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Remembering MLK, Jr. - ST Week 4.2

Source: https://www.lourdes.edu/wp-content/uploads/2017/07/MLK.jpg
In memory of Martin Luther King, Jr., his legacy as a civil rights leader, and his call for social action against discrimination of any and all kinds, EMS devoted the half day of classes on Monday (MLK Day) and some class time on Tuesday to talk about the major social issues that impact the lives of our community members (and the human race) daily: fighting against racism and discrimination, embracing diversity, standing up for personal beliefs, creating equitable learning environments, and finding common ground were major themes within our studies. Team Nova decided to start the difficult conversations about diversity, social justice, and inclusion with our students by first screening three films centered around the fight for equality in the United States. I watched Remember the Titans with Mr. J and a third of our students, while the rest of our team was divided between Hidden Figures and Selma (all great movies, but I admit that I am a sucker for sports films). At the end of our chosen films, students and teachers discussed common prompts regarding the portrayals of discrimination, the social beliefs voiced by certain characters, the specific steps taken (or the lack thereof) toward equality, and how we can work together to weaken social injustices in our community and on a larger scale today. 

Discussion norms were established and agreed upon at the beginning of our diversity talks, and all participants carefully followed the norms throughout our MLK studies. As expected, some students were very passionate about sharing their opinions on diversity topics (particularly race), while others shied away from joining the sometimes heated conversation. It was clear that some students were repeating the polarized opinions often generated and broadcasted by major news sources, and even more students appeared to rely on opinions openly acknowledged as belonging to their parents or guardians. Minority students were split between defending their opinions rooted in personal experience and limiting their contributions to an occasionally “I agree/disagree.” The names of politicians were thrown around like snowballs, and sometimes, a reference to a stereotype was made in plain ignorance but without malintent. Ultimately, our goal was achieved through respectful means: hard discussions about race relations then and now were conducted between students and staff, all of whom are charged to try and navigate our society as global citizens of the present.

As a future educator in the humanities fields, I understand the importance of teaching hard history and guiding students through respectful discussion protocols that make dissecting difficult topics beneficial to their academic and social learning. Observing the success of Team Nova’s MLK studies earlier this week, I feel confident in advocating for the use of film as a starting point for hard history topics and debates. Of course, the film selected could make or break the student conversations that follow if its overall message is unclear, confusing, or in some ways unrelated to the target connections between the film’s plot and historical trends that continue in today’s societies. However, when chosen with purpose, I believe that (mostly) accurate historical films are some of the best ways to study hard history topics with students. After all, if the present day repercussions of hard history are not experienced by every classroom member because of their identity, engaging our senses with film can at least thin the reality barrier that too often diminishes the harsher truths of our past. In the future, I hope to successfully conduct similar discussions about the complex yet rich history of humanity with my own students, following the guidelines used by Team Nova to do so: establish and agree upon discussion norms, respect each other and ourselves, use media (like film) as a basis for discussion, and come together for a balanced conversation where all voices are considered. While I may not be able to change the world for my students, I do believe that practicing the skills necessary to have hard-hitting conversations about social justice will better equip my students to face the world and change it themselves.

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