After the death of George Floyd, teachers demonstrate the advance on an integrative curriculum

By Andrea Stevens
Afro Staff author
astvens@afro.com

In the five years that have passed since George Floyd's death in May 2020, educators have grown up growing calls in the United States to include conversations about breed, justice and justice in the classroom. While the answers of the school district were different, Floyd's death continues to influence how schools approach social justice and current events – although many say that there is still an important space for progress.

Candis Saffor, a second class teacher, said that she made a conscious decision to teach what the standard curriculum offers, especially in view of the challenges of her students in her community.

“I do not accelerate things for the children because the world does not accelerate it,” said Saffor. “I try to give them as it is given in real life so that they know that actions have consequences.”

Saffore said that since Floyd's death, she has been trying to help her students understand how to deal with anger and frustration differently.

Saffore said that their students' needs require a deeper level of connection and honesty. Many of their students have relatives in the criminal justice system, and some of them have experienced domestic instability or saw violence near their houses.

While Saffore builds up social-emotional skills in her daily lessons, it is disappointed that broader discussions about breed and justice remain absent in official teaching plans.

“I haven't seen any real changes since George Floyd situation,” said Saffor. “The books we read do not contain racist justice or inclusion – they are not tailored to the black children in our classrooms.”

Five years after Floyd's death, when the 47th President and his administration lead a comprehensive attack on all things in connection with inclusion, diversity and justice, educators say that more needs to be done to support the students and take their cultural needs into account.

Rebekah Bingham, a first class teacher with experience in kindergarten and first class, said, while her school is strong for the basic emotional support how it helps the students to identify if they feel sad or angry-for discussions about identity, history and injustice.

“We are very present to help children understand their feelings,” said Bingham. “But we don't dive deeply into the basic causes or have a culturally reaction -quick conversations. My school is not yet there.”

The discomfort in the breed, she said, often leads to avoidance – especially about black history and figures like Floyd.

“Schools don't talk about black history,” said Bingham. “You are afraid. You don't even know how to approach it.”

Both educators said their students endeavor to learn, but the burden to create too often only on individual teachers falls meaningful and integrative lessons. Despite the challenges, they continue to create space for honesty, healing and authorization.

“The classroom is a second home. It should be a place where the students feel safe, seen and able to ask hard questions,” said Bingham. “Even if the system is not built for it, we have to make room.”