I'll add, don't rely on BIPOC students to help/do the work for you. They have valuable contributions to make to the discussion but they should NOT be teaching for you. I'm recalling the time in 10th grade during Desert Storm when a history teacher asked me and the other Muslim 1/https://twitter.com/AlfredLMartin/status/1268308864405057536 …
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certainly not enough at 15 to teach others, given our own knowledge or lack thereof. 2) By linking a neo-imperialist war in Iraq to Islam, the teacher was suggesting that this was a "clash of civilizations," and a war with Islam. 3) We were put in the position of being othered 3/
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and becoming native informants. This was bad pedagogy. Don't put your students in this position. It's better to not approach the topic if this is the only way you can imagine doing it. Finally, think of what you're asking the text to do and whether it can do it. 4/
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For example, if you're teaching Othello as a multicultural, contact zone text. Consider what the message of the text is to your non-white students. Consider what kind of "outsiders" and "others" are acceptable. Consider what it means to be called those words. 5/
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If you are unwilling to interrogate those assumptions and considerations, then you will reproduce relations of oppression and othering that undergird these texts. 6/fin
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