Introduction
If we do not learn together with open minds and hearts, then these realities will remain the same for our children and grandchildren, a prospect we find unacceptable as educators, parents, and citizens. It is essential that educators, parents, and community leaders see the challenges of discussing race not as a “Black issue” but rather as an issue that transcends every racial and geographic boundary. In our work, we have learned how misunderstandings and stereotypes affect all of us, whether the discussion centers on the experiences of Black people in the United States, South Asian populations, or indigenous peoples around the world, to name just a few. Indeed, there are echoes of stereotypes and demeaning characterizations, intentional or not, that we recall being directed toward Jews, Catholics, Irish, Slavs, Poles, and a host of other groups who, at one time or another in our history, were subjected to slurs, “jokes,” and discrimination. Our effort in these pages is not to solve the long-standing challenge of dominant groups suppressing others but rather to create an environment in which conversations, however difficult, move from talk to action. The book is divided into three parts. Part 1 prepares readers for challenging conversations. We consider why talking about race is so difficult for some and how to use sample scenarios as an educational tool. Many parents and teachers use this device with small children, asking, “What if?” to help children learn safety, kindness, and other life skills. Older students and adults use scenarios in order to consider a variety of settings that, at first, are not immediately apparent. While we cannot envision every conceivable scenario, it is a helpful tool—intellectually and emotionally—to engage in experiences when the stakes are low and we can change our minds and ask for greater details. While real life may be the best teacher, we know from our experiences at every level of schooling that we can better prepare students for the experiences of real life through practice in a physically and emotionally safe environment. That is the fundamental purpose of using scenarios as an educational tool. We then consider how to create a safe space for conversation, tolerating divergent viewpoints, encouraging questions, and making it safe for students and adults to admit that they don’t always have the right answer. Indeed, sometimes these scenarios reveal that there is no single right answer. It is this safe conversational space into which we also invite parents and community members. We are veterans of benumbing debates over
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