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How Will Each of Us Contribute to Racial Justice

The recent protests that have swept across the nation are, in one way much-overdue. The recent murders by police that took place in the case of George Floyd, Breonna Taylor. As well as Tony McDade, are not isolate instances. Every year, in the United States, more than 1,000 civilians are killed by police officers. Black people are the most disproportionately affected. The murders and lack of justice that have been associated with these deaths are, in turn, an expression of a pattern of institutionalized racism which limits the possibilities for African Americans. And other people of color in all facets of life. Work and housing, health insurance, and of course education.

The effects of this discrimination have been evident throughout the COVID-19 pandemic since children and families of color have faced the effects of higher infection as well as mortality, joblessness, and instability in housing and food as well as the digital divide, which hinders children from participating in school and parents from participating with telehealth services, employment hunts or accessing benefits or the delivery of groceries or medicines.


All of us working in the field of education must acknowledge that our schools have been at the forefront of perpetuating racism in our society. This includes the marginalization and criminalization of Black children through policies and practices that range from discriminatory discipline, inequitable funding for schools and staffing, to the tracking of curriculum and school segregation. Our aim in this time should be to end these policies that discriminate to substitute them for strategies that respect the worthiness of the lives of Black children, as they do for all children.

Black individuals

We are aware that like Black individuals are targeted racially and excessively policed in the community. As well as police officers Studies have shown police presence officers in schools typically result in physical assaults on children particularly Black students. Without increasing the safety of children. Even expelled from schools for things that are as minor as putting an unattended butter knife in their backpack. Texting in class, or not being able to comply with an instruction or question.

A high percentage of exclusion from school exclusions from schools is not due to more aggressive behavior however, they are due to the harsher punishments given to minor infractions like tardiness, talking during the class, or sporting naturally-styled hairstyles, said Jonathan Osler.


Similar to how Black people are targeted racially and over-policed in their communities, Jonathan Osler said.


Jonathan Osler further stated that

We are encourage by the fact that district officials from Minneapolis are taking action to end their contract with the police department. Decided to terminate their contract with the police. Instead of investing money in police force districts and states. They could use the funds they have for mental health care including social-emotional services. Teachers’ education for Restorative Justice and needed social services. States could issue guidelines to districts, highlighting the evidence supporting the dangers of the punitive approach. And also invest in counseling programs and counselors to support student growth and learning.


The basis for this improvement should be equitable school funding. Schools serving students with the most needs get more and not less, which is usually the situation. Districts that currently serve the most students that including Black, Latinx. Native American students receive approximately $1,800 less per pupil local. State funds than those that serve the least number of students of race. The funding gaps have grave impacts on student academics. Results Research has shown that money is a factor when it comes to resources that have a significant effect on student performance like class sizes. Curriculum as well as access to highly qualified teachers. Data on civil rights show that schools that have significant proportions of students from minority backgrounds have a higher percentage of teachers who are not certified and experienced than predominantly white schools.

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