A Quote by Letitia James

Our schools should be sanctuaries of learning, not nightmares of cruel and racist behavior. — © Letitia James
Our schools should be sanctuaries of learning, not nightmares of cruel and racist behavior.
The question we should be asking is not why people are sometimes cruel, or even why a few people are usually cruel (all evidence suggests true sadists are an extremely small proportion of the population overall), but how we have come to create institutions that encourage such behavior and that suggest cruel people are in some ways admirable-or at least as deserving of sympathy as those they push around.
Everybody wants to have sex - you don't have to have a baby when you're 16. You don't have to do drugs. I think our Sunday schools should be turned into Black history schools and computer schools on the weekend, just like Hebrew schools for Jewish people, or my Asian friends who send their kids to schools on the weekend to learn Chinese or Korean.
Having music in the schools, having art in the schools, having art in your life, should not be heroic. It should be every day. Having things we've paid for years ago and that we depend on kept up - our schools, our political institutions - should not be a heroic act. It should be part of our daily citizenship. The idea that we had to do this incredibly exhausting, two-year-long, very expensive, labor intensive, community-based action, is, one the one hand unbelievably great, and, on the other hand, really depressing.
I believe that there should be transparency in pricing, that schools should provide information on what majors translate to what salary outcomes, and that vocational training and technical schools should be a larger part of our education portfolio.
We need social and emotional learning in our schools. I think we also need to get good food in the schools. We can't be feeding our kids Pop-Tarts and chocolate milk.
Our schools, like so many parts of our infrastructure, are crumbling across the country. Healing our schools can and should be central to our fight to achieve environmental, racial and economic justice.
All of our schools should be good enough to attract a healthy racial mix, which, I believe, leads to the most effective learning for everybody.
I was born black, I attended all Negro schools including college, I grew up in the segregated South during Jim Crow. If anybody knows a racist, I do. Pat Buchanan ain't no racist.
We should see schools as safe arenas for experimenting with life, for discovering our talents... for taking responsibity for tasks and others people, for learning how to learn... and for exploring our beliefs about life and society.
Since the Court took God our of our schools, we've gotten exactly what we should expect: godless schools.
We kind of reduce our responsibility to not saying the N-word and to condemning the Klansmen, rather than saying many of our celebrated institutions are systemically racist. Many of our institutions that deal with law enforcement or controlling the bodies of Black people are systemically racist. Many of our educational institutions are systemically racist. Many of our corporate institutions are systemically racist. We don't have those conversations, so things don't change.
To even envision a post-racist society is contingent upon understanding the offensive, dense, and wildly contradictory nature of our racist past and present. Racechanges should be encouragement enough for readers to begin that task.
We all struggle to find our place, and schools can be cruel to kids who aren't part of a pack.
Business schools reward complex behavior but it's the simple behavior that makes you successful in life
The discipline, particularly in these urban schools for the poor, it's not controlled by the administration - they're controlled by the police. This is an expression of a racist logic that has now seeped directly into schools.
What we're learning in our schools is not the wisdom of life. We're learning technologies, we're getting information. There's a curious reluctance on the part of faculties to indicate the life values of their subjects.
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