Let's Talk About Race, Julius Lester and Karen Barbour

In an effort to include nonfiction in my literacy program, I'm planning to use Julius Lester's book Let's Talk About Race to open a discussion about race and identity in a modern setting. Lester's narrative voice is simple and direct, speaking openly to the reader about the "story" that represents his identity and speculating on what the reader's story might be in return. After sharing several concrete facets of his identity, such as favorite food and color, he introduces race and its role in personal identity. Myths of racial superiority are introduced and then dismantled. Lester ends with an exhortation to recognize the essential similarities shared by all humans--"Beneath everyone's skin are the same hard bones"--and invites readers to get to know others as individuals. At the end, Lester promises to "take off my skin," provided that the reader does the same. The text is accompanied by bold paintings by Karen Barbour, while the design is eye-catching and enhances the message of the book.

Lester's greatest gift in this book is his honesty; he is consistently direct, and doesn't dance around the issues of race and identity. Both the text and the images acknowledge a wide range of racial diversity, ethnicity, religion and gender expression, although there is little variation in body type or ability. The conscious effort to include Latino and Asian breaks the typical white/black binary, while multiracial readers (or others) are likely to see themselves represented in the illustrations. The message, too, is positive. The inclusion of multiple identity perspectives allows students to think about themselves from different viewpoints, and ensures that race is only viewed as part of identity. While the discussion of myths of racial superiority are somewhat simplified, they are effectively dismantled and are noticeable for their directness. The declaration that all humans are the same below the skin is once again simplified, but effective, while the focus on the complexities of human identity encourage readers to begins seeing past stereotypes. The final message of the book has hints of a colorblind attitude, but in the context of the earlier writing it becomes an invitation to resist stereotypes and other sincere fictions rather than a dismissal of race as an identity marker.

It's clear that I'm going to need to structure in a good amount of dialog and reflection to help students process this book. I would like to start with short discussions in small groups or pairs of students immediately after reading the book, to invite students to share concerns, questions, and thoughts in a safe environment. If possible, I'll also invite students who feel comfortable to share these with the large group, particularly any questions or worries about the text. When I'm confident that everyone in the class has had a chance to reflect on the book, I would like to start a writing project about student's individual stories, taking into account race as well as other aspects of identity. I would also like to further Lester's discussion of the huge variety of ways to get to know someone, through writing, sharing activities, or role play. My primary concern is to ensure that every student can explore their racial identity without feeling judged, inferior, or guilty, and that students understand that race is one important facet of identity. This is a difficult book for second graders, and I will definitely be scaffolding their work as much as possible.