the age of ten. She entered her first poetry slam contest at fourteen and experienced how other kids’ poems affected her. “A poem can be carried in the body even when it wasn’t your own (poem).”

Her comments about craft were inspiring for all writers—young and more seasoned. She noted that poems seem to arise organically; poetry is personal. Prose, on the other hand, requires authors to show up for the characters so the characters can tell their story. When asked about writer’s block, Elizabeth shared that she doesn’t believe in it. Rather she has given herself permission to jump ahead in the story or pick up another project for a while… but to never stop writing. (Great advice!)

The showed a video at the end of the session that took viewers backstage to see Elizabeth’s home and family and community connections to her books. If you only have a short time, enjoy her poem at the beginning and the video at the end of this session.

Frontera Lands: Immigrant Stories About the US-Mexico Border
Image: Headshots of Moderator and PanelistsThe US-Mexico Border is sixty miles from our home. Immigrant and southern U.S. border stories are essential reading for the youth in Arizona, their families and communities. The panel members for this session were Yuyi Morales (Dreamers), Francisco Stork (Illegal), Alexandra Diaz (Santiago’s Road Home), and Reyna Grande (The Distance Between Us). Author Aida Salazar (Land of Cranes and The Moon Within) founding member of Las Musas Books moderated this conversation about experiences and issues related to the borderland regions of the U.S. and Mexico.

The following comments by the panelists were the most noteworthy to me.

Yuyi Morales said immigration is an “act of love.” In her books, she wants readers to see people and animals as beautiful beings who can us learn and grow. Readers should come away from her books encouraged to care for others.

Francisco Stork, who suffered feelings of inferiority as a nine-year-old immigrant, wants his readers to find heroism in the acts of characters who overcome all obstacles when confronted with evil.

In her work, Alexandra Diaz hopes readers will increase their understanding of the immigrant experience—an experience that is a valued and valuable part of who she is. She hopes that understanding will extend to immigrants all across the globe.

Reyna Grande noted that we, as a country, haven’t yet learned to celebrate immigrants and the immigrant experience. She wants to educate readers about that experience while authoring human stories with universal themes of pursing dreams with hope.

For me, Yuyi’s comment sums up my take-away from this session. “Books can be an invitation to every child to tell their own story.” Immigrant/immigration stories celebrate voices “that have not yet been heard.”

Promoting Latinx Authors and Illustrators
I think this bears repeating from last week’s post.

For the thirty-plus years I have been involved in the library and larger education worlds, we have been asking publishers for more diverse books for the children, teens, and families we serve. The underrepresentation of Latinx authors and illustrators has been alarming as the Latinx student population in our schools and country continue to grow at a faster rate than some other demographic groups.

This festival demonstrates that Latinx book creators come from a wide range of cultures and countries. They remind us that there is no monolithic “Latinx” or “Hispanic” experience and that all voices are needed and welcome in order to represent and best serve readers.

Note: As I was listening, I looked up all of the authors and illustrators most recent books in our public library catalogue, requested the ones I could find, and suggested purchases of the others.

Thank you to the #LKBF2020 sponsors for supporting these authors and illustrators. Let’s do our best as librarians to get these books into the hands of all young people and particularly those whose life experiences appear less often in children’s and young adult literature.

It’s a matter of equity and social justice.

Image Credit
Latinx Kidlit Book Festival Logo

Latinx Kidlit Book Festival Recap

Latinx Kidlit Book Festival Logo: Book with FlowersThe 2020 Latinx Kidlit Book Festival was officially held last Friday, December 4th and Saturday, December 5th. However, all of the #LKBF2020 video sessions are available on YouTube and will continue to be available indefinitely. Thank you to the festival organizers and sponsors!

The videos are organized by topics that will appeal to youth, educators, librarians, and readers of all ages. These are the sessions I have viewed so far: Español, Spanglish or Bilingual: The Use of Spanish in Latinx Kidlit; No Words: Storytelling Through Pictures; Magical Realism and Beyond; and Stronger Together: Social Justice in Young Adult Literature.

All of the sessions I’ve viewed have ended with questions submitted from young people. I appreciate this reader-centered addition to a virtual literature conference.

Español, Spanglish or Bilingual: The Use of Spanish in Latinx Kidlit

Photos and Names of Authors: Español, Spanglish or BilingualThis is an important session for all librarians in terms of cultural insider perspectives on bilingual and single-language books for children and teens. These were the guiding questions for the session: Is there a “universal” Spanish? Is there an audience in the USA for Spanish-only books published in America? When does blending Spanish and English work? Is it ever hindering or confusing? What about italics for Spanish in an English text? Is there a time that is best to do dual versions, rather than having a bilingual book?

Author and educator Monica Brown (Lola Levine Is Not Mean) moderated the panel and contributed many insights from her professional and personal experience. Monica, whose mother was born in Peru, shared her connections to Peruvian culture, history, and language. She talked about working collaboratively with translators because her own Spanish is not quite proficient enough to support her writing in both languages. (The country/culture of origin of Spanish language translators is an important conversation for the future.)

Lulu Delacre (Luci Soars) is originally from Puerto Rico and has been writing in both English and Spanish for many years; she is also an illustrator. Lulu noted that when both languages are included side by side in a picturebook, it equalizes Spanish language and creates opportunities for speakers/readers of both languages to share the text.

René Colato Laínez (Telegramas) who came to the U.S. from El Salvador in 1985 talked about his experience as an immigrant without papers and how crossing borders influences his writing. He is also an educator of young children and considers their social-emotional needs in his books.

Mariana Llanos (Eunice and Kate) who was born in Peru shared the critical importance of bilingualism in her work and life. She noted that some adults who don’t speak a second language shy away from purchasing bilingual books because they can only read one of the languages in the book.

Natalia Sylvester (Running) who was also born in Peru associates Spanish language with “home” because her mother only allowed Spanish to be spoken in their U.S. home. Natalia talked about how there are commonalities among Spanish speakers and also how the language is different for each country or cultural group. She uses Spanglish in her young adult book because code switching captures the feelings of the characters and accurately represents the way people living in dual cultures talk. She wants to make readers feel “at home” in her books and in the beauty of language.

I learned from their discussion that there is no one opinion about whether or not to italicize non-English words and phrases in their books.

No Words: Storytelling Through Pictures
Photos and Names of Illustrators: No WordsI was able to attend this session live. Wow! This group of illustrators had such fun sharing their work, their favorite art-making tools, and their illustration processes: Juana Medina (Juana & Lucas), Raúl the Third (Lowriders), Axur Eneas (Student Ambassador: The Missing Dragon), Carlos Aponte (Across the Bay) and Adriana Hernandez Bergstrom (Abuelita and I Make Flan).

Readers are lucky to have their creativity and expertise in making visual media to tell stories.

I especially loved the portion of this session where the moderator Adriana Hernandez Bergstrom read thoughtful questions kids submitted for these illustrators. Thank you to the children for their questions and the illustrators for their personal and often humorous responses!

Magical Realism and Beyond
Photos and Names of Authors: Magical Realism and BeyondIn my reading of adult books, I have connected to magical realism, particularly in the works of Isabel Allende, Gabriel García Márquez, and Toni Morrison. This session attracted me because I am not as familiar with this literary style in books for children and young adults. Michelle Ruiz Keil (All of Us with Wings) moderated this session with Samantha Mabry (Tigers, Not Daughters), Guadalupe Garcia McCall (Shame the Stars), Daniel José Older (Shadowshaper Legacy), and Julio Anta (Frontera).

One thing I appreciated in this conversation was the distinction the authors made between magical realism and the supernatural. Their connections to family experiences of magical realism are not supernatural but rather the magic of “what is” (real). I resonate with that feeling and belief and look forward to reading the works of these authors.

Stronger Together: Social Justice in Young Adult Literature
Photos and Names of the Stronger Together AuthorsSocial justice and societal change in YA lit is a timely topic. This session was moderated by author and educator Jennifer De Leon (Don’t Ask Me When I’m From). The panel included Yamile Saied Méndez (Furia), Lilliam Rivera (Never Look Back), Lucas Rocha (Where We Go From Here), and Jenny Torres Sanchez (We Are Not From Here). Each author shared their inspirations for writing their most recent book.

One commonality among the intentions of these authors is to show the humanity of individuals and their struggles and to provide readers hope. As moderator-author Jenn De Leon noted, these authors dive deep into broad societal issues. They create stories that bring the power of being inside individual characters’ experiences to consider and wrestle with universal themes, feelings, hopes, and dreams – and to take action.

Promoting Latinx Authors and Illustrators
For the thirty-plus years I have been involved in the library and larger education worlds, we have been asking publishers for more diverse books for the children, teens, and families we serve. The underrepresentation of Latinx authors and illustrators has been alarming as the Latinx student population in our schools and country continue to grow at a faster rate than some other demographic groups.

The participants in the festival give those of us who share Latinx literature with young people hope that the future of publishing is bright for them–our readers and these authors and illustrators.

This festival demonstrates that Latinx book creators come from a wide range of cultures and countries. They remind us that there is no monolithic “Latinx” or “Hispanic” experience and that all voices are needed and welcome in order to represent and best serve readers.

Note: As I was listening, I looked up all of the authors’ and illustrators’ most recent books in our public library catalogue, requested the ones I could find, and suggested purchases of the others.

Thank you to the #LKBF2020 sponsors for supporting and promoting the work of these authors and illustrators. Let’s do our best as librarians to get their books into the hands of all young people and particularly to our youth whose life experiences appear less often in children’s and young adult literature.

It’s a matter of equity and social justice.

Image Credit
Latinx KidLit Book Festival Logo

Indigenous History, Land, and Climate Justice

Photograph of Multi-colored Indian CornNovember is American Indigenous Peoples Month/Native American Heritage Month. It is also when many U.S. families celebrate Thanksgiving, a harvest festival, the origin of which as we learned in elementary school, was a feast that included Wampanoag people and Pilgrims at Plymouth Colony, Massachusetts in 1621.

In American Indian cultures across this land, there are perspectives on Thanksgiving that reflect the broader historical and devastating consequences that resulted from this shared feast and subsequent deadly conflicts between colonizers and Indigenous peoples. (See the Smithsonian National Museum of the American Indian “Thanksgiving” resources  and “Transforming Teaching and Learning about Native Americans” resources, part of the Native Knowledge 360° Education Initiative.)

Land Statement Acknowledgments
In 2020, a growing number of non-Indians are recognizing the fact that the land on which we live belongs to the Indigenous people who lived on this soil long before White arrival.

As an acknowledgment of that fact, many individuals and organizations are developing land statements. There are websites that help land statement writers examine their motives, their minds, and their hearts as they compose an acknowledgment that honors and shows respect for the Indigenous history of the land on which they live and work.

When I crafted a land statement for this blog and when I collaborated with members of the Arizona Library Association (AzLA) to create one for the organization, we used the guidance found on the Native Governance Center’s “A Guide to Indigenous Land Acknowledgement” website and in the case of AzLA feedback from the tribal members of our association.

I live in Tucson sixty miles from the Mexican border. Today, the Tohono O’odham American Indians live on approximately 3 million acres to the west and south of Tucson. Their reservation extends into northern Sonora, Mexico and is larger than the state of Delaware. O’odham also live off reservation throughout Arizona and in communities across the country.

This is the land acknowledgement you will find on the About page of this blog:

Land Statement Acknowledgement: I post to this blog and share information from my home in Tucson, Arizona, which is built upon the traditional homelands of the Tohono O’odham and their ancestors the Hohokam. Their care and keeping of this land allow me to live here today.

The Tohono O’odham
Our Tucson community is diverse in terms of race, ethnicity, and culture. Ten percent of the students at Elvira Elementary School, where long ago I served my first year as a school librarian, were Tohono O’odham children who were bussed into Tucson from the nearby San Xavier District of their reservation. This was a first-time experience for me teaching and learning with and from American Indian students and families. That year at Elvira made a lasting impact on my teaching, writing, and my life. (See 12/18/29 “Gifts of Windows and Mirrors” blog post.)

The Tohono O’odham are not well known outside of the Southwest. Some years ago when the Smithsonian’s National Museum of the American Indian (NMAI) in Washington, DC first opened, I had the opportunity to visit and was pleased to see O’odham culture and art included in an exhibit.

I have since followed other NMAI events that have included O’odham culture and knowledge like this lecture by Terrol Dew Johnson, founder of Tohono O’odham Community Action (TOCA), “Living Earth 2019.” In his talk, he shares native food ways and how TOCA guides O’odham people in reconnecting with traditional farming, harvesting, processing, and preparing local food.

Indigenous Peoples and Climate Justice
Last September 12, 2020 on Indigenous Peoples’ Day, the Smithsonian hosted a Virtual Indigenous People’s Teach-In: Food and Water Justice. Teaching for Change offers a webpage devoted to a recap of the keynote, workshops, and teaching resources that grew out of this professional development opportunity.

In collaboration, the Zinn Education Project offers a lesson plan for middle and high school students: “Stories from the Climate Crisis: A Mixer.”  The Zinn Project also has a book of resources and activities titled A People’s Curriculum for the Earth: Teaching Climate Change and the Environmental Crisis.

The NMAI also offers “American Indian Resources to Environmental Challenges” resources to share projects today’s Indigenous peoples are leading to continue their stewardship of the land.

Gratitude
As you consider your blessings at this time in our shared history, I hope you will pause to acknowledge and give thanks for the land on which you live and work. As school librarians, I hope you will also recommit to teaching and coteaching with classroom teacher colleagues for social and climate justice and enlist young people in learning about and caring deeply for our Earth and its peoples.

Image Credit

Ulleo. “Corn.” Pixabay.com, https://pixabay.com/photos/corn-harvest-food-ornamental-corn-3663086/

World Kindness Day, Love, and Justice

Image of two hands surrounding a heart with the scales of justice in the centerThis coming Friday, November 13, 2020 is World Kindness Day. The mission of Inspire Kindness.com is to “inspire the world’s greatest kindness movement.” World Kindness Day “has the purpose is to help everyone understand that compassion for others is what binds us all together. This understanding has the power to bridge the gap between nations.” The Inspire Kindness website offers posters and other printables, a video, and ideas for celebrating World Kindness Day at school.

Quote to Teach and Live By
During the presidential campaign, I was introduced to this quote from author, scholar, and activist Dr. Cornel West:

“Never forget that justice is what love looks like in public.”

World Kindness Day seems to me to be an appropriate time to consider the connection between love and justice. I believe a wise thought such as this one can be our guide as we, school librarians and other educators, negotiate our place in today’s and tomorrow’s civic and education conversations.

During this season of misinformation, disinformation, propaganda, and bold-face lies, we have renewed our commitment to teaching students to be critical thinkers who learn and practice news/media literacy. This is essential work.

See Lia Fisher-Janosz’ 11/03/20 Knowledge Quest post: “We Hold These Truths to Be Self Evident: Learning and Discerning in 2020 and Beyond” and my own 11/02/20 post “News Literacy and Democracy.”

Public Education and Justice
Last week, Arizona voters passed Prop. 208! For students who attend K-12 district public schools, serve in and advocate for public education in Arizona, this hard-won outcome is cause for great celebration. Working toward providing every young person with a high-quality education guided by better-paid educators is both an expression of love and an act of social justice.

This measure includes funding for hiring and retaining state-certified school librarian positions in Arizona district public schools. I was just one among the many who dedicated time and energy to promoting this initiative. My personal thanks go out to all who worked on this effort, including members of the Arizona Library Association and EveryLibrary executive director John Chrastka.

When we resume the Tucson Unified School District School Librarian Restoration Project, we will be meeting with newly elected TUSD board members: Natalie Luna Rose, Sadie Shaw, and Ravi Grivois-Shah. Having the Prop. 208 funds in the bank will definitely make those conversations “sweeter.” (This win is important because it reflects Arizonans’ frustration with the inability of our governor and state legislature to restore public school funding to pre-2008 recession levels.)

Developing Hearts
As we serve young people, school librarians have the opportunity and the charge to guide students in developing their hearts as well as their minds. We have the dual charge to both teach and coteach our school’s curriculum with a focus on information literacy and critical thinking AND to develop students as lifelong readers who develop understanding, compassion, and empathy through reading and interacting with literature.

In order to serve our learning communities in both of these ways, we must practice our core values of equity, diversity, inclusion, and intellectual freedom. As Metro Nashville school librarian Erika Long states: “Librarians must commit to being radical change and equity warriors to ensure no one is omitted” (2020, 13).

The reading materials and learning opportunities we provide through our libraries must reflect our values, reach and speak to all students, and support all educators in guiding students to success. We must collaborate with other educators to engage students with literature, to invite them to discuss diverse literature with their peers and guides—to use literature as a springboard for personal growth and societial change.

SEL = Human(e)
I appreciate this “formula” that Steve Tetreault proposed in his 11/6/20 Knowledge Quest blog post “Finding Moments of Joy.” Whether or not we consider this an “academic” formula, it is true that social-emotional learning helps us develop as whole human beings—as humane humans.

Diverse, inclusive literature can be a large part of a “heart” curriculum because it helps us connect with others people’s experiences. Readers can develop our compassion and empathy, and can grow our human-ness through story.

Living with uncertainty, as we are today, is difficult for many of us, including our students, colleagues, and families. Let’s be sure to practice kindness every day and make a commitment to connect, to educate hearts as well as minds as we move forward into a more just future—together.

Works Cited

Inspire Kindness. 2020. “World Kindness Day.” https://inspirekindness.com

Long, Erika. 2020. “Radical Change Agents and Equity Warriors.” School Library Connection, October, 12-14.

Tetreault, Steve, 2020. “Finding Moments of Joy.” Knowledge Quest (blog), November 6, https://knowledgequest.aasl.org/finding-joyful-moments/

Image Credit:

GJD. “Heart Love Passion Peace Sign.” Pixabay.com, https://pixabay.com/vectors/heart-love-passion-peace-sign-2028061

Support Arizona Students and Educators: Save School Librarians

Image: Arizona Ballot Proposition 208Arizona’s district public schools have an equity problem. Many students and educators are learning and teaching without the support of a state-certified school librarian in their school. This lack of access to the knowledge and skills of library literacy leaders is an equity issue. As a matter of social justice, all students and educators deserve the support of a highly qualified school librarian.

Proposition 208: The Invest in Education Act
This fall Arizona voters have an opportunity to help transform K-12 public schools. Proposition 208, the Invest in Education Act, will be on the ballot. The proposition levies a 3.5% state income surtax on individuals earning over $250,000/year and couples earning over $500,000 a year.

When the proposition passes, 50% of the funds collected will be earmarked for increasing salaries, hiring, and retaining educators, school librarians included. (To learn more about #INVESTInEd view the Yes on Prop. 208 video).

The fact that school districts can use these funds to hire and retain state-certified school librarians means the Arizona library community is “all-in” for this proposition. The Arizona Library Association (AzLA) and the Teacher Librarian Division (TLD) of AzLA are partnering with EveryLibrary, Investined, and the Arizona Education Association to promote voting and passage of this voter initiative.

The Problem in Context
Arizona is one of six states that has not yet recovered education funding since the last recession. In fact, according to the Center for Budget and Policy Priorities, between 2008 and 2015 Arizona’s funding for education adjusted for inflation declined 36.6%.

Even with the #20×2020 teacher salary increase passed by the Arizona Legislature in 2018 as the result of the #RedForEd movement, Arizona teachers rank 46th in the nation for average teacher pay. California is second highest and New Mexico ranks 36th. Arizona cannot retain teachers if they can earn so much more in neighboring states.

According to an Education Law Center study cited by U.S. News and World Report in January of this year, Arizona’s school funding in 2016-2017 amounted to $5,477 per pupil, falling far short of the national average, $14,046.

Clearly, K-12 education funding in Arizona is in dire straits. Underfunded schools and priorities that have not included school librarian literacy leaders have resulted with very few state-certified school librarians remaining in positions in districts throughout the state.

It will take a coalition of like-minded people and organizations and a long-term commitment to fix what is broken.

Successful Advocacy Campaigns
Successful advocacy campaigns require building partnerships with other people and organizations that share our values. AzLA and TLD members promote and provide library services to Arizona’s youth and families. Literacy and voter education are central to our mission. We care deeply about the present and future of young people’s access to high-quality education and to the health of our democracy.

Partnering with EveryLibrary is giving us the opportunity to bring something to the table when we meet with the Invest in Education Act leadership. Together, EveryLibrary, AzLA, and TLD have launched a “Take the Pledge to Vote YES! on Prop. 208” campaign.

When we work together to build support for voting and for this proposition, we will assure education stakeholders that the library community is committed to improving education funding in our state. We are committed to passing this initiative and to working together to provide literacy learning opportunities for Arizona’s youth.

If you are an Arizona voter, we invite you to Take the Pledge to Vote YES! on Prop. 208. If you live in another state and have friends or relatives in Arizona, please share the Pledge with them.

Thank you.

Image courtesy of the Arizona Library Association. Used with permission.

Free Speech and Editorial Cartoons

Image: "We the People" U.S. Constitution flanked by the U.S. flagOn this Labor Day holiday, I’m thinking about how students learn the history of our national celebrations and observances. In my experience, Labor Day could be one of the least studied of those. At this time during a pandemic, it is important that we reflect on the sacrifices being made on our behalf by first responders and front-line workers, including educators who care for the academic as well as the social-emotional health of U.S. students.

Not to diminish this holiday for U.S. workers, but considering the 2020 election cycle, Constitution Day, which is celebrated on September 17th, seems to me to be more pressing in terms of students’ needs to understand the meaning and relevance of this day of observance.

Connie Williams wrote an August 20, 2020 Knowledge Quest blog post that provides resources for educators who want to guide students as they dig deeper into the frameworks of our system of government. See her post “Integrating Constitution Day into Your School Curriculum,” including a link to information about a poster contest with an October 2, 2020 deadline.

First Amendment Rights
For me, the time is right and ripe to focus students’ attention on the First Amendment to the Constitution.

First Amendment: “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.”

With the Black Lives Matter Movement protests and counter-protests happening across the country, questioning the purpose, exercise, and limits, if there are any, of this right is relevant whether or not we are actively engaged in civil unrest.

One of the ways I have engaged students in thinking about our freedom of speech and freedom of the press is through deep dives with editorial cartoons. Not only do these texts, which are accessible online and in paper print, sharpen students critical thinking skills but they also give students the opportunity to learn and practice questioning and drawing inferences, essential reading comprehension strategies.

Free Speech
In Tucson, we are lucky to have David Fitzsimmons, a talented and “no-holds-barred” editorial cartoonist who has been sharing his opinions in the Arizona Daily Star since 1986. He’s won many awards and his cartoons are syndicated to over 700 media outlets worldwide. Like many editorial cartoonists, David shares his work via social media as well. You can find his cartoons and commentary at: @DWFitzsimmons (Notice he describes himself as an “insultant.”)

Like all editorial cartoonists, David makes no bones about the fact that he is a “biased, partisan, unfair” commentator on social and political topics. I recently attended a Star Opinion Page Reader Chat where David shared his work. (The quotes are from my notes.)

In that chat, David shared how a cartoon he penned and published on May 31, 2020 after George Floyd’s murder was used as a “political satire” text by Cooper Junior High social studies teachers in Wylie, Texas, located just north of Dallas.

According to the newspaper article in the Fort Worth Star-TelegraphWylie ISD faces backlash after assignment includes cartoon comparing police with KKK,” the students were learning about the Bill of Rights and the cartoon was not part of the district’s curriculum.

On August 26, David Fitzsimmons wrote an op-ed in the Arizona Daily Star in response to the controversy: “Fitz’s Opinion: Texas, Governor Abbott and the National FOP are not happy with this cartoonist.” I agree with David that the Fort Worth Star-Telegraph’s headline misrepresents his cartoon. I also agree with his assessment of the overall situation surrounding this incident: “Persecuting, smearing and scapegoating public school teachers for teaching truth, civic dialogue, historical context and critical thought is beyond unacceptable. It’s un-American.”

Intellectual Freedom
Intellectual freedom is a core value of librarianship. I believe school librarians have an essential role to play in bringing thought-provoking texts into the academic programs in our schools. When I served as a librarian at Sabino High School in Tucson (2001-2003), David was an engaging and effective guest speaker for social studies and history students and classroom teachers. Sadly, he reports that invitations to share with K-12 students have sharply decreased in recent years.

David gave me permission to reproduce one of his cartoons in in my book Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact (ALA 2012). The ‘toon entitled “Asterisk” focuses on how the Constitution grants us the rights enumerated in the Bill of Rights. The asterisk leads readers to a briefcase with these words printed on its side in capital letters: SPECIAL INTERESTS.

Whether teaching face to face or remotely, these widely available texts are goldmines for students. Visual texts like editorial cartoons capture today’s students’ attention. Pairing cartoons penned by editorial cartoonists with divergent viewpoints can create deep conversations. Questioning these texts and using readers’ background knowledge and evidence in the drawings and carefully selected (minimal) words in editorial cartoons to make inferences are ways to shore up students’ thinking and reading skills. Educators can also use editorial cartoons as provocative texts to launch inquiry learning, especially in the areas of civics, social studies, and history. (My hats are off to the classroom teachers in Wylie ISD.)

Additional Resources for Editorial Cartoons
David Fitzsimmons’ editorial cartoons and op-eds can be accessed via the Local Editorials and Columnists Opinion Page at Tucson.com.

The American Association of Editorial Cartoonists offers a gallery of editorial cartoonists’ work.

Many cartoonists have websites where they display their work. The Cartoonist Group site includes editorial cartoonist Clay Bennett’s work, which I use it in the “advanced questioning” lesson plan in my book.

Side note: In his 9/3/20 reader chat talk, David Fitzsimmons stated there are only 23 editorial cartoonists working in the U.S. today. He also listed the local newspapers that are on the brink of collapse. If you are as lucky as I am to still have a local paper, I hope you subscribe to it. I also hope you are integrating the paper printed or online issue of your local newspaper into your teaching. In 2017, The Washington Post adopted “Democracy Dies in Darkness” as its official slogan. It’s worth asking yourself and your students how local newspapers can be beacons that shine the light.

Image Credit:
wynpnt. “Constitution 4th of July.” Pixabay.com, https://pixabay.com/illustrations/constitution-4th-of-july-july-4th-1486010/ 

Antiracist Early Childhood Book Audit

Book Cover: Antiracist BabyEarlier in the pandemic, I spent seven months with my infant and toddler grandchildren. In March, their family came to Tucson from California to shelter in place. At the time, the public libraries were closed and the books I had given the kids were in storage out of state. This meant we had to rely on my own collection of baby and preschool-age books… and I found it lacking.

Conducting a diversity audit of my early childhood books was a wake-up call for me. It seems I had a few board, paperback, and hardcover books for this age group on my shelves but the majority of them had animal and inanimate object characters. Although I had a few with diverse human characters, I definitely needed to expand our reading choices.

Book Jackets: More, More, More, Said the Baby; The Big Book of Famiies, Everywhere Babies, Ten, Nine, Eight, and Whoever You Are

I should add at this point that I had received some publicity regarding Dr. Ibram X. Kendi’s board book Antiracist Baby illustrated by Ashley Lukashevsky (2020). I immediately ordered it and then it took four months to arrive!

In the meantime, I turned first to Star Bright Books, publisher of my board book Read to Me (2004) also available in Spanish/English, Vietnamese, Vietnamese/English, and Haitian Creole/English. Star Bright is known for publishing early childhood books with diverse characters and many of their titles are bilingual or offered in diverse languages.

Due to pandemic safety measures, our infant granddaughter had not seen other babies, and our toddler grandson had not played with other children. The books below are the Star Bright Books I added to our home collection. Book Jackets: Babies, Babies!; Big Box for Ben; Clean Up, Up, Up; Eating the Rainbow; My Face Book

Next, I consulted the list of board books offered on the Social Justice Books website. I was happy to see that several of the books I owned or had recently purchased were on their list.

At some point along the way, I found the Leo and Lola series by Anna McQuinn that engaged our two-year-old grandson in seeing, hearing, and talking about babies and young children involved in everyday childhood activities. Thankfully, the public library re-opened for requests and pick-up and had these titles in their collection.

Book Jackets: Lola Plants a Garden; Leo Can Swim; Leo Loves Baby Time; Lola Loves Stories; Lola Reads to Leo

Last week, our family’s copy of Antiracist Baby arrived. At the time, I was immersed in the Racial Justice Challenge (RJC). One thing I had shared was the lack of diverse representation in the early childhood selections in our home book collection. Kendi’s book was the perfect reminder of how families, and White families in particular, can positively influence the young children in their lives with regard to normalizing diversity in books for infants and preschool children.

In his book, Kendi offers nine steps to make equity a reality. The first step is to “open your eyes to all skin colors.” During the RCJ, I also shared how my own awareness of race came later in my childhood; to the best of my recollection, I was around eight years old. It is important to me that my grandchildren not experience any delay in acknowledging and affirming difference.

Similar to my book Read to Me, the print in Kendi’s book is directed to the adult readers of his board book. While Ashley Lukashevsky’s bright, bold illustrations will catch the eyes of young children, the message and strategies Kendi offers for overcoming racism are for parents, grandparents, caregivers, and all older children and adults. Kendi invites readers to believe we can transform society and overcome racism and charges us with beginning that process with the very young.

For the foreseeable future, Antiracist Baby and Read to Me will be our family’s baby shower book selections.

Racial Justice Challenge

Photograph of Protesters with SignsLast week, August 3rd – 7th, I participated in the Racial Justice Challenge (RJC). Perhaps you did too. I appreciate the Fogler Library folks at the University of Maine for designing, curating, and facilitating the RJC. It is not too late to participate in this work. The RJC links are live and will be accessible into the future.

Each day, for five days, I received an email with several tasks designed to “learn, listen, share, and take action regarding race, racism, and antiracism.” Along with other participants, I explored how to be antiracist (versus “not racist”), examined issues of race in the media, and designed a personalized racial justice plan. (See the Welcome page.) Some of the resources shared were new to me. I revisited others or used them as springboards to read/view other resources I had in my queue.

As a White middle-class cisgender female and a retired K-20 educator, I participated with a preK-12 educator lens and with an eye for how school librarians can be especially instrumental in antiracist activism. I am currently editing a professional book centered on core values in librarianship, including equity, diversity, and inclusion. The RJC helped me think more deeply about our work and our book.

There is no way to fully share my experience but this is a start.

Note: I am reading Stamped from the Beginning: The Definitive History of Racist Ideas in America by Ibram X. Kendi and appreciate his decision to capitalize both Black and White in his writing. I am adopting that convention here.

Day One
I have long been an avid supporter/follower/reader/user of Teaching Tolerance resources. The RJC kicked off with an article by Cory Collins (2018) “What is White Privilege Really? Recognizing white privilege begins with truly understanding the term itself.”

(Thank you to the facilitators for this article because this gave me confidence from the first day this work would build on what I already knew from my work in K-12 and university-level teaching and research.)

In defining White privilege, Collins cites Francis E. Kendall author of Diversity in the Classroom and Understanding White Privilege: Creating Pathways to Authentic Relationships Across Race (2006): “having greater access to power and resources than people of color [in the same situation] do.” The fact that I have been privileged with the “power of normal” and the “power of the benefit of the doubt” were important reminders to me. These powers ensure systemic racism.

This concept connected for me with Dr. Kendi’s idea regarding the origins of racism in the U.S.: “racial discrimination led to racist ideas led to racist ideas led to ignorance/hate” (2016, 9).

White privilege also endows me as a White woman with the power to remain silent in the face of racial inequity. By definition, my privilege gives me the option to avoid the discomfort of confronting racism because I am “safe.”

In the NPR video: “Me and White Supremacy Helps You Do the Work of Dismantling Racism.” I was introduced to the work of Layla Saad, author of Me and White Supremacy: Combat Racism, Change the World, and Become a Good Ancestor (2020). Ms. Saad is an East African, Arab, British, Black, Muslim woman living in Qatar. She developed a 28-day process that she calls a “personal anti-racism tool” designed to teach those with White privilege how systemic racism works and how they can stop contributing to White supremacy in the world. I appreciate her message: Systems are made by people and can be changed by people. As with changing cultures and school cultures, in particular, there is power and greater opportunities for success in doing this work with a group of colleagues.

From the very first day of RJC, the comment board where participants shared their responses to the resources shared was, for me, one of the most informative aspects of Day 1 and every day thereafter. I appreciate how people anonymously shared their feelings, experiences, and thoughts with the group. Other people’s posts made me think harder about what I was reading.

Day Two
Day Two began with viewing Dr. Ibram X. Kendi’s June 17, 2020 TED Talk: “The difference between being “not racist” and antiracist” (51 minutes). I had previously viewed this video and the one in which he is interviewed by Dr. Brené Brown. My take-aways again were reminders of definitions I believe are central to this work:

Racist = a fixed category – central to who someone is – evil/KKK/White supremacist

Not-racist = racist (denial)

Antiracist = acknowledgment of racial inequities and taking action to eliminate them – cannot be neutral, must admit privilege, be self-critical, and view racism as the problem

Again, the comment board posts were very powerful.

I glanced at the “100 Things White People Can Do to Fight Racism” article written by Corrine Shutack. While I agree with all of these actions, many of them related to political activism, there was part of me that wished these things were framed as what ALL people can and should do. Similar to advocacy in the world of librarianship, it often starts and must be sustained by “insiders” as well as the advocates we enlist to support change.

Day Three
I have shared and discussed the “single story” perspective in my university-level teaching. Chimamanda Ngozi Adichie’s message in “The Danger of a Single Story” is supported today by #OwnVoices and #WeNeedDiverseBooks. Identifying and promoting the diversity of life experiences raises questions in my courses and in my life as an author, which are too numerous to explain here. Bottom line: I always benefit from hearing other people’s responses to this work (see the comment board).

I appreciate the menu of choices the facilitators curated for Day 3. For me, the most useful was the link to “The Best Latinx Books According to Latinx Writers.”

Where I live in Arizona, Latinx and American Indian peoples are the majority minority groups. I am always searching for ways to further educate myself about their cultures and concerns as well as their literature. From the list, I have several books in queue on my nightstand, including In the Dream House by Carmen Maria Machado (2019) and My Time Among the Whites: Notes from an Unfinished Education by Jennine Capó Crucet (2019). I look forward to reading these and other suggestions from the list.

One question asked of participants this day was when were we first aware of our race. Again, as a White child born in 1950, I had a common experience: my world was White.

In 1999, I created a VoiceThread example for a children’s literature course I was teaching to answer “Where I’m From.” As is plain to see, I am from working class Whiteness. It wasn’t until I was around eight when we got our first TV that Black “characters” introduced me to a view of Blackness and delivered harmful stereotypes into our home. It wasn’t until I was fourteen when my nuclear family moved from St. Louis to Detroit that I became aware of the real life lived experiences of Black people.

Day Four
After reading and reflecting on the news stories and how images and print shape perceptions, I viewed “Indigenous People React to Indigenous Representation in Film and TV (Pocahontas, the Lone Ranger)” published October 14, 2019 (Indigenous Peoples’ Day). This video made it clear to me that the interviewees’ responses to various media portrayals of American Indians varied. They did not speak with a single voice and reinforced to me Louise Rosenblatt’s reader response theory that honors the experiences and background knowledge that readers/viewers bring to a text. Some of the differences I noted seemed to be generational. I was delighted to learn the video producer Lauren is of Tohono O’odham and Apache heritage. Few people across the U.S. know about the Tohono O’odham whose southeast Arizona reservation borders Tucson and extends into Mexico.

This video also prompted me to find out which U.S. states have replaced Columbus Day or adopted Indigenous Peoples’ Day. This is the list: Alaska, Hawaii (Discoverers’ Day), Louisiana, Maine, Michigan, Minnesota, Nevada (Aug 9), New Mexico, Oregon, South Dakota, Vermont, Wisconsin, and dozens of cities, including Tucson. Although I already knew my state is not among them, I’m grateful to the K-20 educators who discuss this holiday in Arizona classrooms and libraries.

The Morgan Freeman meme was offensive to me. The fact that people can take someone else’s image, good name, and work and reframe them to meet their own agenda stinks. Considering the work Freeman is doing on social media, I certainly hope Freeman’s reading of Representative John Lewis’s farewell message of activism and love gets more attention.

In terms of interacting with the resources provided, I took a bit of a detour on Day 4 to watch the Black Caucus of the American Library Association (BCALA) video: “Translation of Service: How Does My School Library Program Look Now?” This video prompted me to once again confront the fact that our profession is predominantly White and that the publicizing the work of our colleagues of color is instrumental in attracting more POC to the library and education professions.

I also read “So You’ve Messed Up: Recognising Failures In Your Anti-Racism & What To Do Next” by Orla Pentelow. My goal is to be a non-optical ally. Since I have the fear of making mistakes and can respond to criticism with defensiveness, these strategies are important for me to practice.

On this day, I decided to pick up where I left off reading Kendi’s book for my free choice independent reading.

Day Five
Some participants revealed who they were on the comment board with their final reflections. One person’s post led me to her blog where I learned her school librarian position had been cut and she was, I hope temporarily, stepping away from school librarianship. (She and I have been in touch.) This was particularly disturbing news in light of the BCALA video I viewed the previous day.

I started my Racial Justice Action Plan and found it challenging to complete. I will make the commitment to continue to work on it. As a retired educator (and elderly person according to the CDC), my sphere of influence at this point in time is greatly reduced. I am not currently teaching K-12 students or preservice school librarians. My antiracist acts will mostly involve my continued efforts toward self-education and my interactions with friends and family members, in the letters to the editor and op-eds I write for the Arizona Daily Star, and in my communication with my elected representatives in Phoenix and Washington, DC.

I am, however, editing and contributing to a professional book for school librarians focused on core values in our profession: equity, diversity, inclusion, and intellectual freedom. The resources, reflection, and questions that remain from this week with the RJC will influence my thinking as I complete my introduction and chapter for the book and provide feedback to the other contributors.

Thank you to Jen Bonnet and the Challenge Team at the UMaine Fogler Library for organizing and promoting this learning experience.

Work Cited

Kendi, Ibram X. 2016. Stamped from the Beginning: The Definitive History of Racist Ideas in America. New York: Nation Books.

Image Credit

Life Matters. Pexels.com. https://www.pexels.com/photo/crowd-of-protesters-holding-signs-4614165/

Professional Book Review: Lift Us Up, Don’t Push Us Out!

Book Jacket: Lift Up Up, Don't Push Us Out!This week, August 3rd – 7th, I’m participating in the Racial Justice Challenge. Perhaps you are participating too. Each day, for five days, I’ll receive an email with several tasks designed to learn, listen, share, and take action regarding race, racism, and antiracism. Along with other participants, I will explore how to be antiracist (versus “not racist”), move beyond a single story, examine issues of race in the media, and design a personalized racial justice plan.

I will be participating with a preK-12 educator lens and with an eye for how school librarians can be instrumental in antiracist activism. I look forward to reporting my learning in next week’s blog post.

As part of my preparation, I read essays from Lift Us Up, Don’t Push Us Out! Voices from the Front Lines of the Educational Justice Movement by Mark R. Warren (2018). I was unaware of the book when it was published and am so grateful to the contributors for sharing their experiences in striving for and achieving social justice in schools. You can also access an interview related to #LiftUsUpDontPushUsOut.

The book is divided into four sections. While all of the essays are worth reading, I’m sharing my response to four focused on race and ethnicity.

Part One: Building the Power for Change: Parent, Youth, and Community Organizers
“Speaking Up and Walking Out: Boston Students Fight for Education Justice” was written by Carlos Rojas and Glorya Wornum. Each author tells their first-person story about why and how they became involved with Youth on Board (YoB). Glorya shares how, beginning in 8th-grade, she experienced discrimination and suspensions as a Black student who asked too many questions and looked for family among angry peers. She found “positive energy among angry people” (21) through YoB. She learned how to express strong emotions in a productive way, ask questions respectfully, and lead change. Carlos shares how his life changed when he could say aloud: “I’m undocumented and unafraid.”

Both of these young people were leaders on the “Code of Conduct Advisory Committee” that help change punitive disciplinary practices to restorative justice interventions in their school, their district, and later via legislation that impacts students throughout Massachusetts. They were also involved in creating an app to help students, educators, and parents know their rights and responsibilities. They helped organize student walkouts when the Boston mayor threatened to cut school budgets that resulted in funds being restored.

Carlos and Glorya’s message: Put young people’s experiences, voices, and solutions at the center of educational social justice. While reading their essay, I made strong connections with the young activist life of Representative John Lewis. When educators make a space for student organizing, students can experience agency and advocacy that can carry them and our society forward throughout their lives.

Part Two – Broadening the Movement: Building Alliances for Systemic Change
Last month, I participated in a webinar with Diane Ravitch and Jitu Brown. (It was through that webinar that I learned of this book.) Jitu contributes an essay called “#FightforDyett: Fighting Back Against School Closings and the Journey for Justice.” He tells how school closures in Black and Brown neighborhoods increase class sizes, undermine community cohesion, and price people out of homes with the resulting gentrification. He shares how their advocacy coalition proved in court that closing schools attended by students of color is an act of racial discrimination when small schools in White neighborhoods are allowed to remain intact.

In his essay, Jitu shares how students and multiracial community organizations came together to fight the closure of Dyett High School on Chicago’s southside, a predominantly Black neighborhood. He tells how the community, led by two high school students, engaged in civil disobedience and captured the attention of the national media after the mayor announced the school would reopen as a charter school. This was unacceptable to the community; they presented their vision for a technology and arts curricular focus for their school. As the result of a hunger strike, the community succeeded in keeping the school open and are still working to see their vision come to full fruition.

Jitu’s story and work connect strongly to the challenges we face where I live in Arizona. The proliferation of charter schools has negatively impacted Tucson Unified School District (TUSD), our largest local district. Like CPS and TUSD, large urban school districts struggle to serve all students in their immediate neighborhoods when students are recruited to taxpayer-funded charters thereby reducing enrollment and funding in district public schools. Similar to the situation at Dyett, predominantly Latinx families in the Wakefield Middle School service area organized and have succeeded in reopening and revitalizing a school that was shuttered for under enrollment.

Jitu’s Message: Multiracial coalitions must be rooted in the self-determination of people of colore in order to build powerful movements that win for Black people as well as others impacted by injustice.

Part Three – Educators for Justice Movement Building in Schools, School Systems, and Universities
Sally Lee and Elana “E.M.” Eisen-Markowitz contributed the “Teachers Unite! Organizing School Communities for Transformative Justice” essay in this section. Sally is a founding organizer of New York City Public Schools’ Teachers Unite (TU), a teachers’ organization with a “mission to organize democratic school chapters under the principles of equity, voice, diversity, and action, with an eye toward changing society and building a center for radical teacher organizing” (94).

In 2008, TU co-published Teachers Talk: School Culture, Safety, and Human Rights along with the National Economic and Social Rights Initiative. TU also was involved in creating a documentary film and toolkit called Growing Fairness focused on restorative justice and resisting the racist criminalization of students, in particular.

In the essay, Sally and E.M. discuss the critical importance of a “relational approach” to organizing. This quote jumped off the page at me: “in a functioning democracy, we must slowly build consensus among diverse individuals around core values in order to transform culture” (95). This work must be done locally at each school site where all school stakeholders can lead educational justice guided by the principles of democracy and equity.

Sally and E.M.’s message: “I have seen and felt how schools can be sites of trauma and oppression as well as meaningful growth and change” (97). Let’s join them in working together to advocate and enact growth and change.

Part Four – Intersectional Organizing: Linking Social Movements to Educational Justice
In “The Same Struggle: Immigrant Rights and Educational Justice,” activist researcher and educator José Calderón begins his piece by sharing how, as a new college graduate, he joined the farmworkers movement after hearing César Chávez speak. After returning to his hometown in Colorado, José shares how he supported parents of English language learner immigrant students in marching for and succeeding in instituting bilingual education in the county. He came to understand the connection between immigrant rights and educational justice.

After earning his PhD., José joined with others in fighting English-only education as both a researcher and activist. He has also joined with various coalitions and conducted research related to voting rights, street violence, and advancing community schools. He makes a strong case for the positive outcomes of his work as an activist scholar.

José’s message: By following César Chávez’s principle of living one’s life in the service of others and forming mutually beneficial partnerships, we can look back on our lives and say that we have made meaningful contributions to improving the world.

Transforming School Culture
While I wish I had read these essays in 2018 when the book was published, I was inspired by reading them now in this time of civil unrest and conscientization with the potential of educational transformation. This reading also came to me as I work with seventeen contributors to finalize our book manuscript related to core values in school librarianship–absolutely perfect timing.

Thank you to all of the Lift Us Up, Don’t Push Us Out! contributors.

Work Cited
Warren, Mark R. 2018. Lift Us Up, Don’t Push Us Out! Voices from the Front Lines of the Educational Justice Movement. Boston: Beacon Press.