Proposition 2

“Design race conversations that allow students to explore new lines of inquiry” (p. 121)

When conversations about race do not have a solution oriented focus, educators can find topics that will allow students to contribute new ideas and perspectives on a topic. In this way, students are not just learning facts about race, but they are extending their learning through exploring a new line of inquiry.

For example, students can explore the role of music during the Black Arts Movement and compare it with present day contemporary hip-hop. Students can learn new content, connect it to their current experiences and knowledge, and because the topic is contemporary, students can feel as if they’re contributing to an on-going discussion. 

Teachers can support students in exploring songs from the Black Arts Movement as well as contemporary social movements with guiding questions such as:

Conversations like this ask students to discuss topics of social justice while exploring a topic that feels new and exciting. In this way, students can engage in critical conversations in a way that can be accessible.