Journal of a Black Teacher

We are still waiting for a change that isn’t built on the corpse of another Black man. The evolution of our intellectual trauma continues.  The chart below is from Minnesota's Spotlight on Poverty https://spotlightonpoverty.org/states/minnesota/ By Don Allen, Journal of A Black Teacher (2025) The tragic murder of George Floyd under the knee of former Minneapolis police officer Derek Chauvin sparked global protests, forced America into a national reckoning on race, and ignited a multi-billion-dollar industry around social justice. But we must now, years later, ask a hard and perhaps uncomfortable question: Would Black society be any different if George Floyd had died of old age? The answer, while layered in nuance and painful truth, is not as clear-cut as the mainstream narrative would suggest. Since Floyd’s death in May 2020, hundreds more Black men across the country have been killed in encounters with law enforcement. According to Mapping Police Violence, over 1,000 people are ki...

For the fun of it, let's toss in a vertically aligned K-12 system.  By Don Allen - Journal of A Black Teacher (2025) In an increasingly interdependent and complex world, conventional education models might not be the best preparation for students to become global citizens and lifelong learners. Two models, Montessori and International Baccalaureate (IB), have become increasingly effective in creating independent thinkers, empathetic leaders, and deeply engaged learners. The merging of the two pedagogical approaches thus programs the promise of a learning experience that could be even more powerful than either on its own. IB and Montessori curricula can be deliberately used toward one aim: to support and deepen one another, creating an active and engaging child-led learning environment. Both models are inquiry-based and prioritize the holistic development of the child—intellectually, socially, emotionally, and ethically (International Baccalaureate Organization [IBO], 2017; Lillard,...

By Don Allen, Journal of A Black Teacher - (2025) (Image generated by Canva, 2025) Lenses : Satire, Editorial Opinion I was enjoying my own pleasantly subdued Twin Cities Monday morning when the announcers began to rave—no, preach—about the Almighty Storm. “...Updates in the 6 AM hour on how you should prepare for the possibilities of heavy thunderstorms with a chance of hail and tornadoes.” Yes, I was caught up in the hype, too. This is how it starts. You could almost hear the timpani booming under the Doppler radar maps: an angry sky god was supposedly hovering somewhere over Iowa, deciding which of its favorite metropolises to annihilate. Cue shots of ominous purple blobs creeping in from the west and north, cue anchor-desk gravity, cue dramatic pauses worthy of Shakespearean portent. And like every other sensible Twin Citian who's been conditioned to believe that neon weather maps are the new Dead Sea Scrolls, I made a beeline for the nearest Cub Foods. There, in a tableau wort...

     I have profound and personal insight into what defines an “A” student, having observed and interacted with numerous examples of such students throughout both secondary and higher education. Across the United States, there are thousands of these high-achieving individuals, each with their unique strengths and potential. Sadly, many of them may never have the chance to reach their full capabilities due to educational systems that are often inadequate or designed to cater only to a mediocre standard. For instance, credit recovery programs frequently aim at the lowest common denominator, prioritizing basic competencies over the cultivation of critical thinking, creativity, and advanced skills. This systemic issue not only stifles the aspirations of bright students but also perpetuates a cycle of underachievement that limits their future opportunities and the overall advancement of our educational landscape. By Don Allen - Journal Of A Black Teacher (2025)    ...

I believe it is important to explore the sources of support and resources available to us. I am confident that many Black teachers and administrators would be willing to contribute $50 a month to the BMT, provided there is a clear and transparent approach that fosters trust, accountability, and responsibility through the use of data. My focus is not on personal grievances but rather on promoting positive outcomes, as I have a deep understanding of the systems in which we operate. By Don Allen, Ed.S., M.A. Ed., MAT - Doctoral Candidate - Research Scientist As a Black male teacher in Minnesota, I am particularly concerned with efforts to grow the number of Black male teachers in Minnesota classrooms. Black Men Teach (BMT), a nonprofit group, has drawn attention for its work to recruit, prepare, place, and retain Black male elementary school teachers in Minnesota. While the aims of the organization are commendable, there is an immediate need for greater transparency regarding its activiti...

Regarding : Cub Foods-University Ave St. Paul There are St. Paul commissioners, city council members, and other elected officials who shop at Cub Foods on University Avenue. Their silence in this superficial matter is deafening. How is it they can solve challenges for the people they represent but cannot pick up a phone a lobby for something the people might need? By Don Allen, Journal of A Black Teacher (2025) Saint Paul, MN...I don’t typically delve into conspiracy theories, but I find myself fully immersed in this one. The Cub Foods on University Avenue in St. Paul, Minnesota, situated in the vibrant heart of Midway, has been eerily devoid of shopping carts for over a month now. How can you shop on a Sunday after church and not have a cart—and only two cashier lanes open? This unusual situation has sparked my curiosity and raised a myriad of questions about what could be behind such a puzzling oversight. I chatted with the manager and a few employees at the deli, which, I must say, ...

Equity in education is a buzzword that fills mission statements and district policies, but ask ten educators what it truly looks like, and you’ll get ten different answers. Some say it’s equal funding, others argue it’s individualized support, while some claim it’s dismantling systemic barriers. Yet, when decisions about resources, discipline, or curriculum are made, equity becomes a vague ideal rather than a concrete practice. Teachers are told to “meet students where they are,” but with what tools, and at whose expense? The truth is that equity remains an abstract promise, a goal chased but never fully defined, leaving schools in perpetual debate. Author's Note: My article, Why Equity Is A Unique Inoperational Fantasy in Education Systems, criticizes the use of "equity" as a buzzword in education. I attest that equity shows up in mission statements and strategic plans but remains an unrealized promise, used more as a shield for inaction than as a structured approach to...