In solidarity, learning, growth, and resistance.

"To accept one's past - one's history - is not the same thing as drowning in it; it is learning how to use it."  (James Baldwin) In parts 1 and 2 , I explored how the specific privileges of white racism can operate in education. I did this by analysing a  reckless blog post from a prominent teacher in the social media edu-sphere. Here, in the third and final part, I pose some questions to consider. 1) Will we be more open?  We could renew our efforts to process any h ostile reactions  so that we can be more open to discussing, reading, and  listening  about whiteness. For example, consider why the mere mention of ' decolonisation ' or 'whiteness'  provoke  anger, incredulity, or mirth in some?  Or why li terally everything done in education is inherently political yet only acts of resistance to white supremacy are seen as such? Or why the effects of 'whiteness' are something you may never have been aware of bef...