In an Education Week article, French and Simmons discuss the reluctance of teachers and staff in public schools to explicitly discuss race. Though these teachers have good intentions, French and Simmons argue that a colorblind approach allows students of color to become “invisible” in the classroom.

“Research suggests that using curriculum and instruction that is explicit about race and the impact of racism in schools and society promotes school cultures in which students of color feel more of a sense of belonging and empowerment.”

Click here for the full article.

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