How do issues of race, class, religion, and sexual orientation live within us How does our societal conditioning shape the way educators show up in classrooms Bronx native Yolanda Sealey-Ruiz challenges educators to examine their views on the communities and students they serve. Using an archaeological approach, Sealey-Ruiz mentors educators of all backgrounds on how to do the "deep work" of excavating their personal histories and activating their racial consciousness as a precursor to theorizing about pedagogy.

Teaching for Black Lives grows directly out of the movement for Black lives. We recognize that anti-Black racism constructs Black people, and Blackness generally, as not counting as human life. Throughout this book, we provide resources and demonstrate how teachers connect curriculum to young peoples lives and root their concerns and daily experiences in what is taught and how classrooms are set up. We also highlight the hope and beauty of student activism and collective action.

Bringing together theory, research, and practice to dismantle Anti-Black Linguistic Racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts. By highlighting the counterstories of Black students, Baker-Bell demonstrates how traditional approaches to language education do not account for the emotional harm, internalized linguistic racism, or consequences these approaches have on Black students' sense of self and identity. This book presents Anti-Black Linguistic Racism as a framework that explicitly names and richly captures the linguistic violence, persecution, dehumanization, and marginalization Black Language-speakers endure when using their language in schools and in everyday life.

As a social and emotional learning (SEL) practitioner-scholar, I am fortunate to get invitations to support schools and districts all over the United States. When schools and districts learn that I address SEL within the larger sociopolitical context, integrating culturally responsive and SEL practices to ensure equitable student outcomes, some are excited. Too many, however, insist that there is no need to discuss equity or culturally responsive practices; their school population is mostly white. The pushback at these schools reveals an underlying discomfort with talking about race, identity, and difference in our nation's classrooms. I worry about the marginalized students and educators in these schools who are either expected to do the brunt of the race and equity work or who are likely struggling silently. We cannot afford to wallow in our discomfort regarding issues of race and equity. The Southern Poverty Law Center reported an overwhelming 3,265 incidents of hate or bias in schools throughout the nation in the fall of 2018 alone. I, too, have experienced racial trauma at many of the education institutions where I've worked or studied. Educators have an obligation to confront the harm of racism. That is why we must commit to becoming antiracist educators and to preparing our young people to be antiracist, too. I recommend five actions for teaching for an antiracist future.

Ibram X. Kendi's concept of antiracism reenergizes and reshapes the conversation about racial justice in America--but even more fundamentally, points us toward liberating new ways of thinking about ourselves and each other. Instead of working with the policies and system we have in place, Kendi asks us to think about what an antiracist society might look like, and how we can play an active role in building it.

Justin is an educator and an EdD student at CUNY - Hunter College, USA pursuing a doctoral degree in Instructional Leadership. His scholarship focuses on the intersection between language teaching, race, and whiteness. He lives in New York with his wife, his dog, and his very young son, and is an avid runner in his limited free time.