This document provides an overview of materials for learning about writer and civil rights activist James Baldwin. It includes biographical information on Baldwin, excerpts from his writing, and discussion questions prompting reflection on issues of race, privilege, and the purpose of education. Students are asked to read a passage from Baldwin's "Letter to Teachers" and discuss how far society has progressed on matters of school segregation. The document aims to illustrate Baldwin's continuing relevance and encourage teachers to consider their own racial viewpoints and preparation to discuss issues of race and privilege in the classroom.
3. Getting warmed up. . .
Forget about the fact that this is Disney.
Here’s a fictional depiction of the era in
which Baldwin wrote. (ps—you really should
watch the whole film)
4. who on earth is james baldwin?
why are we studying him in this class?
i thought we we going to learn about education?
all valid questions, except there were more figures important to
the Civil Rights movement than MLK Jr. & Rosa Parks
read baldwin’s bio
5. Do you take equality for granted?
What affects my racial viewpoints?
DO I SEE the world through a
privileged status?
Have I ever been “othered”?
Think race issues have gone away?
Especially that Obama is President?
Think schools are segregated today?
Hear it from Baldwin’s
contemporary, Langston Hughes
Where I
grew up
Religious /
Spiritual
Upbringing
My
Economic
Status
My school
experiences
My race
6. to what end education?
Students in the past have criticized this question, often
complaining it is incomplete—that it lacks a fullness.
I, however, like the openness it encourages.
If James Baldwin were to answer this question, what
would he say?
Find a passage from “A Letter to Teachers” that addresses
“to what end education.” Really, take some time and do that
now. You will be asked to write about it on the discussion
forum.
7. an interview
What has baldwin taught you
about the “multicultural”
foundations of our schools?
James Baldwin live . . . Listen to
race in his words. . . .
What are YOU going to do when you are
faced with teaching students who
inevitably will see you as privileged and
who won’t respect you? Are you ready for
that shock?
OK. Take a moment. What
have you learned? What
was going on in our country
that made our schools so
sick?
Who is to be held accountable?
Here’s the answer: BUILD
TRUST
8. How far have we come?
Since the publication of “A Talk to Teachers,” 1963
Read this first
Read this second
9. How far have we come?
Since the publication of “A Talk to Teachers,” 1963
OK. Here’s another angle. You might be saying to
yourself, “Well, our schools are not segregated anymore.
At least we have come that far.”
Please read this report. I know it is academic (but you’re in
graduate school), and it is damning. Download the full text
and take the time to read it. Think about the race issues
Baldwin discussed.
10. How far have we come?
OK. Was that too deep? Check out what’s happening in my part of the
woods across the Hudson. (By the way: Westchester & Rockland ARE
JUST LIKE BERGEN COUNTY!)
If you cannot view the article, you need to become a member. Take the time to do so; it’s worth it.
11. james baldwin
•What are MY expectations of how I will
handle the race issue in the classroom?
•Will I be ready?
•What did I gain from Baldwin?
•What would he want from me as a
teacher?
12. james baldwin
Anyone who has ever struggled with poverty knows how extremely
expensive it is to be poor. James A. Baldwin
It is very nearly impossible... to
become an educated person in a
country so distrustful of the
independent mind. James A.
Baldwin
You know, it's not the
world that was my oppressor, because what the world does to
if the world does it to you long enough and effectively enough, you begin to do to
yourself. James A. Baldwin
