This reading made me think about how easily we can reinforce stereotypes, even when our intentions are good. As a kindergarten teacher, I have used KWL charts to activate prior knowledge without always considering how the questions I ask might unintentionally introduce or reinforce misconceptions. In a diverse classroom, this is especially important because children are developing their understanding of themselves and the world around them. I don't want any child to hear their culture or heritage reduced to stereotypes, and I don't want other children to leave with an incomplete understanding of Africa.

As I develop my curriculum, Africa: Many Places, Many Stories, Many People, I want to be more intentional about beginning with curiosity, joy, and the accomplishments of African people. One positive, asset-based aspect I plan to highlight is African women's leadership, beginning with Queen Mother Idia of the Kingdom of Benin. Rather than asking students what they already know about Africa, I can introduce them to the story of a powerful woman who helped shape her kingdom's history and ask, "What can we learn about leadership from Queen Idia?"

I also want to celebrate the creativity, knowledge, and everyday experiences of African people through literature, art, and storytelling. My goal is for students to recognize that Africa is not one place with one story, but a diverse continent filled with people who have contributed to their communities and the world.

This fellowship is reminding me that anti-racist teaching isn't just about correcting misconceptions. It is also about being intentional with the stories we choose to tell and the questions we ask from the very beginning.