May-June 2019 Advisor

MAY–JUNE 2019 CEA ADVISOR 7

STRAIGHT TALK

school-to-prison pipeline. “It’s important to provide access to educational opportunity for all students, and it starts with us knowing where our students are coming from and what issues they face at home, in their community, and in the world,” said Westport’s Coleytown Elementary School teacher Faith Sweeney, a CEA EMAC member since 2009. “We need to understand that not everyone has equal opportunities, and as teachers on the front lines, we can help build a more equitable and socially conscious world. When you think of the school-to-prison pipeline, our own biases can contribute to positive or negative outcomes for students. This is always on my mind.” Bridgeport school counselor Sherene Kennedy, who saw the original Color of Justice documentary in 2013, returned for the screening of Color of Justice Revisited and brought a colleague with her. “I’m hoping to continue the dialogue,” she said. “Our school system is very short on resources, and students are coming

prison system.”

East Hartford Education Association EMAC Chair Nicole Campbell, who teaches fifth grade at O’Brien School, met CEA EMAC Chair Sean Mosley at an NEA leadership conference in New Orleans that she says “opened up some rich conversations about equity.” Mosley, a Waterbury teacher, encouraged her to come to the film screening. Social justice in the classroom “Social justice issues are something we face every day, and they’re perhaps more evident in our classrooms than in other places,” said fifth-grade social studies teacher Mavis

CEA’s Ethnic Minority Affairs Commission (EMAC) works not only to strengthen the role and ranks of teachers of color in their schools and in their professional union but also hosts events on themes relevant to communities of color. One such recent event was a film screening of CPTV’s Color of Justice Revisited , followed by a discussion—led by experts in their fields—about how educators can help stop the school- to-prison pipeline. Despite tremendous progress Connecticut has made in reducing the number of incarcerated youth over the past 10 years, a troubling trend continues: black and brown children come in contact with the juvenile and criminal justice system in disproportionate numbers compared to their white peers. Studies have confirmed that bias is one factor—meaning that white children are less likely to be referred to the juvenile or criminal justice system than their nonwhite peers, even for the same behaviors. More than 60 educators attended the film screening, aimed at exposing and ending racial imbalances like these. Teachers on the front lines Michael Lawlor, an associate professor of criminal justice at the University of New Haven and Connecticut’s former OPM undersecretary for criminal justice, was a guest speaker at the EMAC event. He noted that teachers, who are increasingly sophisticated about how to respond to students with behavioral issues, have been a tremendous help in combating the

Sherene Kennedy, a school counselor at Bridgeport’s Waltersville School, saw the original Color of Justice documentary and returned for the screening of Color of Justice Revisited .

Etienne, who teaches at Bridgeport’s Read School. “In our cities, students and teachers are not provided with the resources they need; it starts there.” For Torrington teacher Carrie Cassady, attending the discussion was important, she said, “as a white educator who wants to better understand the needs of all of my students and the ways social issues affect them.” Following the film screening, participants raised questions and entered into a dialogue about implicit and explicit bias, underfunded school districts, poverty as an outcome of prejudice, and more. “We have to accept that we might not solve all these problems today,” said Meghan Korn, a cultural responsiveness specialist with the Connecticut Judicial Branch, who facilitated the discussion. “But we need to keep that conversation going.”

in with more challenging circumstances. We need to ensure that our schools are preparing students for the workplace, not the

Connecticut Teacher of the Year Sheena Graham listens in on a discussion about teachers’ roles in addressing the racial imbalance in our juvenile and criminal justice systems. Seated with Graham are CEA Vice President Tom Nicholas and Bridgeport Education Association Vice President Ana Batista.

…ENCOURAGING DIALOGUE

from our union to amplify our educator voice?’ Use your voice to advance your education agenda.” Participants were invited to fill out a survey that will further guide CEA’s work toward diversifying the teaching profession and increasing ethnic minority teachers’ involvement in their unions.

Spencer and Glastonbury’s Natalie Lynne Smith emphasized the value

of increased ethnic minority representation in the union.

“You wouldn’t be in this profession if you weren’t an advocate,” Spencer said. “You advocate for your students and for public education. And you can be an advocate for your profession as well.” Smith, who has served as a building rep and on election committees at the national level, said union involvement “is a lot of work, but also fun and rewarding. It helps you connect with colleagues, it helps system you work in, and it allows you to influence decisions being made about public education.” West Hartford teacher Dr. Lara White, who leads Hall High School’s Future Educators of Diversity, added, “Identify your sphere of influence and ask yourself, ‘What do we need you understand your collective bargaining agreement and the