Republicans fight against an anti-racist curriculum, Philadelphia teachers resist returning to schools, and lessons from Africa’s social enterprises.

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** Bridging or Breaking? The Stories We Tell Will Create the Future We Inhabit ([link removed])
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In this article, john a. powell exhorts us to move past inclusion to belonging—the difference being that in belonging, you have the power to cocreate the thing to which you belong. This has huge implications for the way justice work is funded today, including racial justice, which for the most part is done without attention to power, which includes the power to cocreate.

Powell asserts that it is exactly this cocreation that white nationalists reject. But there are many our sector who reject it as well. And he warns, “Our existing institutions and story will not carry us to the future we want.”

For powell, while policy is important, “the essence of the struggle is about who we are,” and funders “should be funding work to help people exercise this muscle.” Imagine spaces into which we can step to engage the challenges of cocreation.—Cyndi Suarez, NPQ’s Editor in Chief

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Republicans in 5 States Seek to Keep 1619 Project Curriculum out of Schools ([link removed])

In a backlash to adopting anti-racist curricula, GOP legislators in five states seek to defund schools that use the New York Times’ 1619 Project curriculum.
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Philadelphia Teachers and District Struggle over Schools Reopening ([link removed])

Efforts to reopen Philadelphia schools are complicated by health issues, like lead and asbestos poisoning in school buildings, that predate COVID-19.

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Building an Equitable Post-COVID World: Social Enterprise Lessons from Africa ([link removed])

In a COVID economy that has undermined the livelihoods of so many low-income workers and workers of color in the US, it may be time to give social enterprise solutions to job creation and economic inequality a hard second look.
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