This article from WHYY explores how newly released standards from the Pennsylvania Department of Education ask teachers to interrogate their biases and recognize inequality, including institutional racism, in schools and school systems. The standards require teachers to identify and disrupt racist practices, and make sure their approaches to teaching incorporate a variety of perspectives. The author notes that this is the first time the state has included what educators refer to as “culturally relevant and sustaining education” guidelines as part of its requirements for teacher-preparation programs.