Teaching Toolbox 1

Teaching toolbox: Intersecting feminism and antiracism

Katherine Parker

300001838

PED 3102

February 4, 2022
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Teaching toolbox: Intersecting feminism and antiracism

For my teaching toolbox assignment, I have examined antiracism resources through the

lens of feminism. I have a variety of resources, both for teachers and students, ranging from

novels, to children’s storybooks and guidebooks, to videos. The linking theme between each

resource is the intersection of race and gender, through the lens of antiracism and feminism.

Resource one

Resource The Proudest Blue

name

Resource type Children’s book

Link To purchase:

https://www.amazon.ca/Proudest-Blue-Story-Hijab-Family/dp/0316519006

To read aloud: https://www.youtube.com/watch?v=YLFzDfVuWUA

Citation Muhammad, I. & Ali, S. K. (2019). The proudest blue (H. Aly, Illus.). Little

Brown Books for Young Readers.

Description The first resource that I have selected for my teaching toolbox is the

children’s book, The Proudest Blue, written by Ibtihaj Muhammad and S. K.

Ali. This book follows a young girl, Faizah, on her first day of school and the

first day of hijab for her older sister Asiya. The story reflects the joy of hijab,

as seen through Asiya’s pride, Faizah’s love for her sister, and their mother’s

excitement. This resource demonstrates the theme of intersecting antiracism

and feminism as it reflects the very real experience of wearing a hijab as a

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Muslim girl. While Faizah and Asiya feel proud and beautiful, there are

students at their school who do not understand, and boys who bully Asiya

and threaten her. The book illustrates the very real intersection of racism and

misogyny faced by Asiya and Faizah. I selected this story as one of my

resources because the authors represent hijab as something beautiful. I

appreciate that the message of the story is that wearing a hijab is powerful

and should be celebrated.

I believe that the book is appropriate for primary and junior students; young

students can relate to the excitement of doing something new for the first

time. The racism and misogyny in the book are also presented in

understandable but realistic ways. I think that this book could be used in a

primary or junior classroom to empower Muslim girls, and to educate

students on racism and misogyny. This is also an ethical resource. Ibtihaj

Muhammed was the first Muslim American woman to wear a hijab while

competing at the Olympics. S. K. Ali is an Indian-Canadian Muslim woman

who writes feminist children’s stories. The story was written by women who

personally relate to the experience of being Muslim and wearing a hijab. In

this way, the resource is also credible; the authors have a personal connection

to the content. Author S. K. Ali is also an award-winning author with years of

experience writing feminist books for children. Overall, I think that The

Proudest Blue is an appropriate, ethical, and credible resource, and an

excellent starting point for primary and junior students to learn about

antiracism through the lens of feminism.

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Resource two

Resource The urgency of intersectionality- Kimberlé Crenshaw

name

Resource type TedTalk

Link TED:

https://www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersectiona

lity

Youtube: https://www.youtube.com/watch?v=akOe5-UsQ2o

Citation Crenshaw, K. (2016, October). The urgency of intersectionality [Video]. TED

Conferences.

https://www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersectiona

lity

Description In this TedTalk, civil rights advocate Kimberlé Crenshaw highlights the

importance of the intersectionality of feminism and antiracism. Crenshaw

explains that Black women are largely excluded from discussions of racism

(in favour of Black men), and discussions of feminism (in favour of white

women). She describes this intersection of racism and misogyny as a “double

blow” which furthers the oppression of Black women. I think that this

resource connects to a key idea discussed in class, which is that being

antiracist is an active process (Kendi, 2020). Crenshaw explains that

understanding intersectionality, that is, the compounding effects of multiple

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forms of exclusion, is an active process in which one must continuously

re-examine their beliefs and awareness of social structures. This TedTalk is

an excellent resource for educators because it demonstrates how entire groups

of marginalized people can be ignored and excluded through traditional

“inclusive” practices. I think that it is important for educators to understand

the unique experiences of all of their students, in order to best support them.

As a white educator, I feel that this TedTalk has helped me recognize the

compounding structural barriers that many students face, such as racism and

sexism, and has allowed me to begin the ongoing work of dismantling them

in my future classroom, rather than upholding these systems of oppression

through my teaching.

This resource is appropriate for educators; it is available for free through

YouTube and is easily accessible. At 18 minutes long, it is a concise

introduction to intersectionality, and Crenshaw provides several examples to

outline this way of thinking. This resource is also ethical because as a Black

woman, Kimberlé Crenshaw has personal experience with the intersection of

racism and misogyny. This is also a credible source as Crenshaw has decades

of experience as a civil rights advocate and scholar of antiracism and

intersectionality. Crenshaw has worked to research and develop the idea of

intersectionality, so she is a well-established and credible resource on the

topic. I believe that this TedTalk is an effective resource for my teaching

toolbox as it relates to the compounding theme of feminism and antiracism.

Kendi, I. X. (2020). TED Talks Daily. The difference between being “not
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racist” and antiracist [Audio Podcast]. Retrieved from

https://www.ted.com/talks/ibram_x_kendi_the_difference_between_being_no

t_racist_and_antiracist?language=en

Resource three

Resource Nervous Conditions

name

Resource type Novel

Link To purchase:

https://www.amazon.ca/Nervous-Conditions-Tsitsi-Dangarembga/dp/095470

2336

Citation Dangarembga, T. (1988). Nervous conditions. The Women’s Press Ltd.

Description Nervous Conditions, by ​Tsitsi Dangarembga, is a semi-autobiographical

novel about a young girl growing up in Zimbabwe. The book deals with

themes like anti-Black racism, sexism, colonialism, and the cost of education

as the protagonist, a Black girl named Tambu, navigates attending a white,

colonial school. I first read this book while completing my undergraduate

degree and I believe that it is an excellent and appropriate resource for all

teachers and future educators, particularly for white women.

As a white woman and feminist myself, I have held a longstanding belief that
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educating girls provides salvation from oppression. Nervous Conditions has

changed my viewpoint on this subject as it reflects the intersection of race,

gender, and colonialism, and presents the structures of oppression upheld by

the education system. In the novel, Tambu feels increasingly dehumanized

and disenfranchised as she receives an education from the white-settler

government. She questions where she belongs and whether her education has

saved her or furthered her oppression. I think that it is important for teachers

to be critical of the education system and aware of the effects that these

systems and structures can have on students. Schooling provides socialization

which can reinforce structures of racism, misogyny, and colonialism (Sensoy

& DiAngelo, 2017). Since antiracism is an active process (Kendi, 2020), if

educators are aware that these structures are being reinforced, they can begin

to unpack them and teach antiracism more effectively in their classrooms.

This resource is also ethical. Nervous Conditions was written by Tsitsi

Dangarembga, a Black author. The book is semi-autobiographical and reflects

Dangarembga’s own experiences growing up in Zimbabwe. The author of

this book is someone who has been personally affected by racism and

misogyny in an educational setting and reflects these experiences through her

work. As an award-winning author, Dangarembga is a credible source of

information who has written about the experiences of Black women for

decades. Overall, Nervous Conditions is a valuable resource for white

educators to examine the effects of racism and misogyny and work to

dismantle these systems in their own classrooms.

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DiAngelo, R., & Sensoy, Ö. (2017). Is Everyone Really Equal? An

Introduction to Key Concepts in Social Justice Education. Teachers College

Press.

Kendi, I. X. (2020). TED Talks Daily. The difference between being “not

racist” and antiracist [Audio Podcast]. Retrieved from

https://www.ted.com/talks/ibram_x_kendi_the_difference_between_being_no

t_racist_and_antiracist?language=en

Resource four

Resource Eyes That Kiss in the Corners

name

Resource type Children’s book

Link To purchase: https://www.amazon.ca/Eyes-That-Kiss-Corners

To read aloud: https://www.youtube.com/watch?v=iSL-xKCa7Pw

Citation Ho, J. (2021). Eyes that kiss in the corners (D. Ho, Illus.). HarperCollins.

Description Eyes That Kiss in the Corners, by Joanna Ho, is a children’s book with an

uplifting message for East Asian girls. The story follows a young girl as she

talks about the shape of her eyes, and how they are the same as her

grandmother, mother, and younger sister’s eyes. Eyes That Kiss in the

Corners promotes antiracism and feminism as the protagonist admires the

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women in her family and feels ownership in her culture and race. The

protagonist finds self-love through admiring the beauty of the women in her

family and seeing it reflected in herself. I think that this is an appropriate

resource for a primary or junior audience, as it is accessible for young

students. Whiteness is not centered as the norm, and the protagonist’s eyes

and culture are appreciated for what they are, rather than in comparison to

others. For young students, I think that this resource is an introduction to

antiracism through self-love and appreciation, as opposed to a traditional

multicultural approach where whiteness and white features are the norm, as

discussed in class.

The author, Joanna Ho, is the daughter of immigrants from Taiwan and

China. Ho has experienced firsthand the struggle of self-love that many

young East Asian girls face, and wrote Eyes That Kiss in the Corners to

provide East Asian girls today with representation and pride for their features

(Jaradat, 2021). Ultimately, this is an ethical resource as Ho is an East Asian

woman and has written this book specifically for East Asian girls. As an

educator and principal, Ho works to incorporate antiracism and feminism in

her teaching; her children’s books are a reliable source of antiracism and

feminsim for East Asian girls. Overall, Eyes That Kiss in the Corners is an

appropriate, ethical, and credible resource for teaching antiracism and

feminism to primary and junior students. As a future educator, it is a resource

I will keep in my teaching toolbox to promote antiracism, self-love, and

acceptance in my classroom in the future.

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Jaradat, M. (2021, May 18). Bestselling author and single mom Joanna Ho

knows she can't have it all. Deseret News. Retrieved from

https://www.deseret.com/2021/5/17/22434432/bestselling-author-and-single-

mom-joanna-ho-knows-she-cant-have-it-all-eyes-that-kiss-in-the-corners

Resource five

Resource A Smart Girl’s Guide: Race and Inclusion

name

Resource type Children’s Guidebook

Link To purchase:

https://www.americangirl.com/shop/p/a-smart-girls-guide-race-and-inclusion-

book-hcf40

Citation Singh, D. (2021). A smart girl’s guide: Race and inclusion. (S. Rodney,

Illus.). American Girl.

Description A Smart Girl’s Guide: Race and Inclusion is a book designed to help young

girls understand racism and navigate daily social interactions with their peers

through the lens of antiracism. It promotes inclusion and understanding, and

presents antiracism through the unique viewpoint of a young girl, illustrating

intersecting identities of race and gender. The book provides readers with

definitions, tips, activities, and scenarios to help them understand antiracism

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and incorporate it into their lives and worldview. For example, the book

discusses the importance of recognizing and acknowledging differences,

rather than “not seeing colour”, an important point of antiracism discussed in

class. I think that this book is a great resource for educators to have in their

classrooms; it provides students with the knowledge and tools to understand

diversity and inclusion, and to navigate their own experiences using

antiracism. While the book and some of its corresponding activities may be

too involved for primary students, this would be an excellent resource for

junior students.

The creator of this resource, Deanna Singh, is an educator and author who

has written several other antiracist books for children. She has decades of

experience uplifting marginalized communities through education, writing,

and various organizations. With all of this experience uplifting and educating

individuals and communities on antiracism, Singh is a reliable source of

information. Singh is also a woman of colour herself, and as such, A Smart

Girl’s Guide: Race and Inclusion is a credible and ethical resource.

Resource six (not appropriate)

Resource Not Quite Snow White

name

Resource type Children’s book

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Link To purchase:

https://www.amazon.ca/Quite-Snow-White-Ashley-Franklin/dp/006279860X

To read aloud: https://www.youtube.com/watch?v=cD1OtB6XzY0

Citation Franklin, A. (2019). Not quite snow white (E. Glenn, Illus.). HarperCollins.

Description Not Quite Snow White follows Tameika as she auditions for the role of Snow

White in her school play. Tameika is made to feel insecure by her peers but

ultimately overcomes their words and gets the role. Their comments about

her skin being too dark to be a princess demonstrate the intersection of racism

and sexism which is a theme in my teaching toolbox. This is an ethical

resource, as the author, Ashley Franklin, is an Black Muslim woman who

holds a personal connection to Tameika’s experience as a girl with brown

skin. Franklin has direct experience with the feelings and experiences of

Tameika in the story, and is a reliable and credible creator to share this

information.

Although Not Quite Snow White appears to be an antiracist, feminist

children’s storybook, it has several shortcomings and overall I would not use

it as a resource in my future classroom. I think that this resource ultimately

does not do enough to promote antiracism and feminism. For example, the

title, Not Quite Snow White, centers whiteness as the norm to which others

are compared. The title also insinuates that Tameika can “not quite” reach

this norm of whiteness. Additionally, in order to get the lead role in her

school play, Tameika must go above and beyond her other classmates; she
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sings, dances, acts, helps other students prepare, and organizes the auditions.

After all of this hard work, Tameika is still measured as “not quite” Snow

White and the final line of the story suggests that “maybe she was just

enough of the right stuff”. This reinforces the message that Black women

must work twice as hard as white women for the same outcome (White,

2015); Tameika has done more work than her white classmates and still does

not quite measure up to the constructed ideal of Snow White and whiteness as

a whole. I would not use this resource in my classroom as an educator

because I would not want to reinforce the notion of whiteness as a norm, or

standard to which students are compared.

White, G. B. (2015, October 7). Black workers really do need to be twice as

good. The Atlantic.

Resource seven (not appropriate)

Resource A is For Awesome! 23 Iconic Women Who Changed the World

name

Resource type Children’s book

Link To purchase:

https://www.amazon.ca/Awesome-Iconic-Women-Changed-World

To read aloud: https://www.youtube.com/watch?v=oBQbIjMFU-k

Citation Chen, E. (2019). A is for awesome! 23 iconic women who changed the world
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(D. Desierto, Illus.). Feiwel & Friends.

Description This resource is a children’s book written by Eva Chen which aims to

highlight several iconic women and their contributions to society. This book

follows the alphabet and features women such as Oprah Winfrey, Malala

Yousafzai, and Amelia Earhart. The book can be easily read with young

children, making it appropriate for a primary or junior audience. However, I

do not think this resource does enough to promote antiracism and feminism,

and I would not include it in my teaching toolbox or in my future classroom.

First, I do not believe that this is an ethical resource. The author, Eva Chen,

has chosen to highlight several women who marginalized and exploited

others through their contributions to society. For example, while suffragette

Emmeline Pankhurst advanced women’s right to vote, she was also an avid

supporter of eugenics and “race betterment” (Carter, 2017). By including

Pankhurst as a positive role model for children, the author is furthering the

historical, harmful effects of eugenics and white supremacy. She should not

be included in a book which is presented as feminist and antiracist, and her

contributions should not be promoted. Part of being antiracist is recognizing

racism at a structural and historical level, and striving to dismantle these

systems, which the author fails to do.

The author is also not a credible source of information. Eva Chen is currently

a director at Instagram and has worked for Teen Vogue as a director of health

and beauty. She is not an expert in the fields of feminism or antiracism.

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Furthermore, many of the women’s contributions highlighted in the book are

inaccurate or reductive. For example, Malala Yousafzai’s contributions are

reduced to a “cry for equality in education”. Additionally, the illustrated

images of each woman are unrealistic and are not diverse in size and body

image; the women portrayed in this resource are glamorized and inaccurate. I

would not want to include this resource in my classroom because of this

glamorization of historical oppression and inaccurate portrayals of feminism

and antiracism, and it is not an appropriate resource for my teaching toolbox.

Carter, S. (2017). Develop a great imperial race: Emmeline Pankhurst, Emily

Murphy, and their promotion of “race betterment” in western Canada

in the 1920s. In G. Colpitts & H. Devine (Eds.), Finding directions west:

Readings that locate and dislocate western Canada's past (pp. 133-146).

University of Calgary Press.