RE: Letting go of Literary Whiteness (LGLW) argues that while anti-racist education is important in diverse settings, the vast majority of white students are in homogenous environments. White environments need white educators to be anti-racist there more so than ever. (1)

White teachers have the obligation to do work within their own communities by having direct instruction and conversation about how race and racism actually shape the entire world (2)

Context does matter and while some teachers want to do this "work" -- they must have supportive communities that also believe in the power of social justice work in their schools (3)

Within English education, literacy is often dominated by white narratives, language, and codes of conduct that, if left untouched, can be very harmful to ALL students and communities (4)

We cannot forget about students of color who are part of white dominance culture building. Students of color, if indoctrinated into whiteness, may start internalizing whiteness and white supremacy (5)

Literature does not reflect race and racism in American society but has contributed to our understanding of race, power, and privilege that overwhelming centers whiteness and white supremacy (6)

When teaching literature to students, we must consider racial literacy to further explore how we can have students identify and analyze different forms of racism. Using UbD helps because it allows the teacher to think about the end in mind and work backward (7)

When teaching about race and racism, we cannot be objective. Other distorted POVs of race and racism must be directly addressed by elaborating the implication of believing one perspective over the other. Race and Racism are facts to be learned, not opinions (8)

If we agree that ALL text reflects societal norms and treatment of race and racism, then inherently having racial literacy objectives makes sense "Racial Literacy Objectives" in curricula is a sound piece of advice from Letting Go of Literary Whiteness (9)