Teaching the “isms”: Students’ lived experiences in context

We speak with Jillian McRae and Sam North, English and history teachers at Ossining (NY) High School, and their student, Alaysha. For 15 years, Sam and Jillian have co-taught a college-level course called “racism, sexism, and classism: a popular approach.” They focus on pervasive systems of power, and encourage students to discuss their own experiences of privilege, disadvantage, and intersectionality.   Overview 00:00-00:46 Intros 00:46-01:54 Ossining’s demographics 01:54-03:35 Latiné as an alternative to Latinx or Latino/a 03:35-06:27 Origin of SUNY Racism, Classism, & Sexism course 06:27-09:16 Why students take the course 09:16-10:37 “Popular approach” in the course title 10:37-14:26 Curriculum 14:26-17:02 Avoiding “losing” students during controversial topics 17:02- 18:47 Student conversations outside of class 18:47-21:15 Impact on other classes 21:15-23:47 Impact on ethical thinking 23:47-25:52 Religion 25:52-28:15 Materials 28:15-28:25 Alaysha: what she values in the course 28:25-31:59 Conversations in class; for example, relationships between Black boys and Black girls 31:59-35:23 Teachers modeling relationships for students  35:23-40:23 Ossining: Increasing equity and implementing culturally responsive education

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