"Students want to go beyond simple conversations on issues of social justice," says Riley Nolan.

A growing movement of students and educators are committed to examining issues of race, social justice, and Black history more fully. That was the finding of a project that brought together students and faculty from the College of Education and Human Services and the East Orange School District.

"Students don't want surface level representation and conversions. They are searching for more," explained Riley Nolan, one of the students in the Education Studies Department who recently presented their work at the National Council for the Social Studies Annual Conference.

The peer-reviewed session took place virtually during the week of November 14- 21, 2021. Those attending were provided with background information, a video, and opportunities to follow up after the event. The session was titled "A Talk to Teachers: A Paradigm Shift Building Solidarity." Secondary Education students Brian Reilly, Riley Nolan, Jackie Morgentaler, Oliver DeLeon along with Elementary Education student Kelly Gutierrez, participated. They were joined by scholars, teachers, and administrators from the East Orange Public School District.

The fifty-minute program had two components: highlights from a Spring 2021 symposium, and reflections on the event and implications of the ideas presented for teaching and learning. One objective was to explore the concept of solidarity by building an understanding among those preparing to teach, those working in the district, and students.

The program was organized and directed by Shea Richardson, the Supervisor of Social Studies for the East Orange Public School District, East Orange, New Jersey and James Daly, a professor at the College of Education and Human Services.

Brian Reilly believes James Baldwin's words are relevant to today's teachers.

The framework for the project was built around a common reading. Ms. Richardson selected the James Baldwin piece, "A Talk to Teachers" (Delivered on October 16, 1963, as "The Negro Child-His Self-Image," published in The Saturday Review, December 21, 1963). Participants were invited to read the work before the event. A panel was formed with the pre-service candidates representing both the secondary education and the elementary education programs, scholars from several schools in East Orange, together with teachers and administrators from East Orange. It was a goal that participants would learn from one another about how various stakeholders (students from elementary, secondary and university settings) view the essential tasks of effective teaching in urban schools (and elsewhere).

Previously, on April 21, a symposium was held with many participants from CEHS and the East Orange School District, present. This symposium included scholars and students collaboratively discussing ideas and thoughts about the Baldwin piece. Personal reflections were shared, and discussions addressed current topics and issues. Brian Reilly, a junior at Seton Hall, thought that the Baldwin article, written nearly six decades ago, remains relevant today. Reilly noted that Baldwin's statement that 'adding black history to schools will show that whites do not know their history at all,' was particularly impactful.

Reading Baldwin's "A Talk to Teacher," reminded education senior Kelly Gutierrez, that educators are called to offer more than "the objectives of a simple lesson." As teachers, she says: "Our mission is to provide students with the necessary tools to fight and break the status quo, prejudices, and stereotypes not only of a society, but of the ones that they might hold for themselves."

Participants asked one another questions, and administrators and teachers offered perspectives from their areas of responsibility. Topics addressed diversity, culturally relevant pedagogy, and dealing with controversy. Furthermore, both institutions offered suggestions regarding ways to improve and continue building the event.

Oliver DeLeon, a junior, noted that New Jersey teachers have the freedom to broaden the curriculum. "We shouldn't limit ourselves to the same texts taught for years. To be ‘culturally relevant' and responsive to Black and Latino students, we can turn to texts by Toni Morrison (Song of Solomon), Ta-Nehisi Coates (Between the World and Me), and Arshay Cooper (A Most Beautiful Thing)."

Kelly Gutierrez: “Our mission is to provide students with the necessary tools to fight and break the status quo."

Conference panel participants prepared summaries of their reactions to the symposium. On November 2, 2021, the group met to record their observations and ideas. This event also proved to be an open exploration of critically essential ideas and issues, focusing on building solidarity and interwoven with segments from their earlier symposium. Thus, as participants reflected on the discussions from that day, those segments were shown as part of the NCSS audience's video.

"Awareness is the first step," offers Kimberly Cross, '21. " I'm working toward constantly educating myself so I can try to make a difference."

The symposium and presentation marked the fourth time in the past five years (2020 being the exception) that CEHS students and alums have participated in peer-reviewed presentations.

Categories: Education