FLEX Hard US History: Systematic Racism, Black Lives Matter Movement, and Critical Race Theory

I have mentored over 200 teens over the past 6 years through my nonprofit on diversity and current events and continue to lead open group discussions regarding diversity and inclusion for individuals ages 5-18 as well as adults in a corporate setting. I have many years of experience facilitating difficult conversations regarding civil rights and African American History. I have been serving on the Women of Color Community Leadership Board for a Fortune 500 company in Diversified Outsourcing Services industry. This unique is group is a branch of their Diversity and Inclusion department. Through this position I have facilitated, created, and organized trainings on diversity and inclusion, anti racism, and holiday specific courses (history of MLK Day, Kwanzaa, Juneteenth, Indigenous Peoples' Day, and Black History Month) for the work place. In edition utilizing elective courses I have taken though my undergraduate and graduate degrees (World history, American history, North American Slavery) I also have extensively studied the books/textbooks for the purpose of teaching classes for school aged children for various non profit programs and after school organizations, and children on parents who are employed with above listed company as a company benefit on various African American heroes and events both virtually and in person. I have done various workshops through Learning for Justice Foundation. A handful of these workshops specialize on talking to children in grades k-12 about the hard topic of slavery, Black Lives Matter, and systemic racism and oppression. I also volunteer in my local community advocating for these causes. 

No live meetings, and maybe some time outside of class.

Group Guidelines- https://health.uconn.edu

Teaching Tolerance – http://www.tolerance.org/magazine/number-42-fall-2012/feature/confronting-white-privilege

DuBois, W. E. B. (1903). The souls of black folk. Chicago, IL: A. C. McClurg & Co. Retrieved from http://www.gutenberg.org/files/408/408-h/408-h.htm

Johnson, A. G. (2006). Privilege, power, and difference (2nd ed.). New York, NY: McGraw-Hill.

Linsey, R. B., & Terrell, K. N. (2009). Cultural proficiency: A manual for school leaders (3rd ed.). Thousand Oaks, CA: Corwin.

McIntosh, P. (1988). White privilege and male privilege: A personal account of coming to see correspondences through work in women’s studies [Monograph]. Retrieved from http://www.collegeart.org/pdf/diversity/white-privilege-and-male-privilege.pdf

Miranda, A., Boland, A., & Hemmler, M. (2009). Understanding privilege in America. In J. M. Jones (Ed.), The psychology of multiculturalism in the schools: A primer for practice, training, and research (pp. 67–82). Bethesda, MD: National Association of School Psychologists.

National Association of School Psychologists. (2016). Understanding privilege. [handout] Bethesda, MD: Author. Retrieved from http://www.nasponline.org/resources/social-justice

Sue, D. W. (2003). Overcoming our racism: The journey to liberation. San Francisco, CA: Wiley

https://underrep.com/lessons/2-SystemicRacism.pdf

“The Case for Reparations,” by Ta-Nehisi Coates, The Atlantic, 2014

https://www.zinnedproject.org/wp-content/uploads/2019/05/How-Red-Lines-Built-White-Wealth.pdf

https://www.youtube.com/watch?v=4M-5V8uUtKA

https://youtu.be/4Vl4I0weXPU

The Distribution of Suffering, Relief, and Greed in the Pandemic: https://bit.ly/30Tlzcl

COVID-19 and African Americans: https://jamanetwork.com/journals/jama/fullarticle/2764789

Diagnosing and Treating Systemic Racism: https://bit.ly/30QGixp

Unequal Treatment: https://bit.ly/3kEXTAd