In this episode of the “Collage” podcast, Rev. F. Willis Johnson and Rev. Gregory Kendrick explore the profound intersections of faith, history and preservation. They delve into the power of sacred spaces and how maintaining and honoring these place can be a form of advocacy.
Two children reading in school.
April 2nd is International Children's Book Day. It is time to celebrate the transformative power of children's literature and mourn the spaces where stories once lived. The numbers are staggering: there were over 10,000 book bans in U.S. public schools during the 2023-2024 school year alone, affecting more than 4,000 unique titles. Each banned book represents a mirror taken away from a child who might have seen themselves in those pages or a window closed to a child who might have glimpsed a world beyond their own.
I'm a child of the 80s and 90s, back when PBS was basically raising us all. Man, LeVar Burton's voice on Reading Rainbow was like that cool uncle who always knew exactly what book you needed. Remember him saying, "But you don't have to take my word for it"? And Sesame Street—that show was living proof that a kid from the Bronx could learn alongside a kid from rural Kansas, no questions asked. These and other such programs convinced an entire generation that we could "go anywhere" and "be anything.” Also, they were declarations that every child deserves to see themselves in stories, to dream in technicolor, and to imagine futures unlimited by the accidents of birth or circumstance.
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Let me tell you something I've learned from years of working with kids, both as a parent and a pastor: magic happens when children find "their" book. You can literally see it. When my students discover characters who share their experiences—their joys, struggles, family structures, and cultural celebrations—their demeanor changes. Their backs and shoulders straighten. Their voices grow more vigorous. They begin to understand that their stories matter and that they belong in the grand narrative of human experience.
Hans Christian Andersen, whose birthday we honor on International Children's Book Day, once wrote, "Life itself is the most wonderful fairy tale." But here's the million-dollar question: whose fairy tales are we determining worthy of shelf space? The answer to that isn't just about books—it's about who we want to be as a society.
This year's theme, "The Freedom of Imagination," feels less like a party and more like a battle cry. And honestly? It should. We're standing at a crossroads, and the path we choose now is going to echo for generations.
To those who defend banning books under the guise of "protection," I ask: what are we protecting our children from? Is it from the knowledge that their classmate has two moms? Do they understand that some of their friends celebrate different holidays? The realization that courage and kindness come in all colors? Give me a break. Real protection means giving kids the tools to understand their world—all of it.
International Children's Book Day reminds us that literacy is more than the ability to decode words on a page. True literacy is the capacity to read the world in all its complex beauty, to recognize oneself in stories, and to develop empathy for experiences unlike our own. That's what really scares the book banners—not that children will be corrupted but that they'll start thinking for themselves.
As our son grows, I reflect on the legacy we're leaving him and all children and youth who are just beginning their journey. Will they find themselves in the pages of their school libraries? Will they see their experiences, their joy, and their unlimited potential reflected in the books they encounter? Children deserve to see themselves as heroes, scientists, artists, leaders, and dreamers. They deserve to know that their stories, their lives, and their futures matter. It must be celebrated, protected, and expanded.
Rev. Dr. F. Willis Johnson is a spiritual entrepreneur, author, and scholar-practitioner whose leadership and strategies around social and racial justice issues are nationally recognized and applied.
Stephanie R. Toliver is an Assistant Professor of Curriculum and Instruction focusing on English Education and Adolescent/Secondary Literacy.
In her research, Toliver employs creativity and imagination to confront systemic inequities and promote more equitable education environments.
I spoke with Stephanie on a recent episode of Fulcrum Democracy Forum (FDF). The program engages citizens in evolving government to better meet all people's needs. Consistent with the Fulcrum's mission, FDF strives to share many perspectives to widen our readers' viewpoints.
She shared that her work focuses on three main areas, including investigating Black storytelling as a social critique and transformation mechanism. "My aim in that is to really underscore the role of narrative," Stephanie said. "Showcasing how storytelling as this culturally and critically informed literacy practices can help to expose injustices, but also inspire new paradigms for equity and liberation."
Stephanie wrote a column published on the Fulcrum titled "No Going Backwards: Cannot Take Down DOE." She wrote about the White House declaration to shut down the U.S. Department of Education, coupled with the executive order banning diversity initiatives, which threaten to undo the progress so many Americans have fought to achieve in advancing educational equity. "There's been a history of stories that argue for a more efficient government. Some folks may see this efficiency as a streamlining, getting rid of the bloat, of unnecessary things. But, so many people consider those who are economically disadvantaged, elderly, disabled, people of color as those unnecessary things," Stephanie said.
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Stephanie is from New Castle, Pennsylvania. She told me about how her upbringing influenced and inspired the work she leads today. "Everybody I knew was Black, everybody in my school bus was Black, there were a lot of Black students in that school, but only two of us in the honors classes." When Stephanie was in 11th grade, she moved with her family to Sanford, Florida. She said that was the first time a guidance counselor or teacher brought up college to her. "I had a 4.0 GPA, I had good attendance, I had community service hours. I had done all the things, and no one had ever brought up college. Why not?" she asked as she compared her time as a student in New Castle. "Who might I have been if I was encouraged earlier?" she wonders.
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If you have a suggestion for a change leader I should profile in an upcoming episode of the Fulcrum Democracy Forum, please email me at Hugo@thefulcrum.us.
I am the executive editor of the Fulcrum and a board member of the Bridge Alliance Education Fund, the parent organization of The Fulcrum. I am also the publisher of the Latino News Network and an accredited solutions journalism trainer with the Solutions Journalism Network.
Students in a classroom.
A year ago, Karsonya Wise Whitehead helped introduce Freedom Schools, a free program dedicated to helping raise student literacy while providing education on Black History for all ages.
Dr. Whitehead—president of the Association for the Study of African American Life (ASALH), which runs the Freedom Schools—works to advance public knowledge about Black history through various programs. According to Whitehead, at least 12 states have direct mandates to teach Black history in schools, but a recent piece of legislation introduced by Rep. Bonnie Watson Coleman (D-N.J.) looks to change that.
The legislation titled, “Black History Matters” by Colemon will call on the Director of the National Museum of African American History and Culture (NMAAHC) to conduct a study on Black history education efforts in public elementary and secondary schools.
The act was originally introduced by Colemon in February 2023, during the 117th Congress, but had to be reintroduced in February 2025 to be considered by the 118th Congress. It has already gained 37 Democratic co-sponsors.
Colemon decided to introduce the legislation after a 2015 study by NMAAHC and Oberg Research—a research company specializing in museums—found that, on average, between eight and nine percent of history class time focuses on Black History, while some states ignore it entirely. Colemon said the act will research whether an effort has been made to increase this percentage.
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“Black history is American history, and our education system needs to accurately reflect this nation’s history,” Coleman stated in a press release.
Colemon also referenced Gov. Ron DeSantis’ (R-Fla.) ban on Advanced Placement African American Studies in high school in her reasoning for introducing the act. According to a report from NPR, Florida’s Education Department, headed by DeSantis, chose to ban the class after they determined it teaches critical race theory and has a political agenda.
“The course is a vehicle for a political agenda and leaves large, ambiguous gaps that can be filled with additional ideological material," said Bryan Griffin, DeSantis’ press secretary.
Colemon said the actions by the Florida Department of Education were an “attempt” to erase Black history and also contribute to the idea that advanced African American courses are not “historically accurate.” She added that New Jersey, which she represents in Congress, is one of the 12 states to require Black history in elementary and secondary schools.
“We need to ensure that every student has an opportunity to quality education and that our education systems teach curriculums that reflect the rich history of our country,” Colemon stated.
Regarding the legislation, Whitehead said it’s going to be a “challenge” to pass through Congress because the Democratic Party does not have the majority and because of the Trump administration’s current stances on diversity, equity, and inclusion (DEI).
According to a report from Education Week—a news organization covering education—in February 2025, the Trump administration’s Department of Education sent a letter by Craig Trainor. Trainor—who is the acting assistant secretary for civil rights—stated that race-based programs are illegal, according to Title VI of the Civil Rights Act of 1964 and the Equal Protection Clause of the United States Constitution.
“Institutions that fail to comply with federal civil rights law may, consistent with applicable law, face potential loss of federal funding,” Trainor stated in his letter.
While the Trump administration is against some DEI practices in education, he recently held an event celebrating Black History Month at the White House in February 2025. Coincidentally, ASALH first established Negro History Week, which later turned into Black History Month.
However, Whitehead said efforts to increase the teaching of Black history in schools should be in addition to initiatives that increase community discussions, like ASALH’s Freedom Schools program. Although there are only eight Freedom Schools, Whitehead said participants of all ages appreciate the space being made to learn about Black history.
“We can push the four walls of the classroom and use any space that we have to teach our people about the history of this country,” Whitehead said.
Maggie Rhoadsis a student journalist attending George Washington University School of Media and Public Affairs. At The Fulcrum, she covers how legislation and policy are impacting communities.
"Diversity," "Equity" and "Inclusion" on wood blocks
When President Trump signed Executive Order 14151, titled "Ending Radical and Wasteful Government DEI Programs and Preferencing," on January 20, 2025, he didn't just eliminate diversity initiatives from federal agencies—he set in motion a sweeping transformation of the federal workforce.
The order, which terminated all Diversity, Equity, and Inclusion-related activities across federal departments and rescinded existing affirmative action guidelines, sent shockwaves through government institutions and contractors alike. Universities began scrubbing their websites and canceling diversity events, while federal agencies scrambled to dismantle programs built over decades. The order's immediate impact was so concerning that by February 21, 2025, a federal judge issued a nationwide preliminary injunction, temporarily halting its implementation. But beyond the immediate practical implications, the executive order did something far more insidious: it codified a dangerous myth that America has somehow transcended its need to actively pursue equality.
The speed with which corporate America fell in line tells its own story. Major companies, including Walmart, Lowe's, and Meta, have announced rollbacks of their diversity commitments, while others have quietly removed representation goals and inclusive language from their websites. This retreat isn't happening in a vacuum—it's occurring when research demonstrates the tangible benefits of diverse workplaces.
Arguments against DEI programs are fundamentally grounded in the idea that in a meritocratic society, the most qualified person ought to surely get the job, irrespective of various social constructions. Such seductive logic ignores how "merit" is shaped by centuries of systemic advantages and disadvantages. Far too often, we foolishly pretend that everyone starts from the same starting line, thus perpetuating inequality under the guise of objectivity. Consider the implications of our nation’s retreat from equity initiatives. Studies have shown that DEI programs improve organizational performance and innovation when properly implemented. By dismantling these programs, we're not just affecting individual opportunities but compromising our national potential.
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Trump's administrative actions represent a gross misapprehension of the social contract. The contract, enshrined in our founding documents but perpetually unfulfilled, promises equal opportunity, not just in theory but in practice. DEI initiatives aren't about giving anyone an unfair advantage—they're about acknowledging and addressing the unfair advantages that have shaped American society since its inception.
Mounting political and legal attacks have turned DEI from a corporate rallying cry to a politically toxic acronym, ushering the erasure of progress made. This backsliding isn't just about politics, it is an embodiment of politics.
Critics of DEI often point to individual success stories as proof that the system works fine as is. But these exceptions prove the rule—they stand out precisely because they're exceptional. Moreover, they usually stand out because they are acceptable or appreciable in some way. A meritocratic society wouldn't produce such stark disparities in outcomes across racial, gender, ethnocultural, and socioeconomic lines. The dismantling of DEI programs undermines the very foundation of a democratic society. When we abandon the active pursuit of equity, we tacitly accept that some Americans will face artificial barriers to success, simply because of who they are. This isn't just morally wrong; it's economically self-defeating.
Ironically, authentic meritocracy requires precisely what the anti-DEI movement opposes. A requisite of meritocracy is an active intervention to level playing fields tilted by centuries of discrimination. Abolishing DEI interventions does not result in some natural state of fairness. On the contrary, we’re reinforcing existing power structures under a disingenuous assumption of neutrality.
Like many, I am left to question, what kind of society are we choosing to be? One that acknowledges its imperfections and actively works to address them? Or one that pretends centuries of systemic inequity can be overcome simply by declaring that merit is all that matters?
Rev. Dr. F. Willis Johnson is a spiritual entrepreneur, author, and scholar-practitioner whose leadership and strategies around social and racial justice issues are nationally recognized and applied.
