Editor’s Note: Anti-racist education was the topic of a recent NPR broadcast. Following is a report about the broadcast from the NPR website as well as a partial transcript of the broadcast interview.

In the wake of ongoing protests for racial justice, young people in America are demanding change from their schools.

Petitions are circulating all over the country in support of creating anti-racist education. One petition, written by alumni of Xavier College Preparatory in Phoenix, Ariz., calls on the district to “review and advance its curriculum, goals, and objectives as they related to social justice, diversity, equity, and inclusion.”

“Education is the most valuable tool to dismantle racism and create a more equitable society,” the petition reads.

Sumaiya DeLane, along with Khadijah Adamu and Samiza Palmer, started a petition in Montgomery County, Md., where they went to school.

“These are longstanding issues that need urgent solutions,” DeLane says. “It needs to be total transformation versus reform.”

Palmer says she doesn’t think there can be “a truly anti-racist curriculum unless the teachers have gone through that same sort of training themselves.”

Travis Bristol, an assistant professor of education at the University of California at Berkeley, agrees. He says that for students to receive an anti-racist education, teachers need better training and students need more diverse teachers.

All of this is in service to what he calls “the American project” of, in part, forming a more perfect union.

“I believe that to begin the work of forming a more perfect union requires us to enact anti-racist teaching, but it also requires us to prepare teachers to think about how to design anti-racist teaching,” says Bristol, who is also a former New York City teacher. “And that is what gives me hope.”

Here are excerpts from his interview on All Things Considered.

When we say anti-racist education, or anti-racist teaching, what does that mean to you?

So for me, anti-racist teaching means a fundamental disruption of the way in which teaching and learning happens in our schools today: It centers whiteness and white people. And so we have to start with the preparation of teachers.

You looked closely at how diverse teachers can reshape education and how, in particular, Black teachers can play a role. Why is having Black teachers inside classrooms important — not just for Black students to get a quality education, but for all children to get a quality education?

There is convincing evidence that Black children perform better in school that they are able to persist through high school that they are less likely to get suspended and expelled if they have a Black teacher compared to a white teacher. So there’s clear evidence that for Black students there is this added value for Black teachers. There is a growing body of evidence that for white students, that there is a preference for having a teacher of color when compared to a white teacher.

But at the same time, I understand that you found school systems have a really tough time retaining African American teachers. Why?

In my own research, I have found that school districts have done a remarkable job of recruiting Black teachers. But they have, in many ways, placed at the feet of Black teachers the undue expectation that they can somehow fundamentally address 400 years of oppression.

School districts concentrate Black teachers in the most challenging schools, without giving those Black teachers the necessary resources to address the 400 years of marginalization and subjugation.

And so because Black teachers are placed in the most challenging schools without the necessary resources to teach Black children, Black teachers are leaving their schools, not their students. They’re leaving the poor working conditions, the conditions that do not give them the tools, the resources, the ongoing training to teach Black children.

And so out of frustration, while doing good work, while raising test scores, while allowing Black children to persist, they also leave because they recognize, at the end of the day, that they do not have the tools and resources to do the work of teaching.

Please visit www.npr.org to listen to the full interview.
Jonaki Mehta, Elena Burnett and Justine Kenin produced and edited the audio version of this story.