Anti-Racism: The active process of identifying and working toward eliminating racism by changing systems, organizational structures, policies, practices, norms and attitudes, so that power is redistributed and moves toward equity. See an expanded definition here.

BIPOC: Black, Indigenous, and People of Color. The term “builds authentic and lasting solidarity among Black, Indigenous and People of Color, in order to undo Native invisibility, anti-Blackness, dismantle white supremacy and advance racial justice.” (Source: The BIPOC Project)

Colorism: First coined by Alice Walker, colorism is used to refer to within group and between group prejudice and/or discrimination in favor of lighter skin tones and against darker skin tones. It isn’t racism, however there is a clear relationship.

Covert Racism: A form of racism disguised and subtle, rather than public or obvious. Covert racism is woven into the fabric of society and erases BIPOC through seemingly passive methods and underlying messages. See microaggressions.

Critical Race Theory: Activists and scholars interested in studying and transforming the relationship of race, racism and power. Educators are encouraged to read books and work by critical race theorists.

Cultural Competency: Skill development for work across cultural lines. *Not* about access to resources, power and privilege. *Not* about systems.

Decolonization: Work toward undoing, dismantling the effects of the oppressor/oppressed regime or structures imposed by a colonial power. For a classroom, this can mean unlearning and removing oppressive curriculum, language, images, norms, etc. (Sources 1 2)

Diversity: Awareness and appreciation of difference. It’s *not* about access to resources, power and privilege. *Not* about systems and it’s often very vaguely used. Many schools and organization hyper-focus on this, and need to move beyond it.

Microaggressions: A statement, action or inference that is indirect, subtle discrimination against members of a marginalized group such as a racial or ethnic minority. An example might be saying “You’re so articulate” to a Black person (underlying assumption being, it’s surprising you can speak so well for a Black person.) Some folks may refer to microaggressions as “Your racism is showing.” (See video 1, video 2)

Optical/Performative Allyship: Solidarity that only serves at the surface level to lift up and provide a platform for the ally. Makes a statement but doesn’t go beneath the surface and is not aimed at breaking away from the systems of power that oppress. (Source: Latham Thomas) Folks should work to center the movement, not themselves.

School to Prison Pipeline: A disturbing national trend where children are funneled out of public schools and into the juvenile and criminal justice systems. Most of these children are students of color, have learning disabilities and/or histories of poverty, abuse, or neglect. Instead of receiving additional educational and counseling support services, they are isolated, punished, suspended and pushed out.

Social Justice/Equity: Examines systems and history and how they impact individuals and looks squarely at access to resources, power and privileges, and asks “Who has it?” It’s about big picture and daily lives.

Racism: A system (consisting of structures, policies, practices and norms) that structures opportunity and assigns value based on socially constructed categories of people. It unfairly disadvantages some individuals and communities and provides advantages and access to others. The system of racism does not allow the realization of one’s full potential because it denies access to resources, power and privilege.

Whiteness: Like race, whiteness is a social construct rather than an essential characteristic or biological fact; is used as cultural property, and provides resources, power and privilege to those who are considered white, pass as white, or are given “honorary” white status

White Fragility: Describes the disbelieving defensiveness that white people exhibit when their ideas about race and racism are challenged—and particularly when they feel implicated in white supremacy. (Source: Robin DiAngelo). “White tears” are a symptom of white fragility.

White Privilege: The resources, power and privilege provided to people who are considered white; an exemption of social, political, and/or economic burdens placed on BIPOC; benefitting from societal structuring that prioritizes white people and whiteness.

White Savior Complex: Refers to a white person who assumes that folks of color need their “help” and “saving.” We see this trope play out in the media, racist curriculum and histories, choices made about traveling abroad, foreign policy, organizational structures and more. (Sources: 1, 2)

White Supremacy: A historically based, institutionally perpetuated system of exploitation and oppression of continents, nations and peoples of color by white people for the purpose of maintaining and defending a system of resources, power and privilege.

Have a word or term you’d like added, expanded or edited? Let us know! 

Caucuses

The CTA American Indian/Alaska Native Caucus believes in the worth and dignity of all people. American Indian/Alaska Native caucus members will have a key role in making policies and decisions that affect Alaska Native/American Indian teachers and students and will actively participate in local, state and national teachers unions, associations and support the goals, objectives, policies and programs of CTA affecting American Indian/Alaska Native teachers and students.

Caucus members advise, educate and lobby CTA State Council of Education and the CTA Board of Directors on issues of concern to the varying caucuses. Membership in CTA caucuses is open to all CTA members.