[J]

As an elementary library educator, the predominant way into these discussions is through the use of contemporary children’s literature. Step one has been acquiring a broad range of materials that is reflective of myriad cultures, ethnicities, communities, genders, etc. written and illustrated by individuals from these communities. Sourcing and budgeting for this is no small matter.

Promoting and encouraging the use of these these materials to teaching staff is step two. Many staff are reluctant to branch out into topics they may find outside their own experience. They fear fielding questions from students that they don’t hold the answers to. Cultivating relationships with staff that support them and liaising with them as they read can help. One of the biggest concerns from staff is not wanting to put students from BIPOC communities ‘on the spot’ when topics come up and they are the only representative of that race or culture in the classroom.

One important way I’ve framed things for students and staff is using Dr. Rudine Sims Bishop’s quote about “windows, mirrors, and sliding glass doors” as entry points for all children into stories that help them understand themselves and the world around them.

[YouthREX- Kamau]

YouthREX’s Knowledge Hub page has a fact sheet that may be helpful. It gives advice on how to possibly broach the topic of the intersectional identities of black youth and their experiences.

https://youthrex.com/factsheet/ten-tips-for-putting-intersectionality-into-practice/

[Gary A]

A healing-centered approach to addressing trauma requires a different question that moves beyond “what happened to you” to “what’s right with you” and views those exposed to trauma as agents in the creation of their own well-being rather than victims of traumatic events. https://ginwright.medium.com/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c and the work of Brother Angel Acosta have been helpful https://www.youtube.com/watch?v=fCE7MYoidOM