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Is Everyone Really Equalby Ozlem Sensoy and Robin DiAngelo is a beginner’s guide to

social justice education (2012). The first eight chapters focus on different aspects of social

justice including the main causes for injustice. Chapter nine goes deeper by offering readers

answers to common questions, criticisms, and complaints. This chapter helps to reinforce the

importance of using social justice in schools. The final chapter links all of the previous aspects

together and provides teachers with steps to take to start using social justice in their classrooms

and schools. Throughout the book Sensoy and DiAngelo challenge readers to think more deeply

about their own biases and understandings of race to help them become more socially aware

teachers.They explain that teachers must first be aware of their own biases and prejudices so they

can overcome them and start working towards creating a more just society.

Sensoy and DiAngelo explain a series of steps one must take to become a teacher that

effectively promotes social justice. The first step is to be aware of how race can affect power in

all relationships at both the individual and structural levels. Then teachers must understand how

they fit into these power dynamics in society and at schools. The third step can be more

challenging as it calls teachers to think critically about what this means and figure out how to do

something about it. They define thinking critically as using informed knowledge to guide

decisions instead of relying on opinions and hearsay. Setting aside one’s opinions can be difficult

especially when those opinions feel like culturally accepted facts.I agree with the authors as they

explain that teachers must self-reflect on race issues before they canhelp students do the same.

As Sensoy and DiAngelo explain how socialization can lead to prejudice, discrimination,

oppression, privilege and possibly racism, they require readers to analyze their role in all aspects

of social injustice. It is critical that teachers be socially aware and the perspective check boxes,

stop boxes, discussion questions and extension activities all require readers to self-reflect and

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think critically about what they are reading. I particularly enjoyed these as they helped me think

deeper about race and my own preconceived notions about it. I was able to reflect on how society

has shaped me and how my race has given me many privileges. By providing different

perspectives the book also exposes readers to the otherness that we must see in order to be aware

of our own culture. Readers could have very little experience with other cultures so these

resources may help to broaden their understanding of their own culture in comparison to others.

The last two chapters were the most powerful to me because they provided deeper

explanations and logical steps for action.Chapter nine offered many rebuttals to common

questions or concerns. These were particularly helpful to me as I plan to start taking about

critical race theory at my school and with my students. It provided a set of tools that I can use to

help others realize that race inequality is still a problem in our society today.They provide the

data and information to help people think critically about race issues and not rely on opinions.

The “Insisting on Immunity from Socialization” section was chiefly powerful for me as I have

said some of the statements mentioned (p. 134). This idea that we do not have any prejudice can

be hard to overcome. No matter how we were raised or where we grew up we still have certain

biases. We must get over the hurdle of believing we do not before we can move on to teaching

from a social justice standpoint. I am still working on this myself. I feel that I am more socially

aware than some others around me, but that does not mean I do not have biases that come out in

my teaching. I want to continue to learn more about my own prejudices and biases so that I can

continue to overcome them.

In chapter ten Sensoy and DiAngelo state that “antiracism requires action;” there is no

such thing as “passive antiracism” (p.161). This statement points out that passive reactions to

racism are in fact passive racism and that in order to help make changes in our society we must

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act.In my own teaching I want to commit to making several changes. I want to be more aware of

my position of power as a white staff member. I want to reach out to minority staff members and

see what can be done to help increase their power or at least help them feel more equal and

comfortable at school. I want to be more aware of my own biases in the classroom and what

different expectations I have for different students and why. I will work to analyze these to make

sure I am expecting high standards from everyone. I want to include parents in decisions making

as equal partners. I would also like to get more feedback from parents about what they value in

education and see as successful for their children.

As I learn more about my own biases and how I can better support minority staff

members and students at my school, I would like to also address these issues in my classroom.

At the beginning of the year I want to create an environment that is open and collaborative. I

want to help students become aware of their own cultures and realize why they are important. I

want to encourage students to rely on the strengths of their own cultures as well as learn about

the strengths in others. I want my class to be able to speak out against discrimination and help

make change for their own lives. These are lofty goals, but by starting small with myself and

branching outwards I believe I can have a positive influence for social justice.

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Resources:

Sensoy, O., & DiAngelo, R. J. (2012). Is everyone really equal?: An introduction to key concepts

insocial justice education. New York: Teachers College Press.