Brown’s book, I’m Still Here, is a staggering reflection on her life as a Black woman and Blackness in general. She recollects her childhood, school days, and workplace experience, all of which were characterized by struggle. As Brown reaches a new stage, hopeful that it will not challenge the Black girl in her, more obstacles appear. While she eventually learns to oppose white supremacy, the author cannot deny that the change is insufficient, although Brown continues her efforts to improve the situation. The book contains some valuable ideas that a person unfamiliar with Black people’s struggles may find hard to ignore.
While Brown’s main points are far from being appealing, as she exposes the fact that racism is deeply ingrained in all aspects of American life, some are filled with positivity. One important idea is that representation, in the superior position (teachers) and among peers, profoundly impacts minorities. Brown was significantly more uplifted upon having Black college teachers, as she could not entirely trust White educators from high school who were prejudiced. The same was true for Brown’s job, where communicating with Black women from other departments was her only respite from constant confrontations with White superiors, colleagues, and clients. Another valuable point is that one should strive to achieve a better future even if it seems that nothing will change for the next generations. Brown refers to her ancestors’ resilience and likens it to what Black people feel at present, still determined to proceed even though racism remains a challenge. Lastly, while the author expresses frustration over White people, especially those persistent about “understanding” her struggles, she appreciates the few who can admit their privilege. Overall, the highlighted ideas are valuable for recognizing how Black people navigate through life.
Brown’s points have important implications for educators who wish to improve their conduct in a diverse classroom. First of all, they should acknowledge that the students do not have a shared experience, so appealing to supposedly universal actions will make some feel confused or, at worst, alienated. Simultaneously, an educator should not force students to be spokespersons for their race. Perhaps, a balanced solution would be to let them speak for themselves and accept different perspectives from representatives of the same race/ethnicity. Being prejudiced in any capacity is unacceptable, and Brown’s experience demonstrates that trying to rationalize decisions rooted in bigotry can be more harmful than actions, such as the explanation behind the seating chart. An educator may not be perfect, considering the system where they exist, but one should strive to conduct oneself flawlessly in front of students to make them feel included in the conversation, heard, and respected.
Aside from general treatment, educators may want to reassess teaching tools and the curriculum. As for the former, it is essential to ensure that the means align with diversity values. For instance, while a museum visit is a powerful tool, one should research the establishment to confirm that all students will feel comfortable there. The same applies to videos and reading materials used in classes, although proper commentary while interacting with them can alleviate potential issues. The curriculum part is more complicated, as it may depend on the entire educational organization rather than a single teacher or professor. Even if the official stance is to teach subjects from a singular point of view, one should still try to use the multicultural approach, especially while discussing sensitive topics. For many, learning about a certain event is a once-in-a-lifetime opportunity, so the educator should attempt to present it in an accurate, multidimensional, and nuanced way. The success of all those initiatives will be based on whether the person will be willing to recognize the issue and their bias, and they might find the task simple if the response is affirmative.
Challenging the author’s ideas is difficult because she mostly speaks from her experience, which cannot be easily disregarded. Brown can be harsh and straightforward while describing some parts, such as an excursion around slavery-related places or an altercation with a White person, but the tone reflects the pain. She is also pessimistic and skeptical about change, although recent events that occurred after the book was written confirm some of those fears. Religion is a major part of Brown’s life, and it is one of those rare ties connecting both races. Christian readers may relate to the author more through her piety, and others will find the secular parts of particular interest. Racial reconciliation is a debatable topic, and the former group may disagree with the given perception, but it does not change the fact that Blackness in Christianity has shaped Brown’s experience. Altogether, the author’s points are difficult to refute due to their authenticity and credibility: while she speaks for herself, the entire Black community’s pain is also palpable.
Therefore, it is necessary to take measures to make girls, such as Brown, and boys, represented by her brother, feel safe and comfortable in their skin. The book is deliberately focused on the educational aspect: school is where values are formed, and people receive fundamental social experience. Teaching in a non-prejudiced way is one matter, but ensuring that the environment is not color-blind and unaware of the harm it can cause is another and no less significant.