This week, I have further explored empathy regarding personal experiences with racial injustice and oppression. With each book I read, my eyes become wider and wider and open to the untold stories of individuals who have experienced racial injustice. My teacher toolbox is getting filled to the brim with ways to further incorporate literature in my classroom that is inclusive of all groups of people. The story I read this week truly helped me realize how far we have come, but also how far we still have to go.
Separate Is Never Equal: Sylvia Mendez & Her Family's Fight for Desegregation is such a powerful empathy tool that not only tells the story of a historical event that is often overlooked and unknown, but also shows the power of systematic racism and its affects. It is the true story of Sylvia Mendez and how her human right to an education in the United States was altered so dramatically that one could not possibly call it a true education. It was definitely not the education white children were receiving. Sylvia was denied entry into the "white" school (with playgrounds and clean facilities) and forced to attend the "Mexican" school (surrounded by a cow pasture with no playground and fly-infested lunch time outside). Her parents recognized this injustice immediately and decided they would not settle or accept anything less of a real education for their children. They fought relentlessly for educational justice only to find out that the only reason their children were not allowed to attend the "white" school was based on racist stereotypes such as uncleanliness, being ill-mannered, and not knowing English - none of which applied to the Mendez family. However, the Mendez family did not give up and instilled a sense of pride in their children and taught them that their right to an equal education was something worth fighting for. After a long battle, their children were finally able to attend a desegregated school. However, it was not easy. The Mendez children faced challenges and were continuously looked down upon because of their race. But with her family's support, Sylvia overcame her challenges at school and continued to fight for her own racial justice throughout her life. In 2011, Sylvia Mendez received the Presidential Medal of Freedom, which is the highest award a person can receive in the United States.
Critical Race Theory and Graphic Representation Analyzation
Throughout the book, the author and illustrator, Duncan Tonatiuh, both recognizes and represents systematic racism through his art while also combating it and squashing racial stereotypes. On page 13 of the book (shown to the left) Tonatiuh represents both the struggle and passion of defeating racial injustice from Sylvia's father. On this page, he wants answers to why his children cannot attend the "white" school. He kept getting the same response: "That is how it is done." In this illustration, Sylvia's father has his fist clenched in frustration. The white school board member is giving him the same answer with no real explanation for why his children cannot attend school with white children. I believe Tonatiuh does a great job representing systematic racism in the face of a white male in a position of power. Furrowed brow, locked lips, finger pointed in a way that says, "Get out and stay out." Get out of the building? Stay out of the schools? Get out of America? I believe all are implied.
The last image of the book (page 35) depicts the Mendez family's victory over educational injustice. The two girls are swinging together and looking the same direction. After the Mendez family's fight for public school integration, I think this is a great illustration to show their victory. However, I also think this illustration shows the sadness and wrong-doing of children who were denied school access because of their race. There is no reason why children should not be allowed to attend school together or swing together because the difference in color of skin or walk of life. Even though major changes have been made in the school system, racism is still something that needs to be fought against and inclusivity is something that we should continuously be advocating for.
Meet the Author/Illustrator
Duncan Tonatiuh is both the author and illustrator of this book. He is both Mexican and American and has personal experiences living in both cultures. I have mentioned this in another blog post, but his unique artwork is inspired by pre-Columbian art, and his goal is to create illustrations that depict the history behind it while also remaining modern, relating to today's children. You can find more information about this author and see more of his work on his website.
Classroom Implications
In chapter 5 of Reading to Make a Difference there is a section about implications for the K-2 classroom. Being a first-grade teacher, I know my students would need some background knowledge and be offered ways to make connections to this story. Currently we are reading books about children in parts of the world where there are no libraries and children may have to wait a long time before books are delivered to them by traveling librarians. We have read books like Tomas and the Library Lady by Pat Mora, Waiting for the Biblioburro by Monica Brown, and are currently focusing on an informational text called My Librarian Is a Camel by Margriet Ruurs. We have been focusing on the power of literature as well as empathy throughout this unit, understanding that not all children around the world have opportunities to get books like we do. I think this would be a good foundation for establishing empathy and learning about social injustice and how some other children who may be from other parts of the world or who may look different don't always have the same opportunities.
I think building background knowledge along with establishing empathy would be a good way to introduce Separate Is Never Equal and discuss segregation. There are some strategies listed in chapter 5 to help supplement students' knowledge through the use of pictures, primary documents, articles or newspaper clippings, passages from books, online resources, video clips, artifacts, or guest speakers (p. 89). After discussing the book and reading it with students, it opens up other doors for talking about critical issues and strategies to use when introducing those topics. One strategy I loved was the Book Club Contract, which is something the class creates together after selecting books on certain issues. There are also some ways listed on page 92 on how to guide your students' thinking about social justice issues.
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