MSEA and our members have a long history of advocating for racial and social justice issues, whether at the local, state, or national levels. Recently, at the state level, MSEA was a strong advocate for the passage of the Maryland Dream Act, for legislation to establish marriage equality, and for legislation to finally redress the funding inequities suffered by our state’s Historically Black Colleges and Universities.
In our advocacy for the passage of the Blueprint for Maryland’s Future, we have placed an emphasis on making sure that equity is the centerpiece of the long-overdue new funding formula that Maryland’s students need. MSEA has a long tradition of opposing dangerous standardized tests that for so many years left strong students behind because of the white-centered contexts, and strongly advocating for cultural competence, restorative practices, fair discipline policies, reducing suspensions, and equitable opportunities for all students. MSEA has also provided professional development opportunities for members on racial and social justice issues for years, including accredited courses, webinars, book studies, workshops, conferences, summits, and town hall meetings.
But more work remains. Through trainings, advocacy, and education efforts, MSEA works to empower members to be agents of positive change to combat institutional racism, develop awareness of our own biases, and help to support greater social justice for all Maryland students and educators.
Our country and communities continue to be rocked with waves of frustration, grief, and activism over the continued injustice, institutional racism, and bias that negatively impact our Black and Brown students, colleagues, and neighbors.
Following are some resources, statements, and articles that you may find useful.
Statement from MSEA President Cheryl Bost on the Verdict in the Chauvin Trial
“While we feel some sense of relief that some measure of justice has been delivered to former Minneapolis officer Derek Chauvin for the murder of George Floyd, we know that justice has not arrived for too many Black and Brown men, women, and children who have been killed or had their lives forever harmed by police brutality and the systemic racism that is pervasive in this country. In order to live in the truth that Black lives matter, we must take action that will result in fundamental changes in our society so that the color of one’s skin does not determine whether one has a lifetime of privilege or prejudice; of opportunity or oppression; of freedom or fear.
“Justice has been delayed for far too long. Justice has been denied for far too many. George Floyd, and so many others, should still be alive. Justice, for George Floyd and so many others, should not be this hard to achieve. Individually and collectively we have to speak up and stand up to protect Black and Brown lives and erase the structural and institutional racism and inequities that have been built into the fabric of our country. We will work with our local associations and allies for however long it takes to ensure this happens.”
NEA Statement and Resources
Click here to read the NEA’s statement about the verdict in the Chauvin trial.
Click here for a range of resources from NEA and allied organizations on how to deal with acts of racism and hate; white supremacy; talking about race in the classroom; helping children cope with a traumatic event; and teaching tolerance and acceptance.
Click here for NEA EdJustice resources on Black Lives Matter at School, Talking about Race, Implicit Bias, and more.
You can also find resources and links to local organizations and action steps from Education Minnesota at this link.
Click here to watch our Learn More at 4 episode from Wednesday, June 3 to see an extended episode with special guests including Ben Jealous, Ann Todd Jealous, and Merwyn Scott as we discuss the current inequities in our educational system and have a conversation about institutional racism and the role of educators in supporting, advocating for, and protecting students of color.
Below are a number of articles from MSEA: