CONFRONTING WHITE NATIONALISM in SCHOOLS a Toolkit AUTHORING

Home , Atomwaffen Division, Christian Identity, Dogma, Identity Evropa, Incel, Nationalist Movement

CONFRONTING WHITE NATIONALISM IN SCHOOLS A Toolkit AUTHORING

2 CONFRONTING WHITE NATIONALISM IN SCHOOLS A Toolkit

3 TA B L E O F CONTENTS

05 Introduction

10 How to Use this Toolkit

11 Scenarios

29 Proactive Steps & Best Practices

34 Five Common Defenses of White Nationalism

36 Conclusion

37 Resources

46 Cited Sources

4 INTRODUCTION

Americans across the country report a rise in white nationalism and other bigoted extremism. Because schools are hubs of our communities, they have become battlegrounds for extremist organizing. There is evidence that white nationalist groups are specifically targeting young people with their messaging. These groups test market slang on Twitter, rewrite popular songs with white nationalist lyrics, and join mainstream video game platforms, all to reach a young audience.

In this toolkit, we’ll share strategies to counter white nationalist organizing in schools through sample scenarios that schools frequently encounter. Whether a student has been found passing out white nationalist flyers or buttons on school property, or more actively advocating for a “white pride” student group, the following pages offer advice for parents, students, teachers, school administrators, and the wider community. Many resources currently exist that address diversity, inclusion, and bullying in schools; a few of them are listed in the resources section. This toolkit is specifically focused on responding to white nationalist targeting and recruitment of students.

It’s easy to miss an unfamiliar white nationalist symbol, or feel unsure about how to respond to a student citing a white nationalist source in the classroom. There’s a lot to keep track of when working with young people; we want to make it easier to recognize these behaviors (and those responsible), and to take action.

Everyone who engages in the life of a school is in a unique position to isolate and push back against the growing white nationalist movement and the hateful narratives they tout. It’s time to own that power. Our job is to build schools where everyone feels valued, and where our students can grow to be engaged citizens of an inclusive democracy.

"My site is mainly designed to target children” for radicalization, the editor of neo-Nazi site The Daily Stormer, Andrew Anglin, said on a radio show in 2018. “[Age] 11 through teenage years....

Young adults, pubescents ." 1

5 demographic changes are equal to WHAT ARE WE TALKING ABOUT white genocide. White nationalists WHEN WE SAY “WHITE NATIONALISM”? use anti-immigrant, anti-Black, and anti-Muslim rhetoric focused on According to the Southern White nationalism is inherently crime or terrorism to appeal to base Poverty Law Center (SPLC), anti-immigrant, anti-Muslim, prejudices and reach a broader “White nationalist groups espouse antisemitic, and anti-Black, but audience that might initially find white supremacist or white white nationalist organizing can their true ideology too extreme. separatist ideologies, often focusing manifest without publicly Misogyny, which describes hatred or on the alleged inferiority of mentioning race or religion. prejudice against women, is also a nonwhites. Groups listed in a “Appeals for the white ethnostate key recruitment tool for white variety of other categories — Ku are often disingenuously couched nationalist groups. Each of these Klux Klan, neo-Confederate, in proclamations of love for has the dangerous potential to neo-Nazi, racist skinhead, and members of their own race, rather foster violence. At its core, despite Christian Identity — could also be than hatred for others,”3 writes its proponents’ disingenuous fairly described as white SPLC. Identity Evropa, a white descriptions of their views, white nationalist.”2 Alt-right is a recent nationalist group, often nationalism is ultimately a call to rebranding of white nationalism. disseminates flyers that say create an all-white ethnostate within “Protect your Heritage” or “Our the United States. While white nationalism is a Future Belongs to Us,” for example. bigoted social movement, white INTRODUCTION supremacy is a system designed to To white nationalists, an attack on maintain control over people of white supremacy is unpatriotic. color and the rights of all women. They believe that diversity and

White nationalist flyers like these from the group Patriot Front are distributed in schools and communities as a way to draw attention and recruit members. 6 demographic changesdemographic are equal changes to are equal to WHAT ARE WE TALKING ABOUT white genocide.white White genocide. nationalists White nationalistsANTISEMITISM use anti-immigrant,use anti-immigrant, anti-Black, and anti-Black, and WHEN WE SAY “WHITE NATIONALISM”? White nationalists in the United States anti-Muslim rhetoricanti-Muslim focused rhetoric on focused on According to theAccording Southern to the SouthernWhite nationalismWhite is inherently nationalism is inherently insist that the successes of the Civil crime or terrorismcrime to orappeal terrorism to base to appeal to base Poverty Law CenterPoverty (SPLC), Law Center (SPLC),anti-immigrant, anti-immigrant, anti-Muslim, anti-Muslim, Rights movement cannot be explained prejudices and reachprejudices a broader and reach a broader “White nationalist“White groups nationalist espouse groups espouseantisemitic, andantisemitic, anti-Black, andbut anti-Black, but without some outside force to blame. audience that mightaudience initially that find might initially find white supremacistwhite or whitesupremacist or whitewhite nationalistwhite organizing nationalist can organizing can The Jewish community is often their true ideologytheir too true extreme. ideology too extreme. separatist ideologies,separatist often ideologies, focusing often manifestfocusing withoutmanifest publicly without publicly portrayed as this outside force, with Misogyny, whichMisogyny, describes which hatred describes or hatred or on the alleged inferiorityon the alleged of inferiority ofmentioning racementioning or religion. race or religion. outsized control of television, banking, prejudice againstprejudice women, against is also awomen, is also a nonwhites. Groupsnonwhites. listed in Groups a listed in“Appeals a for the“Appeals white ethnostate for the white ethnostate entertainment, education, and even key recruitmentkey tool recruitment for white tool for white variety of othervariety categories of other — Ku categories are— Kuoften disingenuouslyare often coucheddisingenuously couched Washington, D.C. It’s why the torch nationalist groups.nationalist Each of groups. these Each of these Klux Klan, neo-Confederate,Klux Klan, neo-Confederate, in proclamationsin ofproclamations love for of love for wielding mob of white men in has the dangeroushas potentialthe dangerous to potential to neo-Nazi, racistneo-Nazi, skinhead, racistand skinhead, andmembers of theirmembers own race, of theirrather own race, rather Charlottesville, Virginia chanted that it foster violence. fosterAt its violence.core, despite At its core, despite Christian IdentityChristian — could Identity also be — couldthan also hatredbe for thanothers,” hatred3 writes for others,” 3 writes was “Jews” who will not replace them — its proponents’ itsdisingenuous proponents’ disingenuous fairly described fairlyas white described as white SPLC. Identity Evropa,SPLC. Identity a white Evropa, a white the white race — as controllers of the descriptions of descriptionstheir views, whiteof their views, white nationalist.”2 Alt-rightnationalist.” is a2 recent Alt-right is nationalista recent group,nationalist often group, often United States.4 Antisemitism provides nationalism is ultimatelynationalism a call is ultimately to a call to rebranding of whiterebranding nationalism. of white nationalism.disseminates flyersdisseminates that say flyers that say the rationale that white nationalism uses create an all-whitecreate ethnostate an all-white within ethnostate within “Protect your Heritage”“Protect youror “Our Heritage” or “Our to power its racism, xenophobia, the United States.the United States. While white nationalismWhile white is a nationalism is Futurea Belongs Futureto Us,” Belongs for example. to Us,” for example. misogyny, and other forms of hatred. bigoted social movement, white “Jews and non-Jews need to understand bigotedINTRODUCTION social movement, white supremacy is a systemsupremacy designed is a system to designedTo white to nationalists,To white an attacknationalists, on an attack on that we have a unified threat. The white maintain controlmaintain over people control of over peoplewhite of supremacywhite is unpatriotic. supremacy is unpatriotic. nationalist movement in the United color and the rightscolor of and all the women. rights of all women.They believe thatThey diversity believe and that diversity and States doesn’t simply seek to spread hate; it seeks to use hate to build political power,” writes Eric Ward, Executive Director of Western States Center.

The neo-Nazi website The Daily Stormer published a flyer that read:

“White man are you sick and tired of the Jews destroying your country through mass immigration and degeneracy? Join us in the struggle for global white supremacy...” 5

White nationalist flyers like these from the group Patriot Front are distributed in schools and communities as a way to draw attention and recruit members. 7 White nationalists in the United States insist that the successes of the Civil Rights movement cannot be explained without some outside force to blame. The Jewish community is often portrayed as this outside force, with outsized control of television, banking, entertainment, education, and even Washington, D.C. It’s why the torch wielding mob of white men in Charlottesville, Virginia chanted that it was “Jews” who will not replace them — the white race — as controllers of the United States.4 Antisemitism provides the rationale that white nationalism uses to power its racism, xenophobia, misogyny, and other forms of hatred. “Jews and non-Jews need to understand that we have a unified threat. The white nationalist movement in the United States doesn’t simply seek to spread hate; it seeks to use hate to build political power,” writes Eric Ward, Executive Director of Western States Center.

or another bigotedor another ideology, bigoted ideology, WHY THIS MATTERS intervening can interveningbe very dangerous. can be very dangerous.MISOGYNY All teenagers seekAll ateenagers sense of seek a sense ofmisogyny, the sexistmisogyny, subculture the sexist subculture We urge the utmostWe urge in caution the utmost at in caution at Misogyny and racism often go hand in identity and belonging.identity Whiteand belonging. White‘InCel’ (short for‘InCel’ involuntary (short for involuntary this stage. Whitethis nationalism stage. White brings nationalism brings hand, especially in online forums (like nationalist organizationsnationalist know organizations this knowcelibate), this and whitecelibate), nationalist and white nationalist inherently violentinherently and escalating violent and escalating 4Chan, 8Chan, Reddit, and Gab) and and look for waysand to look connect for ways with to connectideology. with What ideology.might seem What might seem threats to the familiesthreats andto the families and gaming circles. Expressing simultaneous young people inyoung order peopleto grow in their order to growinnocuous their or isolated,innocuous like ora student isolated, like a student communities it communitiesimpacts. It is noit impacts. It is no entitlement and disillusionment, white base. It takes vigilancebase. It ontakes vigilance on scratching a swastikascratching into aa deskswastika or into a desk or accident that a numberaccident of that a number of nationalists exploit online communities the part of teachers,the part administrators of teachers, administratorsa sudden spike ina suddenmisogynistic spike inor misogynistic or incidents of massincidents shootings of masshave shootings have to nurture and often build upon angry and parents to ensureand parents that all to ensure that anti-Muslimall language,anti-Muslim warrants language, a warrants a involved white nationalistinvolved white nationalist young men's feelings of injustice and members of a schoolmembers community of a school communityresponse that clarifiesresponse behavioral that clarifies behavioral ideology.6 Scapegoatingideology.6 Scapegoating animosity, and this animosity often feel connected infeel positive connected ways in and positive waysexpectations, and affirmsexpectations, the value affirms of the value of marginalized communitiesmarginalized is communitiesone is one redirects toward women as well as are not left vulnerableare not toleft extremist vulnerable to extremistall human life, andall humanopens alife, and opens a warning sign forwarning violence. sign for violence. people of color, immigrants, and rhetoric or recruitment.rhetoric or recruitment. dialogue with studentsdialogue to with interrupt students to interrupt religious minorities. When Elliot Rodger this behavior. this behavior. White nationalistWhite groups nationalist seek groups seek killed seven people in 2014, he left Adults often dismissAdults early often dismiss early power and an organizedpower and base an oforganized base of behind a “manifesto” expressing extreme indications of hatefulindications ideology of hateful as a ideologyLeft asunchecked, a Left white unchecked, nationalist white nationalist support. Schoolssupport. are an obviousSchools are an obvious misogyny (putting women in student ‘pushingstudent boundaries’ ‘pushing or boundaries’ideology or and affiliationideology are and affiliation are target. This toolkittarget. is designed This toolkit to is designed to concentration camps) and racism (hatred ‘acting out,’ and‘acting while thisout,’ might and while this dangerous.might Oncedangerous. a student Onceis a student is help you take backhelp any you space, take back any space, of interracial couples).7 He had been also be true, in manyalso be cases true, they in many are cases connectedthey are to whiteconnected nationalism, to white nationalism, however small orhowever large, that small white or large, that white active in misogynist “alt-right” online dismissingINTRODUCTION warningdismissing signs of warning a signs ofonline a or in realonline life, it oris difficultin real life, it is difficult nationalism maynationalism try to carve may out try to carve out communities and was celebrated in those dangerous affiliationdangerous taking affiliation root. takingfor root. them to disconnect,for them so to thedisconnect, best so the best in your school community.in your school community. spaces after the murders. Race may not initiallyRace may enter not the initially entertime the to intervenetime in ato young intervene in a young picture: recent eventspicture: demonstrate recent events demonstrateperson’s affiliationperson’s is early. affiliation After is early. After strong connectionsstrong between connections betweenthey identify withthey white identify nationalism with white nationalism

Cas Mudde, a Dutch political scientist who studies right-wing movements, describes the alt-right’s assertion of women’s inferiority as “a sexist interpretation of xenophobia. It’s the same view they have of immigrants and minorities, that they’re threatening their way of life. A life where men are dominant. A life where they have privilege in virtually every domain.” 8

8 White nationalists in the United States insist that the successes of the Civil Rights movement cannot be explained without some outside force to blame. The Jewish community is often portrayed as this outside force, with outsized control of television, banking, entertainment, education, and even Washington, D.C. It’s why the torch wielding mob of white men in Charlottesville, Virginia chanted that it was “Jews” who will not replace them — the white race — as controllers of the United States.4 Antisemitism provides the rationale that white nationalism uses to power its racism, xenophobia, misogyny, and other forms of hatred. “Jews and non-Jews need to understand that we have a unified threat. The white nationalist movement in the United States doesn’t simply seek to spread hate; it seeks to use hate to build political power,” writes Eric Ward, Executive Director of Western States Center.

or another bigotedor another ideology, bigoted ideology, WHY THIS MATTERS intervening can interveningbe very dangerous. can be very dangerous.MISOGYNY All teenagers seekAll ateenagers sense of seek a sense ofmisogyny, the sexistmisogyny, subculture the sexist subculture We urge the utmostWe urge in caution the utmost at in caution at Misogyny and racism often go hand in identity and belonging.identity Whiteand belonging. White‘InCel’ (short for‘InCel’ involuntary (short for involuntary this stage. Whitethis nationalism stage. White brings nationalism brings hand, especially in online forums (like nationalist organizationsnationalist know organizations this knowcelibate), this and whitecelibate), nationalist and white nationalist inherently violentinherently and escalating violent and escalating 4Chan, 8Chan, Reddit, and Gab) and and look for waysand to look connect for ways with to connectideology. with What ideology.might seem What might seem threats to the familiesthreats andto the families and gaming circles. Expressing simultaneous young people inyoung order peopleto grow in their order to growinnocuous their or isolated,innocuous like ora student isolated, like a student communities it impacts.communities It is noit impacts. It is no entitlement and disillusionment, white base. It takes vigilancebase. It ontakes vigilance on scratching a swastikascratching into aa deskswastika or into a desk or accident that a numberaccident of that a number of nationalists exploit online communities the part of teachers,the part administrators of teachers, administratorsa sudden spike ina suddenmisogynistic spike inor misogynistic or incidents of massincidents shootings of masshave shootings have to nurture and often build upon angry and parents to ensureand parents that all to ensure that anti-Muslimall language,anti-Muslim warrants language, a warrants a involved white nationalistinvolved white nationalist young men's feelings of injustice and members of a schoolmembers community of a school communityresponse that clarifiesresponse behavioral that clarifies behavioral ideology.6 Scapegoatingideology.6 Scapegoating animosity, and this animosity often feel connected infeel positive connected ways in and positive waysexpectations, and affirmsexpectations, the value affirms of the value of marginalized communitiesmarginalized is communitiesone is one redirects toward women as well as are not left vulnerableare not toleft extremist vulnerable to extremistall human life, andall humanopens alife, and opens a warning sign forwarning violence. sign for violence. people of color, immigrants, and rhetoric or recruitment.rhetoric or recruitment. dialogue with studentsdialogue to with interrupt students to interrupt religious minorities. When Elliot Rodger this behavior. this behavior. White nationalistWhite groups nationalist seek groups seek killed seven people in 2014, he left Adults often dismissAdults early often dismiss early power and an organizedpower and base an oforganized base of behind a “manifesto” expressing extreme indications of hatefulindications ideology of hateful as a ideologyLeft asunchecked, a Left white unchecked, nationalist white nationalist support. Schoolssupport. are an obviousSchools are an obvious misogyny (putting women in student ‘pushingstudent boundaries’ ‘pushing or boundaries’ideology or and affiliationideology are and affiliation are target. This toolkittarget. is designed This toolkit to is designed to concentration camps) and racism (hatred ‘acting out,’ and‘acting while thisout,’ might and while this dangerous.might Oncedangerous. a student Onceis a student is help you take backhelp any you space, take back any space, of interracial couples).7 He had been also be true, in manyalso be cases true, they in many are cases connectedthey are to whiteconnected nationalism, to white nationalism, however small orhowever large, that small white or large, that white active in misogynist “alt-right” online dismissingINTRODUCTION warningdismissing signs of warning a signs ofonline a or in realonline life, it oris difficultin real life, it is difficult nationalism maynationalism try to carve may out try to carve out communities and was celebrated in those dangerous affiliationdangerous taking affiliation root. takingfor root. them to disconnect,for them so to thedisconnect, best so the best in your school community.in your school community. spaces after the murders. Race may not initiallyRace may enter not the initially entertime the to intervenetime in ato young intervene in a young picture: recent eventspicture: demonstrate recent events demonstrateperson’s affiliationperson’s is early. affiliation After is early. After strong connectionsstrong between connections betweenthey identify withthey white identify nationalism with white nationalism

9 HOW TO USE THIS TOOLKIT

This toolkit works best as a guide with suggestions and resources to help school communities navigate their own questions and challenges. Students, teachers, staff, administrators, parents, and other community entities can collaborate to adapt these approaches and find new solutions. Our goal is to provide effective resources to all members of school communities so that they may place obstacles in the path of those who would attempt to harm them. 03 We focus on high schools, but many of these resources also apply to SCENARIOS middle schools and colleges. While this toolkit was created to offer tips and strategies on how to respond to white nationalist and other extremist organizing in schools, the following resources can and should be applied to any situation where you see potentially harmful activity. We encourage other anchor entities—libraries, faith-based organizations, community centers, and others—to discuss these scenarios and strategies, engage with local schools, and collaborate to strengthen community responses to hate.

A resource section is included at the end of this toolkit to aid your learning and help your school community grow stronger. One key resource is a list of proactive steps and best practices for schools. The

HOW TO USE THIS TOOLKIT THIS USE TO HOW section includes related resource guides, sample policies and language, and basic information on the white nationalist groups most likely to recruit in schools. Links to further reading also provide a starting point for your own research. Please consider reaching out to Western States Center at [email protected] to share your experience countering white nationalism in your school. We hope this toolkit is helpful as you strengthen your school community against bigotry.

10 HOW TO USE THIS TOOLKIT

11 ANONYMOUS USE OF HATE SYMBOLS OR SPEECH

The range of physical and communication and expression virtual spaces in a school that threaten the integrity of community provides ample the school community. Bigoted opportunities for students to graffiti, unsanctioned flyering, express themselves and and anonymous online comment communicate with one another. platforms challenge schools to Anonymous spaces, however, maintain free and open spaces can foster the kinds of without making space for hate.

EXAMPLES » School property is vandalized » Anonymous online content

SCENARIOS with a hate group symbol or disparaging marginalized phrase, with no means to students or groups appears identify the culprit

» Someone has distributed flyers promoting a white nationalist group, event, or ideology

12 SUGGESTED APPROACHES

STUDENTS ADMINISTRATION

» Document the incident if safely » A quick and clear response can possible: take pictures or prevent escalation. While anonymous screenshots, and save a copy of use of hate symbols is not generally any physical materials. considered an immediate threat to the » Report the incident to multiple staff school community, it is often cited members including administrators in after more serious incidents as an ways that feel safest. Talk to a teacher early indicator that went unaddressed. or other staff member you trust about » Remove the content as quickly as your concerns. possible, and make sure key » Talk to classmates and your parents, stakeholders know you addressed the as well as any other stakeholders who problem. can support you. » Share the incident, including » Engage with student-led groups as evidence if possible, with your you feel comfortable, including administrative team. student council, advisory committees » Connect with your faculty about or other student support groups. the issue.

» Contact any district supervisors who

STAFF can assist you in responding. » Consider implementing a » Document the incident if safely confidential or anonymous possible: take pictures or screenshots, online reporting system as a way for and save a copy of any physical students to make your team aware of materials. situations like this. » Contact your administrator(s) to » Depending on the extent or severity, make them aware of the situation. consider opening a community-wide Speak with colleagues to gauge their conversation for other stakeholders to awareness and build a coalition of get information and ask questions. staff members committed to addressing the issue.

» Disable anonymous commenting on classroom platforms.

» If a specific student or group feels targeted by these actions, plan and provide aftercare.

13 PAR E NTS SUCCESS STORY

» Ask your child to collect A swastika was found carved onto a evidence if possible and safe to library chair, with no way of knowing do so, and share this evidence with who had done it. The administration school administrators. removed it immediately, and the school’s » Engage with other parents and newly formed culture and climate team community members. Bring up the issue at any parent organizations or discussed the incident and brainstormed school community meetings you can ways to check in with students who attend. Cite other instances of this knew it had happened and to be more nature to substantiate your concerns. vigilant about public spaces. The school » Follow up with administrators to also implemented an anonymous confirm that they are addressing this. reporting system to encourage students to come forward with concerns.

COMMUNITY MEMBERS SCENARIOS » Collect evidence if safe and possible to do so. WHAT NOT TO DO » Contact school administrators directly. X Don’t ignore the incident or dismiss concerns. While seemingly » Attend meetings open to members of the broader community to express minor and untraceable, anonymous your concerns. identifiers are often the first indicators of a nascent and potentially aggressive » Check in with relevant entities—after school programs, white nationalist presence. parks, libraries, shopping centers— to see if hate speech or symbols are X Don’t overreact. Punishing the present elsewhere in the community. student body as a whole or fixating on identifying the perpetrator may shut down dialogue and render stakeholders reluctant to come forward with future concerns.

14 INVOCATION OF WHITE NATIONALIST IDEOLOGY

The best classroom environ- figures actively seek to influ- ments support students seeking ence and enlist young people and engaging with outside with access to larger school sources. Research skills remain communities. Students need among the most vital to support as they navigate the postsecondary success, along- endless material available to side critical thinking and the them to ensure that their social, ability to assess source material. emotional, and cognitive White nationalist online development are not impeded personalities, bloggers, public by the dangerous rhetoric of speakers, and other prominent extremism. EXAMPLES » Students citing white » Students distributing or nationalism or extremist promoting these materials on source material in schoolwork school property or through school-sanctioned platforms, » Students citing, invoking, including learning or parroting white nationalist management systems or source material in class class web pages discussions

15 SUGGESTED APPROACHES

» Consider a workshop at the start of each year to review how students can STUDENTS vet source material for bias.

» If you feel comfortable, ask » Meet with the student’s counselor or follow-up questions of your classmate other wellness staff members to see if in a discussion or in peer editing they have noticed any increase in situations: examine resources and aggression or frustration that might viewpoints. correspond to an interest in extremist ideology. » If a student shares materials outside of class, bring these to the attention » Make an administrator aware of of a staff member you trust. your concerns; include evidence and relevant links. » Lead by example: research all source material, and research any sources with which you are not familiar to

check for bias or problematic ADMINISTRATION affiliations. » Meet with students and teachers » Ask your teachers if they keep lists involved to understand their concerns. of trusted online sources or if they can prepare a lesson to help students » As appropriate, meet with the SCENARIOS better understand bias in source student who cited or promoted this material. material to understand the appeal and interest: for what frustrations are they seeking validation from extremists? STAFF » Consider a workshop for staff to help promote effective online research » Establish assessment criteria for practices across disciplines. Involve source material in student work, your school librarian to design and including for any structured implement research practices. discussions or other classroom activities to create and clarify » Ask teachers what resources might accountability. See sample language help them reinforce effective research for teachers on structured assessment skills, as well as what norms and of student work in this toolkit. policies have worked in their classrooms to clarify acceptable and » Collaborate with students to set valid source materials. classroom policies and procedures that establish community standards » Consider adapting some of these as for cited materials. standards across the school.

16 PAR E NTS SUCCESS STORY

» A basic awareness of what kids In a US History class, a student repeatedly absorb online is elemental to cited from white nationalist online sources, maintaining their safety and including speeches by Richard Spencer. His understanding their evolving parents did not seem receptive to the teacher’s concerns when she met with perspectives. Sites not explicitly them. The teacher revised future dedicated to white nationalist assessment rubrics to account for the ideology—including Reddit, 4chan or viability and academic validity of source 8chan—can host robust sections material, ruling out the vast majority of where kids are actively recruited. white nationalist publications and figures.

» Open a conversation with your child A student used a recognized hate symbol about the spectrum of validity and as her avatar on a classroom discussion bias in online resources, both page. Concerned students emailed the academic and those rooted in personal teacher about it. The teacher met with the interest. What YouTube channels do student outside of class, and she insisted she didn’t know the image carried racist they follow? What podcasts have they connotations. The teacher shared evidence heard about what subjects? with her from reputable sources, and they agreed that she would remove the avatar » If you have concerns, make an out of respect for her classmates. appointment with a counselor or staff member you feel knows your child well. If your child shares concerns with you, help them voice these WHAT NOT TO DO concerns to staff members they trust. X Don’t treat all student sources as equal; they’re not. Validating white COMMUNITY MEMBERS nationalism is not the same as valuing other viewpoints. Rather, it concedes » The ability to teach and reinforce effective research often hinges on the credibility to rhetoric that demeans resources necessary to do so. members of our school communities. Advocate for a certified full-time librarian in each of your local schools, X Don’t sweep it away and move on. and request information about how Young people are seeking and finding the school teaches research white nationalist sources at alarming rates. methodology. Sharing this material via schoolwork or » Consider joining or seeking election otherwise can indicate that a student needs to advisory boards or panels that help support. Plan and provide aftercare by make decisions about a school’s engaging with school wellness staff. budget and goals.

17 WHITE NATIONALIST ICONOGRAPHY AND GROUP IDENTIFIERS

Overt expression of white confidence to reveal their nationalist ideology or identifi- stance to the school community. cation as part of an organized This increased visibility seeks hate group reflects a more to grab attention, unsettle urgent problem. In these others, and recruit more instances, students feel some members. School communities combination of frustration are not helpless in the face of and alienation, along with the these efforts. » Acknowledge the concerns of students or staff members who EXAMPLES brought an incident to your attention. » Students displaying white » Students identifiably » Collect evidence about the nature and threat of the ideology being SCENARIOS nationalist symbols, slogans, distributing materials that promoted, especially for any or other identifying depict white nationalist community meetings that may arise iconography on clothing, imagery or ideology, including in response. school supplies, cars parked buttons, stickers, avatars, » Reach out to student leadership on school property, screen names, or other visual groups to engage them in brainstorming solutions. or school-issued computers representations to the school community » Reach out to civil rights organizations, locally or nationally, for resources and suggestions. » Examine your school’s policies. Do the symbols fall under the category of gang activity or hate speech? Can they be considered disruptive to the educational process? Often these incidents are already prohibited under existing policies. » If such policies don’t exist to cover these contingencies, start the process to create them.

» Concurrent with any policy-based responses, open and continue a conversation with the student(s) involved, including wellness staff members when appropriate, to address underlying issues and support students on all sides. » Consider establishing a culture and climate team to discuss ways to prevent similar issues in the future. This can be a committee of staff members, ideally with student input, dedicated to ameliorating issues of inequity within the school community.

SUGGESTED APPROACHES

» If a working relationship exists, meet with the student to share your STUDENTS concerns and ask questions. Consider inviting an additional trusted staff » If you feel safe doing so, gather member to join this conversation. evidence. » Increase the visibility of symbols of » Report the incident to multiple staff diversity and tolerance in your members including administrators in classroom, including pride flags, ways you feel safest. Include culturally affirming posters, and documentation. portraits of pioneering members of » Talk to a teacher or other staff historically marginalized groups. member you trust about your concerns. ADMINISTRATION » Engage with student-led groups as you feel comfortable, including student » Acknowledge the concerns of council, advisory committees or other students or staff members who student support groups. brought an incident to your attention. » Consider organizing a meeting » Collect evidence about the nature with peers to brainstorm response and threat of the ideology being strategies in your school community. promoted, especially for any Include adults who share your community meetings that may arise concerns and can support your efforts. in response. » Reach out to student leadership groups to engage them in brainstorming solutions. STAFF » Reach out to civil rights » Contact your administrator(s) to organizations, locally or nationally, for make them aware of the situation. resources and suggestions. Provide documentation about the threat of the ideology being » Examine your school’s policies. Do promoted, as well as evidence of the the symbols fall under the category of danger these groups pose to school gang activity or hate speech? Can they communities. be considered disruptive to the educational process? Often these » Speak with colleagues, including incidents are already prohibited under wellness staff members, to gauge their existing policies. awareness and build a coalition of staff members committed to » If such policies don’t exist to cover addressing the issue. these contingencies, start the process to create them.

» Acknowledge the concerns of students or staff members who brought an incident to your attention. » Collect evidence about the nature and threat of the ideology being promoted, especially for any community meetings that may arise in response. » Reach out to student leadership groups to engage them in brainstorming solutions. » Reach out to civil rights organizations, locally or nationally, for resources and suggestions. » Examine your school’s policies. Do the symbols fall under the category of gang activity or hate speech? Can they be considered disruptive to the educational process? Often these incidents are already prohibited under existing policies. » If such policies don’t exist to cover these contingencies, start the process to create them.

» Concurrent with any policy-based » If you are worried about your child, responses, open and continue a please see the resources at the end of conversation with the student(s) this toolkit, and reach out to a school involved, including wellness staff counselor immediately. members when appropriate, to address underlying issues and support

students on all sides. COMMUNITY MEMBERS » Consider establishing a culture and » The health of a school community climate team to discuss ways to depends on the commitment and prevent similar issues in the future. engagement of the community as a This can be a committee of staff whole. Community-based entities, members, ideally with student input, including libraries, after-school dedicated to ameliorating issues of programs, service opportunities, inequity within the school community. sports teams, civic and faith-based

organizations can all play a role in uniting the community in response PAR E NTS to the presence of hate groups. If a student or group of students is » If your child shares concerns with increasingly affiliated with white you about a white nationalist presence nationalist groups, community SCENARIOS at school, work with them to entities can brainstorm positive brainstorm the best way to open a responses to engage all students conversation with school staff and and build a stronger administration. community—instead of fertile ground for hate group recruitment. » Help them gather evidence of the threat posed by this presence, and ask them if they have specific concerns that you can help address. Are they worried about the potential for violence? Does the school seem unresponsive? Continue to check in with your child to help them manage the stress of this situation. » If you feel comfortable doing so, attend a school board or council meeting to express your concerns. » Reach out to community organizations, locally or nationally, for additional resources and suggestions.

20 » Acknowledge the concerns of students or staff members who brought an incident to your attention. » Collect evidence about the nature and threat of the ideology being promoted, especially for any community meetings that may arise in response. » Reach out to student leadership groups to engage them in brainstorming solutions. » Reach out to civil rights organizations, locally or nationally, for resources and suggestions. » Examine your school’s policies. Do the symbols fall under the category of gang activity or hate speech? Can they be considered disruptive to the educational process? Often these incidents are already prohibited under existing policies. » If such policies don’t exist to cover these contingencies, start the process to create them.

» Concurrent with any policy-based responses, open and continue a conversation with the student(s) SUCCESS STORY involved, including wellness staff members when appropriate, to An art student added a lesser-known white nationalist symbol to a class mural, address underlying issues and support and classmates noticed. The students brought the issue to the teacher’s attention, students on all sides. who then consulted with colleagues and administration to decide on a course of » Consider establishing a culture and action. The teacher and an administrator met with the student, but the student climate team to discuss ways to was inflexible and unremorseful about the harmful nature of what he did. prevent similar issues in the future. This can be a committee of staff Wellness staff was alerted and asked to watch for signs of increased stress or members, ideally with student input, agitation in the student, and the teacher followed up with the initially concerned dedicated to ameliorating issues of students. When the student subsequently threatened a classmate, the school had a inequity within the school community. record of the initial incident on which to base their concern and to advocate for

additional intervention, which was then provided.

WHAT NOT TO DO

X Don’t categorize hate speech as free speech. White nationalist symbols are the schoolhouse equivalent of yelling ‘fire’ in a crowded theater; this is dangerous speech, and it threatens not just the fabric of a school community, but the day-to-day safety of students and staff.

X Don’t settle for a solely punitive response. While legitimately invoking policies that forbid the presence of hate symbols and rhetoric at school removes the visible indicator, it doesn’t resolve the conditions that brought these elements into the school. Continue to seek and facilitate dialogue with student(s), staff members, wellness staff, and administrators to understand how this element gained currency in your community and what each stakeholder can do to address the problem.

21 EVIDENCE OF WHITE NATIONALIST ORGANIZING OUTSIDE OF SCHOOL

Students who have been approaches, all of which aim to recruited by an organized white further increase visibility and nationalist group will soon be membership, as well as destabi- pressed to recruit and lize diverse school communities. proselytize in their school communities. Research traces a longstanding pattern of

EXAMPLES

SCENARIOS » Students distributing, » Students distributing physically or electronically, information, physically or » Acknowledge the concerns of any organizational propaganda to electronically, about students or staff members who recruit new members and upcoming white nationalist brought this to your attention. disseminate hateful events—rallies, marches, » Collect evidence about the nature ideology—website links, speaking appearances, and threat of the ideology being pamphlets, manifestos, concerts, membership promoted, especially for any community meetings that may arise in videos, mp3s, books, zines, meetings, and response. and other formats all turn up other gatherings » Work with your staff to assess any in school settings as efficient level of threat this student might ways to reach students pose, and consider a systematic, holistic response: wellness issues are as vital to an effective response as academic and behavioral aspects. » Reach out to student leadership groups to engage them in developing solutions.

» In conjunction with administration STUDENTS and wellness staff, meet with the student’s cohort of teachers to share » If you feel safe doing so, gather observations and discuss ways to evidence. support this student as the issue » Report the incident to multiple staff goes forward. members, including administrators, in » Open a line of communication with a way that feels safe. Include the student’s parents to work together documentation about the ideology in support of this student. being promoted. » If you have not already done so, » Engage with student-led groups as collaborate with students to draft or you feel comfortable, including revise classroom norms and policies student council, advisory committees that prohibit any materials that or other student support groups. promote hatred and bigotry of any Consider organizing a meeting with kind. peers to brainstorm response strategies in your school community. Include adults who share your concerns and can support your efforts. ADMINISTRATION » As tempting as it might be, don’t » Acknowledge the concerns of any confront the student(s) involved. At students or staff members who this point, your classmate may be fully brought this to your attention. involved with a violent extremist » Collect evidence about the nature organization, and confrontation is not and threat of the ideology being a safe option. promoted, especially for any community meetings that may arise in response. STAFF » Work with your staff to assess any » Clarify that white nationalist level of threat this student might materials are not welcome in your pose, and consider a systematic, classroom in any form. holistic response: wellness issues are as vital to an effective response as » Collect evidence and report the academic and behavioral aspects. efforts to an administrator immediately. » Reach out to student leadership groups to engage them in developing » In conjunction with administration, solutions. discuss the issue with students as necessary and appropriate.

» Reach out to civil rights organizations, locally or nationally, for resources and suggestions. » Most school districts have explicit guidelines about the distribution of outside materials, as well as policies that prohibit hate speech or otherwise offensive materials. If your school’s policies don’t cover this scenario, begin the process to revise the rules. No school community is obligated to allow the distribution of hateful materials from outside organizations. » Acknowledge the concerns of any students or staff members who brought this to your attention. » Collect evidence about the nature and threat of the ideology being promoted, especially for any community meetings that may arise in response. » Work with your staff to assess any level of threat this student might pose, and consider a systematic, holistic response: wellness issues are as vital to an effective response as academic and behavioral aspects. » Reach out to student leadership groups to engage them in developing solutions.

SUGGESTED APPROACHES

» Reach out to civil rights faith-based groups, parks staff, and organizations, locally or nationally, for others. Facilitate a meeting to develop resources and suggestions. an action plan. » Most school districts have explicit guidelines about the distribution of outside materials, as well as policies COMMUNITY MEMBERS that prohibit hate speech or otherwise offensive materials. If your school’s » Collaborate with school staff, policies don’t cover this scenario, parents, students, and other begin the process to revise the rules. community entities to monitor and No school community is obligated to formulate a response to increasing allow the distribution of hateful white nationalist efforts in your area. materials from outside organizations. » All aspects of a community play a vital role in that community’s overall health; no one is helpless or without a

PAR E NTS way to contribute. If you have a meeting space available, host leaders » Check in with your child to help and residents from across your manage the stress of increasing white community to share information, ask nationalist rhetoric at school. questions, and brainstorm solutions. SCENARIOS If you can donate food or supplies for » Engage with wellness staff and these events, that’s a huge help. If you teachers to keep lines of communica- can attend and encourage others to do tion open. so, that matters just as much. Your » Request updates from local school is the heart of your administration about their efforts to community, and it needs you involved. block recruitment. » Attend any meetings open to you on these issues. Parents can obstruct attempts by white nationalist groups to infiltrate a school community for recruitment purposes, as well as attempts to increase their presence in the community at large. » Parents enjoy connections across community entities, and those entities can build an effective response. Talk to community organizations, local businesses, elected officials,

24 » Acknowledge the concerns of any students or staff members who brought this to your attention. » Collect evidence about the nature and threat of the ideology being promoted, especially for any community meetings that may arise in response. » Work with your staff to assess any level of threat this student might pose, and consider a systematic, holistic response: wellness issues are as vital to an effective response as academic and behavioral aspects. » Reach out to student leadership groups to engage them in developing solutions.

» Reach out to civil rights organizations, locally or nationally, for resources and suggestions. SUCCESS STORY » Most school districts have explicit A school newspaper student staff member composed an editorial advocating for guidelines about the distribution of a white history month, using language and argument support common in outside materials, as well as policies that prohibit hate speech or otherwise mainstream white nationalist rhetoric, and the faculty sponsor ran the piece. In a offensive materials. If your school’s subsequent edition, faculty and staff submitted response pieces, all maintaining policies don’t cover this scenario, respectful tones, and no disciplinary action was involved. Administration and begin the process to revise the rules. wellness staff agreed to check in with the student periodically, as well as with her No school community is obligated to allow the distribution of hateful teachers, and the situation never escalated. materials from outside organizations.

WHAT NOT TO DO

X Don’t let white nationalist groups frame the conversation. Stay focused on the values of your community and the needs of students. White nationalist groups will co-opt language about free speech and cultural identity to steer the dialogue away from the hateful nature of who they are and what they do.

X Don’t ignore the needs of the community as a whole. At this level, a school community may see bystander trauma among students encountering these recruitment efforts, and the visibility of white nationalist groups in the area may introduce additional complications outside of school. Keep wellness staff engaged and responsive, check in with students, and reach out to all aspects of the community.

25 ORGANIZING IN SUPPORT OF WHITE NATIONALISM AT SCHOOL

In tandem with active promo- young recruits. Students are tion of existing white national- convinced that they are the ist groups, students are often marginalized group, and as a pressed to organize within result, they should demand their school communities. Hate rights and recognition they have groups have a playbook, and never lacked. To be clear, the pushing students to form white pro-white or pro-European student unions or argue in favor group or event the student of teaching a white history seeks to establish is a tool of month remain elemental to their white nationalism. efforts to deceptively empower SCENARIOS EXAMPLES » Approaching teachers or » Establishment of pro-white administration to advocate for online spaces within or school events or groups adjacent to the school promoting pan-European community as it exists culture—a ‘white student online—a Facebook group, a union’ or ‘European history discussion thread, a tweet, or month,’ among other any other facilitation of white examples nationalist online discourse

26 SUGGESTED APPROACHES

» Be prepared to field questions in class, and be alert to tensions building STUDENTS outside teachers’ field of vision.

» This situation requires committed » Wellness staff should be prepared to student advocates for tolerance and support bystanders impacted by racial justice. Connect with leaders of incidents at this level. a wide range of student groups, and enlist a faculty facilitator. » Plan a meeting to share concerns ADMINISTRATION and ask questions. » Meet with the students making these » Keep the health of your school requests. Listen to everything they community central to stated goals, want to say, record their requests, take rather than punishment for supporting information from them, perpetrators. Pushback from peers and ask thoughtful questions. Often, can backfire, increasing tensions and these students have little more than seeming to justify requests for dogma to offer, but some students separate white entities and events. may have impassioned and intricate stances that have led them to this point. They will likely not listen to an administrative response if they feel STAFF they have not been heard, which may further cast them as victims of racial » In conjunction with the administra- discrimination—the misguided tion, gather information on the perception that drives these requests. history of white student unions (and similar efforts) as anti-diversity, » With that said, the answer still needs especially since the growth of the to be ‘no.’ Many schools have groups Black Lives Matter movement. celebrating specific European heritage groups, but this is vastly different » Share resources for colleagues to from a pan-European or ‘white pride’ respond to students’ questions about group. Latinx student groups and the issue, because by the time teachers black student unions exist to mitigate hear about it, the student body has long histories of social and education already been discussing it. inequities. The same need does not » Volunteer to facilitate meetings translate to white students, and to among student leadership to maintain a school community that counteract these efforts. promotes tolerance and refuses space for white nationalism, these requests » Record students’ questions and cannot be dignified as viable. concerns to share with administrators, as students may not feel comfortable doing so.

27 PAR E NTS SUCCESS STORY

» Parents occupy a unique space from A student who was found carrying which to respond positively to dozens of copies of flyers for a students’ formal attempts to organize within the school. As staff handle the longstanding white nationalist group intricacies of policy and the tense was initially suspended without interactions likely taking place around additional support, and tensions the school building, parents can surrounding his situation escalated. At counterbalance these tensions. the urging of staff members, follow-up » Speak to administrators to find out counseling was provided, and the how parents can support existing student organizations that promote student’s relationship with the school tolerance and racial justice. What community greatly improved. He events might the school community stopped wearing paraphernalia and organize in response to increased hostility from white nationalist espousing white nationalist beliefs a students? few months later.

SCENARIOS » Consider planning a community dinner to unite the students and families in your area, a fundraiser for a WHAT NOT TO DO local nonprofit serving marginalized communities, or a book drive to X Don’t downplay the significance diversify the school’s library materials. of these efforts. For years, white nationalist groups have incited young recruits to push their racist agendas at COMMUNITY MEMBERS school. This is a pivotal part of the » Increase the visibility of existing white nationalist playbook, and schools inclusive community organizations. must respond decisively. Plan and promote events and activities for students and their families to X Don’t wait for someone else to counter attempts by white nationalists. speak up. White nationalist organizing within a school can be unfamiliar and » Continue to connect community entities with one another and with intimidating, making it difficult to staff, administrators, students and respond. This is why communicating their families to support the school with all members of the community and further its goals of tolerance matters: everyone has the right to resist and equity. white nationalism.

28 PAR E NTS SUCCESS STORY

» Parents occupy a unique space from A student who was found carrying which to respond positively to dozens of copies of flyers for a students’ formal attempts to organize within the school. As staff handle the longstanding white nationalist group 04 intricacies of policy and the tense was initially suspended without PROACTIVE interactions likely taking place around additional support, and tensions the school building, parents can surrounding his situation escalated. At counterbalance these tensions. STEPS & the urging of staff members, follow-up » Speak to administrators to find out BEST counseling was provided, and the how parents can support existing student organizations that promote student’s relationship with the school PRACTICES tolerance and racial justice. What community greatly improved. He events might the school community stopped wearing paraphernalia and organize in response to increased hostility from white nationalist espousing white nationalist beliefs a students? few months later.

29 PROACTIVEPROACTIVE STEPS STEPS Before problems arise, schools can take concrete steps to make Before problems arise, schools their communities less vulnerable can take concreteto white nationalism. steps to Considermake their communitiessome of the less following vulnerable steps. to white nationalism. Consider some of the following steps. » Foster and support strong to familiarize themselves with white of diversity and tolerance throughout » Host an informational event for student organizations. nationalist ideas and symbols. your school community. parents to understand the threat of white nationalist ideology online. » Foster and support» Foster strong and support» Involve strong parentsto familiarize and parent themselvesto familiarize» Takewith themselvesstudent white claims with of harass whiteof diversity »and Encourageof tolerance diversity students, throughout and teachers, tolerance » Hostthroughout an informational » Host an event informational for event for student organizations.student organizations.organizationsnationalist in school functions ideasnationalist and symbols.ment ideas seriously, and whethersymbols. they are your school parents,community.your and school administration community. to engageparents » Examine to understand learningparents management the to threatunderstand of the threat of whenever appropriate. based on race, gender, immigration in a discussion about updating schoolwhite systems nationalist and otherwhite ideology school-sanctioned nationalist online. ideology online. status, sexual orientation, or any curriculum to reflect a strong online platforms for their capacity to » Encourage students,» Encourage teachers, students, teachers, » Involve parents» Involveand parent parents » Maintainand parent strong» Take ties student to a wide claims» Take of studentother harass identifier. claims- of harass- community that values the identities offer space for hostile discourse. organizations inorganizations school functions in rangeschool of communityfunctionsment seriously, organizations: whetherment seriously, they are whether they are parents, andand administration storiesparents, of all and of toitsadministration engagemembers. » Examine to engage learning » Examine management learning management whenever appropriate.whenever appropriate.libraries, communitybased oncenters, race, gender,based on immigration» Makerace, traininggender, available immigration to help all in a discussion aboutin a discussion updating aboutschool updating systems» Review school and schoolother systems policiesschool-sanctioned and as they other school-sanctioned » Encourage teachers to faith-based groups,status, and sexual service orientation, status, sexualstaff or identifyany orientation, students or who any may be curriculum to reflectcurriculum a strong to reflect a strongonlinemight platforms apply toonline white for theirnationalist platforms capacity for to their capacity to vulnerable to recruitment or already establish norms and policies for symbols and potential efforts to organizations can play vital roles in community thatcommunity values the identitiesthat values theoffer identities space for hostileoffer space discourse. for hostile discourse. » Maintain strong» Maintain ties to a widestrong reporting ties to anda otherwide responding. identifier.other identifier.exploring white nationalist ideology. classroom work and behavior promote or recruit, including on range of communityrange organizations:of community organizations: and stories ofthat all reinforceand of storiesits tolerancemembers. of all and of its members.social media. libraries, communitylibraries, centers, community » Maintain centers, dedicated» Make and training fully »available Make training» toExplore help available restorativeall tojustice help models all obstruct white nationalism. » Review school» policiesReview asschool they policies as they faith-based groups,faith-based and service groups, staffed and wellness servicestaff specialists: identify studentsstaff identify whoand de-escalationmay students be whotraining may for be » Encourage teachers» Encourage to teachers tomight » Implementapply to whiteamight confidential nationalist apply or to white nationalist » Build skills among students for counselors, social workers, a school your school. establish normsestablish and policies norms for and policies anonymousfor online reporting system organizations canorganizations play vital PRACTICES STEPS & BEST PROACTIVE roles can in play vitalvulnerable roles in to recruitmentvulnerable orto alreadyrecruitment or already symbols and potentialsymbols efforts and potential to efforts to nurse, and other vital roles. gathering, assessing, questioning, through which students can share reporting and responding.reporting and responding.Encourage yourexploring wellness whitespecialists exploringnationalist » Increasewhite ideology. nationalist the visibility ofideology. symbols classroom workand critiquingclassroom and behavior source work material. and behaviorpromotesafety concerns.or recruit,promote including or recruit, on including on that reinforce tolerancethat reinforce and tolerance andsocial media. social media. » Maintain an active, responsive » Maintain dedicated» Maintain and fully dedicated and fully» Explore restorative» Explore justice restorative models justice models obstruct white nationalism.obstruct white nationalism. » Establish a culture and climate team school-wide curriculum to keep at your school to monitor and discuss » Implement a confidential» Implement or a confidential or staffed wellness staffedspecialists: wellness specialists:and de-escalationand training de-escalation for training for students aware of the long-term issues related to equity and racial counselors, socialcounselors, workers, asocial school workers, youra school school. your school. » Build skillsimpacts among» Buildof howstudents skills they representamong for studentsanonymousjustice. for onlineanonymous reporting online system reporting system nurse, PRACTICES STEPS & BEST andPROACTIVE othernurse, vital roles.and other vital roles. gathering, assessing,themselvesgathering, questioning,and interact assessing, with questioning,through which studentsthrough canwhich share students can share Encourage yourEncourage wellness specialists your wellness specialists» Increase the visibility» Increase of thesymbols visibility of symbols and critiquingothers sourceand online. critiquing material. source material.safety concerns.safety concerns.

» Maintain an active,» Maintain responsive an active, responsive» Establish a culture» Establish and climate a culture team and climate team school-wide curriculumschool-wide to keep curriculum toat yourkeep school toat monitoryour school and todiscuss monitor and discuss students aware ofstudents the long-term aware of the long-termissues related toissues equity related and racial to equity and racial impacts of howimpacts they represent of how they representjustice. justice. themselves and themselvesinteract with and interact with others online. others online.

30 PROACTIVEPROACTIVE STEPS STEPS Before problems arise, schools can take concrete steps to make Before problems arise, schools their communities less vulnerable can take concreteto white nationalism. steps to Considermake their communitiessome of the less following vulnerable steps. to white nationalism. Consider some of the following steps. » Foster and support» Foster strong and support strongto familiarize themselvesto familiarize with themselves white with white of diversity andof tolerance diversity throughout and tolerance » Hostthroughout an informational » Host an event informational for event for student organizations.student organizations. nationalist ideasnationalist and symbols. ideas and symbols. your school community.your school community. parents to understandparents the to threatunderstand of the threat of white nationalistwhite ideology nationalist online. ideology online. » Foster and support» Foster» Involve strong and parents support» Involveand strongparent parentsto familiarize and parent» Take themselvesto student familiarize claims» Takewith of themselvesstudent white harass claims- with of harass white- » ofEncourage diversity students, »and Encourageof tolerance teachers, diversity students, throughout and teachers, tolerance » Hostthroughout an informational » Host an event informational for event for student organizations.studentorganizations organizations. inorganizations school functionsnationalist in school functions ideasment nationalistseriously, and symbols. whetherment ideas seriously, they and are whethersymbols. they are parents,your school and administration parents,community.your and school toadministration engage community. » Examine to engage parentslearning » Examine managementto understand learningparents management the to threatunderstand of the threat of whenever appropriate.whenever appropriate. based on race, gender,based on immigration race, gender, immigration in a discussion aboutin a discussion updating aboutschool updating systems school andwhite other systems nationalistschool-sanctioned and otherwhite ideology school-sanctioned nationalist online. ideology online. status, sexual orientation,status, sexual or any orientation, or any curriculum to reflectcurriculum a strong to reflect a strongonline platformsonline for their platforms capacity for to their capacity to » Encourage students,» Encourage teachers, students, teachers, » Involve parents» Involveand» Maintain parent parents strong » Maintain andties toparent a widestrong» Take ties student to a otherwide claims »identifier. Take of studentother harass identifier. claims- of harass- community thatcommunity values the identitiesthat values theoffer identities space for hostileoffer space discourse. for hostile discourse. organizations inorganizations schoolrange functionsof community in rangeschool organizations:of communityfunctionsment seriously, organizations: whetherment seriously, they are whether they are andparents, stories ofand alland administrationof storiesitsparents, members. of all and of toitsadministration engagemembers. » Examine to engage learning » Examine management learning management whenever appropriate.wheneverlibraries, appropriate. communitylibraries, centers, communitybased oncenters, race,» Make gender,based training on immigration »available Makerace, traininggender, to help available all immigration to help all in a discussion aboutin a discussion updating aboutschool» Review updating schoolsystems» policiesReview school and as schoolother theysystems policiesschool-sanctioned and as they other school-sanctioned » Encourage teachers» Encourage to teachers to faith-based groups,faith-based and service groups,status, and sexual servicestaff orientation, identifystatus, studentssexualstaff or identifyany orientation,who may students be or who any may be curriculum to reflectcurriculum a strong to reflectmight applya strongonline to whitemight platforms nationalist apply toonline white for theirnationalist platforms capacity for to their capacity to vulnerable to recruitmentvulnerable orto alreadyrecruitment or already establish normsestablish and policies norms for and policiessymbols for and potentialsymbols efforts and potential to efforts to organizations canorganizations play vital roles can in play vital roles in community thatcommunity values the identitiesthat values theoffer identities space for hostileoffer space discourse. for hostile discourse. » Maintain strong» Maintain tiesreporting to a widestrong and responding. reporting ties to anda otherwide responding. identifier.exploringother white identifier. exploringnationalist white ideology. nationalist ideology. classroom workclassroom and behavior work and behaviorpromote or recruit,promote including or recruit, on including on range of communityrange organizations:of community organizations: thatand reinforce stories tolerance ofthat all reinforceand of and storiesits tolerancemembers. of all andsocial of itsmedia. members.social media. libraries, communitylibraries,» Maintaincenters, community dedicated » Maintain andcenters, fully dedicated» Make and training fully» Explore »available Make restorative training» toExplore help justice available restorativeall models tojustice help models all obstruct white nationalism.obstruct white nationalism. » Review school» policiesReview asschool they policies as they faith-based groups,faith-based staffedand service wellness groups, staffedspecialists: and wellness service staff specialists: identifyand students de-escalationstaff identify whoand training de-escalationmay students befor whotraining may for be » Encourage teachers» Encourage to teachers» Implement tomight a confidential» Implementapply to or whiteamight confidential nationalist apply or to white nationalist » Build skills among» Build students skills among for students for counselors, socialcounselors, workers, asocial school workers, youra school school. your school. establish normsestablish and policies norms foranonymous and policies online anonymousfor reporting online system reporting system organizations canorganizations play vital PRACTICES STEPS & BEST PROACTIVE roles can in play vitalvulnerable roles in to recruitmentvulnerable orto alreadyrecruitment or already symbols and potentialsymbols efforts and potential to efforts to nurse, and othernurse, vital roles.and other vital roles. gathering, assessing,gathering, questioning, assessing, questioning,through which studentsthrough canwhich share students can share reporting and responding.reportingEncourage and your responding.Encourage wellness specialists yourexploring wellness whitespecialists» Increase exploringnationalist the visibility» Increasewhite ideology. of nationalist thesymbols visibility ofideology. symbols andclassroom critiquing sourceworkand critiquingclassroom andmaterial. behavior source work material. safety and behaviorconcerns.promotesafety concerns.or recruit,promote including or recruit, on including on that reinforce tolerancethat reinforce and tolerance andsocial media. social media. » Maintain an active,» Maintain responsive an active, responsive » Maintain dedicated» Maintain and fully dedicated and fully» Explore restorative» Explore justice restorative models justice models obstruct white nationalism.obstruct white nationalism.» Establish a culture» Establish and climate a culture team and climate team school-wide curriculumschool-wide to keep curriculum toat yourkeep school toat monitoryour school and todiscuss monitor and discuss » Implement a confidential» Implement or a confidential or staffed wellness staffedspecialists: wellness specialists:and de-escalationand training de-escalation for training for students aware ofstudents the long-term aware of the long-termissues related toissues equity related and racial to equity and racial counselors, socialcounselors, workers, asocial school workers, youra school school. your school. impacts» Build of skillshowimpacts they among» represent Buildof howstudents skills they representamong forjustice. studentsanonymousjustice. for onlineanonymous reporting online system reporting system nurse, PRACTICES STEPS & BEST andPROACTIVE othernurse, vital roles.and other vital roles. themselvesgathering, and assessing, themselvesinteractgathering, with questioning,and interact assessing, with questioning,through which studentsthrough canwhich share students can share Encourage yourEncourage wellness specialists your wellness specialists» Increase the visibility» Increase of thesymbols visibility of symbols othersand critiquingonline. others sourceand online. critiquing material. source material.safety concerns.safety concerns.

31 BEST PRACTICES Before, during, and after a school encounters white nationalism, several approaches remain vital to the wellness of a school community.

» Keep students» central Keep studentsto conver central- to kids’conver device- contents,kids’ device too. When contents, too. When sations, and trustsations, their experiences. and trust their experiences.probable cause arises,probable searching cause arises, searching devices is akin todevices searching is akin a to searching a » Avoid an alarmist» Avoid tone; an keep alarmist the tone; keepstudent’s the locker—ifstudent’s not more locker—if not more situation as calmsituation as possible. as calm as possible.important. important.

» Focus on the values» Focus at onstake, the andvalues at stake,» Any and digital content» Any collected digital content from collected from situations in whichsituations a student in whichor a student or use ‘we’ as the defaultuse ‘we’ pronoun as the default on pronouna student on shoulda bestudent handled should be handled community member’scommunity safety member’s is in safety is in behalf of the schoolbehalf community. of the school community.carefully. Thoughtfulcarefully. judgement Thoughtful judgement question warrantquestion law enforcement warrant law enforcement should be used whenshould deciding be used who when deciding who involvement. Ofteninvolvement. other situations Often other situations » Document everything.» Document When everything. Whento share it with toto ensureshare it the with safety to ensure the safety are better resolvedare withbetter a holisticresolved with a holistic incidents arise, gatherincidents evidence arise, gatherand evidenceof all andstudents. of all students. school communityschool approach. community approach. submit all concernssubmit in writing. all concerns in writing. » Report all incidents» Report to multiple all incidents to multiple » Keep lines of communication» Keep lines of communicationopen. open. » Access digital content.» Access Adigital content. Apeople at differentpeople levels at withindifferent the levels within the student’s school-issuedstudent’s device school-issued or deviceschool or community.school community. » Always discuss» howAlways everyone discuss how everyone any device used anyon thedevice school used on the school involved can moveinvolved forward can in move a forward in a network PRACTICES STEPS & BEST PROACTIVE can be searched,network can and be searched, and» Involve law enforcement» Involve law enforcement positive way. positive way. parents should haveparents access should to their have accessprudently. to their Directprudently. threats and Direct other threats and other » Follow up on conversations» Follow up on conversations and concerns. and concerns.

32 BEST PRACTICES Before, during, and after a school encounters white nationalism, several approaches remain vital to the wellness of a school community.

33 FIVE COMMON DEFENSES OF WHITE NATIONALIST IDEOLOGY

“It’s about pride, not prejudice.” This argument is often invoked when white nationalist efforts are identified as hostile and discriminatory, sometimes going 04 as far as equating ‘white pride’ with Latinx pride or Pride Month in support of LGBTQ+ communities. This is a false equivalence. Historically marginalized “What about reverse racism?” Claims of reverse racism fly in the face of data groups gather to celebrate as a way to stand against long histories of that demonstrate systemic advantages for white people in access to education, discrimination and violence against them; white nationalists attempt a false economic opportunity, the application of criminal justice and life expectancy. equivalence by claiming the same. The truth is that hateful rhetoric is never far While members of any group may commit acts of bias against any other, from assertions of ‘white pride.’ these acts do not add up to systemic, historically-rooted racism (also called institutional racism or white supremacy) that disproportionately produces negative outcomes for people of color. 02 FIVE COMMON DEFENSES FIVE

“This is a free speech issue.” In addition to falling under the same category as 05 shouting ‘fire’ in a crowded theater by endangering others, white nationalist rhetoric is not protected speech in schools. A range of legally upheld policies support the rights of schools to keep hate speech out. “Racism is over.” Unfortunately, it’s not. Recent years have seen sharp increases in hate crimes against marginalized groups, including racial, ethnic, and religious groups, as well as immigrants and members of LGBTQ+ communi- 03 ties. We have work to do together, and we need to listen to one another’s experiences instead of denying reality.

“This is all just political correctness by social justice warriors.” Here are two terms that have been co-opted and redirected in their intentions. Challenge those who mock them in defense of bigotry to replace the first with “basic respect for others” and the second with “people who are against racism.”

34 FIVE COMMON DEFENSES OF WHITE NATIONALIST IDEOLOGY

35 CONCLUSION

Strong schools foster strong communities. When we recognize and address the signs of white nationalist organizing promptly within our schools it sets an indelible example, for teachers, students, and the community at large.

Everyone has the right to embrace their identity, but white nationalism and other forms of bigoted extremism threaten the safety of the vulnerable, robbing us all of our humanity and the things that link us 05 together. Students who are attracted to white nationalism are often vulnerable themselves. They may be disillusioned, feel marginalized, or RESOURCES struggle with untreated trauma or mental health issues. We must show them compassion when it seems the hardest to give, because that is what white nationalism cannot offer our students. We can care for our young people while also starving white nationalism of the oxygen it needs to grow. We hope this toolkit has offered you options to this end.

The threat of white nationalism is a holistic school community issue. It’s more than an isolated incident, farther reaching than an anonymous flyer, and larger than the anger or alienation of a few students. We must ensure there is no room in our schools for movements that call for dehumanization based on race, religion, gender, ethnicity, or nationality. Our job is to construct a democracy where everyone has value. If we can model that for each other in our schools, it will be easier to translate to other institutions of public life. By working with all stakeholders to handle these situations thoughtfully and incrementally, we can push back white nationalism in all facets of our community.

36 05 RESOURCES

37 KNOW YOUR OPPOSITION RESOURCES CONTACT US Each white nationalist group operates common recruitment strategies, and in unique ways, targeting distinct their past actions. The list below State and national organizations Please consider contacting populations and often using different includes background information on can provide essential information Western States Center directly at slogans and tactics. It is important to some of the white nationalist groups to guide school-based responses to [email protected]. Depending on capacity, inform your response to white most likely to influence high school white nationalist activity. Below we may be able to provide direct nationalist activity by understanding and middle school students. you will find a number of guidance, additional resources, or the ideology behind each group, their resources that may be helpful as a connections to other schools dealing place to start. We encourage you with similar challenges. We also hope to reach out directly to research you will share with us your experiences Identity Evropa organizations, professional with white nationalism in your school or Founded in 2016, Identity Evropa focuses its white nationalist recruitment associations, and advocacy groups resources your school uses or develops. on college campuses, but has been known to target high school students as to receive additional support. well. The group’s almost exclusively male members intentionally conceal their bigotry with an intellectualized discussion of white identity and a polished look. Patriot Front Patriot Front is a white nationalist network that splintered off from Vanguard America in 2017.

RESOURCES Atomwafen Division Atomwaffen Division is a network of underground terror cells based on promoting white supremacy and civilization collapse. The network arose from HATE SYMBOLS an online fascist forum and is composed of young men, some with military training. Anti-Defamation League Hate Symbols Database The largest searchable database of neo-Nazi, KKK, and general hate symbols. National Policy Institute Richard Spencer’s National Policy Institute is a white nationalist think tank Southern Poverty Law Center Hate Tracker #Hashtag tool that cloaks bigotry in intellectualism. With papers on its website such as The Hate Tracker detects trends in far right online users over time. “Understanding Jewish Influence,” the group is one troubling source that may show up in school papers. Vice News Round-Up of Alt-Right Memes Common internet-based white nationalist symbols. The Daily Stormer The Daily Stormer is the world’s biggest neo-Nazi website. It’s run by Andrew Southern Poverty Law Center: Anglin and is known for its violent rhetoric and “Stormer Troll Army,” as Symbols Used by Far-Right Groups in Charlottesville Anglin calls his readers. The site is modeled after Buzzfeed, Vice, and Gawker, Many of the most common white nationalist and far-right and peddles in snark and hyperbole to draw in younger viewers. symbols in use today.

38 KNOW YOUR OPPOSITION RESOURCES CONTACT US Each white nationalist group operates common recruitment strategies, and in unique ways, targeting distinct their past actions. The list below State and national organizations Please consider contacting populations and often using different includes background information on can provide essential information Western States Center directly at slogans and tactics. It is important to some of the white nationalist groups to guide school-based responses to [email protected]. Depending on capacity, inform your response to white most likely to influence high school white nationalist activity. Below we may be able to provide direct nationalist activity by understanding and middle school students. you will find a number of guidance, additional resources, or the ideology behind each group, their resources that may be helpful as a connections to other schools dealing place to start. We encourage you with similar challenges. We also hope to reach out directly to research you will share with us your experiences Identity Evropa organizations, professional with white nationalism in your school or Founded in 2016, Identity Evropa focuses its white nationalist recruitment associations, and advocacy groups resources your school uses or develops. on college campuses, but has been known to target high school students as to receive additional support. well. The group’s almost exclusively male members intentionally conceal their bigotry with an intellectualized discussion of white identity and a polished look. Patriot Front Patriot Front is a white nationalist network that splintered off from Vanguard America in 2017.

39 COMMON WHITE NATIONALIST SYMBOLS Memes and other symbols of white The symbology of online far-right nationalist ideology are an important and white nationalist spaces is way that young people express their constantly evolving. Below are some interest or affiliation. Some of them common symbols, but it is important may come across as tongue-in-cheek to do ongoing research to recognize rather than serious, but the “trolling” new and changing symbols. The orientation of online far-right culture Southern Poverty Law Center and the is part of the way it appeals to new Anti-Defamation League potential recruits. are good sources for updated information. FAR-RIGHT MEMES

Pepe the frog is a comic character that Wojack, or “Feels Guy,” is a meme RESOURCES was appropriated by far-right online often used in concert with Pepe the spaces, particularly 4chan, and is now frog and in similar online spaces such well-known as a neo-Nazi mascot. as /pol/ on 4chan.

The “Happy Merchant” meme is an Images of helicopters, often with anti-Semitic cartoon used in far-right people falling from them, have been online spaces to suggest greed or a used by a number of alt-right groups Jewish conspiracy. including the misogynist paramilitary group the Proud Boys and Anti-Communist Action.

40 WHITE NATIONALIST LOGOS

Logo for Identity Evropa, a white The “Southern Nationalist flag,” nationalist group that primarily designed by Michael Cushman for the recruits young men and attempts to neo-Confederate League of the conceal its bigotry by using the South. Designed to be reminiscent of language of identity politics. the Confederate Battle Flag, the “SN flag” has seen some adoption by groups and individuals outside of the League consistent with its designers intent.

The logo associated with the Daily Stormer, a neo-Nazi website.

The logo for Identity Dixie, a neo-Confederate offshoot of the the alt-right podcast The Right Stuff. The group wants to form an ethnostate based around the “traditional” culture of the United States southeast. The magnolia logo is often paired with a black and white “Southern The logo for Patriot Front, a Nationalist” flag. group that uses patriotic language as the public face of an agenda that explicitly supports an all-white ethnostate.

41 » “Offensive language and gestures, propositions, behavior, or harassment SAMPLE LANGUAGE based on race, color, national origin or immigration status, sex, gender, sexual orientation, age, religion, gender identity, gender expression AND TEXT or disability” » “Overt display of gang affiliation” » “Use of any computer, including social networking websites, or use of Sample language for a STUDENT email to a staf member or administrator: any information technology device to threaten, stalk, harass, bully or Emphasize the perceived threat to the safety and integrity of your school community. otherwise intimidate others” » I’m concerned about something I saw at school recently. » A classmate said something very disturbing during a discussion yesterday. » I am worried this situation will escalate. » A group is meeting to plan a public event. Here are a few examples of schools speaking out against bigotry through policy and public statements: » Orange County, NC revised the student dress code - “Students are not to Sample language for TEACHERS on structured assessment of student work and wear clothing, buttons, patches . . . including items that are reasonably structured discussions: expected to intimidate other students on the basis of race (for example » Source material meets established criteria for KKK, swastika, and the Confederate Flag), color, national origin, sex, » Credibility gender, sexual orientation, disability, age or religious affiliation.” 9 » Lack of bias

RESOURCES » Use of data » The Charlotte-Mecklenberg School’s superintendent stated : “The racism » Interaction with academic research and violence must be condemned in the strongest terms. As we approach » Contributions to discussion reflect respect for the identity and beliefs the opening of school, I want you to know that as your superintendent I of classmates will not and do not tolerate hateful words or actions, bigotry or any form » Student maintains appropriate academic tone and language of racist behavior in our classrooms, schools or on our grounds. There simply is no place for it.” 10

» The Highline School Board in Washington issued a strong statement in Sample language for ADMINISTRATORS to craft policies to obstruct white nationalist support of all students: “We are committed to our promise of knowing presence in schools: each of our students by name, strength, and need, as well as protecting, These are examples of existing policy approaches. advocating for, and valuing our students equally no matter their race, » Clothing is prohibited which might “disrupt the educational process.” language or ethnicity.” 11 » Prohibiting use of school networks or hardware to access “inappropriate content.” » “Exhibiting or publishing any profane, obscene, indecent, immoral, libelous, or offensive materials”

42 » “Offensive language and gestures, propositions, behavior, or harassment SAMPLE LANGUAGE based on race, color, national origin or immigration status, sex, gender, sexual orientation, age, religion, gender identity, gender expression AND TEXT or disability” » “Overt display of gang affiliation” » “Use of any computer, including social networking websites, or use of Sample language for a STUDENT email to a staf member or administrator: any information technology device to threaten, stalk, harass, bully or Emphasize the perceived threat to the safety and integrity of your school community. otherwise intimidate others” » I’m concerned about something I saw at school recently. » A classmate said something very disturbing during a discussion yesterday. » I am worried this situation will escalate. » A group is meeting to plan a public event. Here are a few examples of schools speaking out against bigotry through policy and public statements: » Orange County, NC revised the student dress code - “Students are not to Sample language for TEACHERS on structured assessment of student work and wear clothing, buttons, patches . . . including items that are reasonably structured discussions: expected to intimidate other students on the basis of race (for example » Source material meets established criteria for KKK, swastika, and the Confederate Flag), color, national origin, sex, » Credibility gender, sexual orientation, disability, age or religious affiliation.” 9 » Lack of bias

43 Mobilizing Misogyny OTHER RESOURCES FOR A report on the rise of misogyny in the Trump era and its connection to “male supremacy” and racism. SCHOOLS AND FAMILIES 2017, Political Research Associates The Alt-Right Curriculum Southern Poverty Law Center: Responding to Hate and Bias at School An article with examples of teachers educating their students on the white A detailed 2012 guide for school administrators to respond to individual nationalist movement. incidents of bigotry. 2017, The Atlantic How a Danish Town Helped Young Muslims Turn Away from ISIS Not in Our Town: School Response to Bullying, Intolerance, and Hate Success story of a Danish town whose civic government worked to make its Introductory advice to parents, teachers, and school administrators regarding immigrant residents feel valued and included. bullying and bias incidents. 2016, National Public Radio

National Association of School Psychologists The Myth of Reverse Racism A list of resources for school safety, crisis support, grief, and An examination of white resentment about discussions of reverse racism violence prevention. and affirmative action. 2017, The Atlantic Stanford History Education Group How to Handle the Rising Tide of Hate in School Lessons and assessments for teaching civic online reasoning. A thoughtful article on school responses to expressions of bigotry among

RESOURCES students following the viral photo of students in Baraboo, WI giving a Nazi salute. ARTICLES 2018, Slate The Alt-Right is Killing People A detailed account of the most recent wave of white nationalist violence. 2018, Southern Poverty Law Center

All-American Nazis An in-depth feature on a young neo-Nazi who committed a double murder in Florida, with details about his life and indoctrination. 2018, Rolling Stone Magazine

As White Supremacy Falls Down, White Nationalism Stands Up An explanation of white nationalism, white supremacy, and the difference between the two. 2017, Pop Culture Collab

44 Mobilizing Misogyny OTHER RESOURCES FOR A report on the rise of misogyny in the Trump era and its connection to “male supremacy” and racism. SCHOOLS AND FAMILIES 2017, Political Research Associates The Alt-Right Curriculum Southern Poverty Law Center: Responding to Hate and Bias at School An article with examples of teachers educating their students on the white A detailed 2012 guide for school administrators to respond to individual nationalist movement. incidents of bigotry. 2017, The Atlantic How a Danish Town Helped Young Muslims Turn Away from ISIS Not in Our Town: School Response to Bullying, Intolerance, and Hate Success story of a Danish town whose civic government worked to make its Introductory advice to parents, teachers, and school administrators regarding immigrant residents feel valued and included. bullying and bias incidents. 2016, National Public Radio

All-American Nazis An in-depth feature on a young neo-Nazi who committed a double murder in Florida, with details about his life and indoctrination. 2018, Rolling Stone Magazine

As White Supremacy Falls Down, White Nationalism Stands Up An explanation of white nationalism, white supremacy, and the difference between the two. 2017, Pop Culture Collab

45 CITED SOURCES 1 Newsweek, Neo-Nazi Website Daily Stormer is 'Designed to Target 7 The Guardian, Chilling report details how Elliot Rodger executed Children' as Young as 11 for Radicalization, Editor Claims, Michael Edison murderous rampage, Nicky Woolf, 2015 Hayden, 2018

8 Political Research Associates, Mobilizing Misogyny, 2 Southern Poverty Law Center, White Nationalist, website definition Alex DiBranco, 2017

3 Southern Poverty Law Center, White Nationalist, website definition 9 The Herald Sun, 2 days after Charlottesville, Orange County Schools bans the Confederate flag, Greg Childress, 2017

4 Southern Poverty Law Center, White supremacists seek to spread hate on college campuses, Lecia Brooks, 2016 10 WCNC, CMS superintendent addresses possible racism in schools, 2017

5 Political Research Associates, Mobilizing Misogyny, Alex DiBranco, 2017 11 B-Town Blog, School Board passes strong ‘Statement of Support for All Students’ resolution, Scott Shaefer, 2017 6 Pacific Standard, There are No Lone Wolfs, Jared Keller, 2018

46 1 Newsweek, Neo-Nazi Website Daily Stormer is 'Designed to Target 7 The Guardian, Chilling report details how Elliot Rodger executed Children' as Young as 11 for Radicalization, Editor Claims, Michael Edison murderous rampage, Nicky Woolf, 2015 Hayden, 2018

8 Political Research Associates, Mobilizing Misogyny, 2 Southern Poverty Law Center, White Nationalist, website definition Alex DiBranco, 2017

3 Southern Poverty Law Center, White Nationalist, website definition 9 The Herald Sun, 2 days after Charlottesville, Orange County Schools bans the Confederate flag, Greg Childress, 2017

4 Southern Poverty Law Center, White supremacists seek to spread hate on college campuses, Lecia Brooks, 2016 10 WCNC, CMS superintendent addresses possible racism in schools, 2017

47 EVERYONE WHO ENGAGES IN THE

LIFE OF A SCHOOL IS IN A UNIQUE

POSITION TO ISOLATE AND PUSH

BACK AGAINST A GROWING

THREAT TO UNDERMINE

EDUCATION AS A CORE PILLAR

OF PARTICIPATORY DEMOCRACY.

PO BOX 40305 PORTLAND, OREGON 97240 WESTERNSTATESCENTER.ORG