An Embrace race community conversation
In this hour-long conversation, featured guests Sarah Hannah Gómez and Megan Dowd Lambert share expertise and experience on 1) how to guide children to and through picture books with positive racial representations; and 2) how to support children in resisting or reading against problematic, racist content. They also take questions and comments. Access the video, resources and slides above. An edited transcript to the whole conversation follows. The Q & A starts towards the end of the transcript, HERE. And at the very end find a resource filled addendum to the Q & A, our guests' short responses to questions we ran out of time to answer live. Enjoy!
EmbraceRace: Welcome to this month's community conversation. We're thrilled to introduce you two our two guests. After a brief intro they will present for about 20 minutes and then we'll take questions.
This tip sheet came out of the EmbraceRace Community Conversation: Reading Picture Books with Children Through a Race-Conscious Lens. Download and share! For a deeper dive on this topic, watch the video of that presentation followed by community Q & A or read the transcript and resources. Big thanks to Megan Dowd Lambert for creating this tip sheet and to Megan and Sarah Hannah Gómez for sharing their expertise and experience for this conversation and for all the resources they curated.
I grew up the daughter of a White, American mom and an indigenous Mexican dad. They divorced when I was young, and my mom raised my brother and me in rural Wisconsin. For much of our childhood he and I were the diversity in our community. In those days, and even today, “Mexican” meant illegal or criminal. This had a significant impact on me, but it wasn’t one I was able to understand until I was much older.
My White mom couldn’t help me learn how to deal with my identity or even talk about it; she didn’t face the same issues. My dad was very relaxed talking about his racial identity and history and many of our talks focused on identity. Still, I had a hard time finding the right words to talk about my experience and the resources I found didn't feel right to me.
On a recent holiday weekend, I binge-watched Stranger Things and relished every throwback to the 1980s that the series pays homage to such as when we used to ride our bikes to friends’ homes, played Dungeons and Dragons for hours, listened to the Clash on our Sony Walkman, or rode our skateboards. For a Pakistani woman growing up in the 80s in a small New England college town, Stranger Things is more than just a walk down memory lane to a simpler time when there was a conspicuous absence of technology and today’s pervasive cultural anxiety. There was also a refreshing absence of turban-clad, villainous bearded men dressed in black, sporting machine guns, and shouting “Allahu Akbar!” The bad guy, thankfully, was not a Muslim terrorist in the series, but a scary other worldly monster.
This tip sheet came out of the EmbraceRace Community Conversation: Can we really raise inclusive kids in segregated neighborhoods? Download and share! For a deeper dive on this topic, watch the video of that presentation followed by community Q & A or read the transcript. Big thanks to Professor Brigitte Vittrup for discussing her work and experience with this community!
ADVOCACY & ACTIVISM
PARENTING & MENTORING
RACE + ...
RACIAL & ETHNIC IDENTITY
SCHOOLS & EDUCATION
TALKING ABOUT RACE WITH KIDS