Teaching about Inequities and Social Justice in Health Education Barb Macon, MA, MAT Roosevelt High School, Portland, OR

Objective of this Workshop Learn from each other re: Health & Race -- What? -- How to teach? -- How to be? Move ourselves forward in transforming Health curriculum From one perspective … …to many

GALLERY WALK QUESTIONS Why don’t we talk (enough) about race in Health class? Where does race intersect with Health topics in relevant ways to hook student interest? How do you promote a safe space through pre-teaching / clarifications / norms in advance? How can we avoid the traps of “deficit model” or “white savior model” or “Not my problem -- I’m white”? How can we do more than “add in” tidbits about race, and actually change the basic assumptions of the curriculum* so that we can see from diverse perspectives on health? *idea and wording James A. Banks, my inspiration, Enid Lee.

Why don’t we talk (enough) about race in Health class? No time Not in the standards Hasn’t been done What if I offend someone? What if I sound racist? My class is almost all white kids I don’t know how to manage that conversation What if kids get heated with each other? What is the purpose? -- pointing out large scale problems doesn’t help kids to be healthy day by day. Other? Solutions: Learn from each other? Insist on more training? Build capacity & partnerships to bring other perspectives (parents and community) into our classrooms? Other?

Where does race intersect with topics in Health class? Mental health Fitness Nutrition Alcohol, Tobacco & Other Drugs Prevention of Violence Prevention of Injury/Accident Healthy Sexuality & Relationships Environmental Health Prevention of Disease Answers: All of the above. Challenge: Making everything connected, not separate units with race/culture add-ons or side-bars.

How do you promote a safe space through pre-teaching / clarifications / norms in advance? “As a white teacher, I know my own culture, and I try to understand others. I will make mistakes, so help me out.” (Variation for teachers of color?) Ask students to brainstorm class norms to keep conversation open, respectful and safe. They get it. “Don’t blame a race or culture if their group currently has a health status that is lower than other – ask ‘WHY?’. No one wants to choose to be unhealthy.” Be thoughtful in using “we” and “they” – “We tend to eat a lot of red meat” or “We don’t think yelling is an effective communication style”. Who are you including or excluding from “we”? “Call people in” don’t “call them out”. Invitation to think it through and grow. “I heard you say ______ and I’m wondering _____________.” Answers: Be real about your own limitations (perspective, comfort, skill, etc.). We’re all students. Challenge: Creating learning experience that’s rich for all.

How can we avoid the traps of “deficit model” or “white savior model” or “Not my problem -- I’m white”? Avoid “deficit model” – don’t simply share negatives statistics Discuss barriers, Discuss trauma, Discuss solutions, Discuss resistance efforts Avoid “white savior model” – how can impacted groups be empowered to create and implement own solutions? Hiring? Inclusion? Funding equity? Outreach? Training? Avoid “Not my problem – I’m white” – “Injustice anywhere is a threat to justice everywhere.” – Dr. MLK. “When I do harm to you, I harm myself” – In La’kesh Bottom line – health problems cost our society $$$ Has your school delved into white privilege yet? Need to push colleagues! Solutions:

How can we do more than “add in” tidbits about race, and actually change the basic assumptions of the curriculum* so that we can see from diverse perspectives on health? Break the addiction to thinking of health in separate areas (whiteness = hierarchical thinking, lists, compartmentalized, free will, individual choice and effort) How do the communities at my school think of health? Starts with the community? Starts with the family? Starts with a spiritual foundation? Starts with a life purpose or vision quest? What would health class look like if you started with community / family or inner self / spirituality as the foundation? Solutions: Build capacity & partnerships to bring other perspectives (parents and community) into our classrooms? Other?

Culturally Relevant Teaching Culturally relevant teaching is a term created by Gloria Ladson-Billings (1994) to describe “a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes.” As a colleague once suggested: “If it works for the students, it’s culturally relevant. If it doesn’t work, it’s not.”

Time for more Sharing / Ideas? What has worked? Inspirations going forward?

You need to break some eggs to make an omelet.

Resources Levels of integration of Multicultural content http://resources.css.edu/diversityservices/docs/levelsofintegrationofmulticulturalcontent.pdf http://healthmacon.weebly.com/equity--social-justice-resources.html