Kids don’t necessarily have the language to talk about what it feels like to have a teacher not understand you and your culture. And you have teachers who are not confident in their own ability to manage a classroom, and who have not done their own work around figuring out what it means to be white and a person of privilege working in a school that serves predominantly low-income kids of color in Brooklyn.
There are a lot of…school districts plagued by structural hurdles out of their control and doing a miserable job responding to the adversity.
San Antonio-area teacher Matthew Lynde Chesnut, writing for the Rivard Report
Matthew teaches in what he describes, baldly, as an “apartheid district”—“deprived by design.” One can’t help but be inspired by his response to this inequity, though. He goes back to work, to help these kids in the best way he knows how.
The rest of us need to get to work fixing the broken structures that are failing teachers like Matthew and the kids he teaches.