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conversations that young people are not used to having, on any of a variety of topics, but race can be one of the key ones, defensiveness is one part of it, which is part of why it always falls on us to do the work of trying to make these classrooms sites of democratic deliberations that are useful. so when you have had success, when you have had students open up and be willing to do that kind of conversation, what has been the key difference km wh? what makes a student more willing to have that type of conversation? i think a lot of it has to do with the composition of the classroom as well. i teach, as you said, minneapolis community and technical college. it s an urban, two-year community college, downtown minneapolis. our students are phenomenal, they re fantastic. majority working class folks, a lot of students of color from all different backgrounds. 33% students of african disisn t. that s african, african-american. we ve got refugee students. we ve got students who also have

Isnt controlling itClassrooms sitesCommunity collegeMinneapolis community and technical collegeDowntown minneapolisAfrican americanRefugee studentsAfrican disisn tWorking class folks