Teach Out Reflection

For my teach-out presentation, I chose to explore the idea of colorblindness and how it relates to race by having a small group conversation with two seven-year-old girls, Ryan and Nala. This project was based on the article “Colorblindness is the New Racism” by Armstrong and Wildman and Mellody Hobson’s TED Talk, “Colorblind or Color Brave?” Both sources challenge the idea that ignoring race helps create equality. Instead, they argue that we need to recognize and talk about race in order to build understanding and fairness. I wanted to take these ideas and see what it would look like to talk about them with young children in a way that felt natural and appropriate for their age.

I chose this project because I think it is really important to start these conversations early. Kids notice differences whether adults talk about them or not. They see differences in skin color, families, and experiences, and they try to make sense of those things on their own. From what I learned in this course, avoiding conversations about race does not actually help. It can lead to confusion or reinforce unfair ideas. I wanted to create a space where kids could talk openly about differences and think about them in a positive way. Ryan and Nala were a great pair for this conversation because they come from different backgrounds but are the same age. Nala is an African American girl who goes to public school and lives with her mom and her mom’s girlfriend. Ryan is a white girl who goes to Moses Brown and lives with her mom, dad, and older brother. Their different experiences gave me a chance to see how kids think about identity and difference, while still being able to relate to each other as peers.

To do this teach-out, I set up a casual conversation while the girls colored. I wanted the setting to feel relaxed and not like a formal lesson. Coloring gave them something to do with their hands and made it easier for them to talk freely. This connects to what we learned in class about working with young children. They tend to open up more when they are comfortable and engaged in an activity. I asked simple, open-ended questions to guide the conversation. I started with questions about fairness and differences, like asking if they think everyone is treated the same and what makes people different. When I asked about differences and similarities, both girls clearly showed that they notice both. They pointed out things like hair color and texture, skin color, and height. Nala was the one who directly named skin color, which stood out to me. At the same time, they also talked about similarities, like how they both like to play, laugh, have fun, and get picked up by their parents at the end of the day. This showed that they are already balancing ideas of difference and connection in a very natural way.

I asked whether they thought it was better to ignore differences or talk about them. Both girls said it is better to notice differences and talk about them in a nice way. Ryan explained that being kind is important for making friends and that it is good to be friends with people who are different from you. This response really connected to the idea of being “color brave.” Even at a young age, she was able to express that differences do not have to be a barrier to connection. This difference in how the girls talked about race connected to the ideas from the article and the TED Talk. The idea of being colorblind often shows up as avoiding talking about race. Ryan sometimes spoke more generally, while Nala was more direct in naming race. This made me think about how their different experiences may shape how comfortable they feel discussing these topics.

I also asked the girls if they had ever seen someone being left out. Both said yes. Nala shared that she sometimes gets left out during recess because some boys do not want to play with girls. She said this makes her feel sad and that it is not fair because girls are good at games like tag too. This moment was especially important because it showed how early children begin to experience unfairness and exclusion. It also connected to larger ideas about equity and who gets included or excluded in different spaces. When I asked what they would do if they saw someone being left out, both girls had thoughtful responses. Ryan said she would invite the person to play with her. Nala said she would encourage the group to make sure everyone gets a turn. These responses showed that they are already thinking about fairness and inclusion in active ways, not just as ideas but as actions.

We also talked about times when someone had been kind to them. Ryan shared that someone once let her use their colored pencils when she did not have any. Nala talked about how someone invited her to sit at their lunch table when she first moved to a new school. These examples highlighted how small acts of inclusion can have a big impact, especially for children. It reinforced the idea that building community often starts with simple, everyday choices. Another idea that came up in our conversation was learning from others. One of the girls said that people might know things that we do not, and that we can learn new things from each other. This idea felt especially meaningful because it reflects the value of diversity in a very clear and simple way. Instead of seeing differences as something to ignore, they began to see them as something that can add to their own understanding.

One thing that stood out to me was how open and honest the girls were. They did not seem uncomfortable talking about differences. They were curious and willing to share their thoughts. This made me realize that a lot of the discomfort around talking about race comes from adults, not children. Kids are often ready to have these conversations if we give them the chance.

This project was strongly influenced by what I learned in this course. One of the biggest takeaways for me was the importance of not avoiding difficult topics. Talking about race can feel uncomfortable, but it is necessary if we want to create more understanding and fairness. I also learned that teaching for equity is not just about big lessons. It can happen in small, everyday conversations like this one. Another important idea from the course is that identity has many parts. While this project focused mostly on race, the girls also brought different family experiences into the conversation. Nala’s family looks different from Ryan’s, and that added another layer to how they think about differences. It helped show that diversity is not just about race, but about many aspects of people’s lives.

Looking back, I think this project went well. The girls were engaged, and the conversation felt natural. I was able to introduce important ideas in a way that made sense to them. At the same time, I think I could improve by planning a few more specific prompts or doing more than one session. Having more time might allow for deeper conversations and help me see how their thinking changes over time.

Overall, this experience showed me that it is possible to talk about race with young children in a meaningful way. They are capable of understanding more than we sometimes expect. By creating a space where they feel comfortable, we can help them think about differences in a positive and thoughtful way.