![]() ![]() Nevertheless, we believe that any one-off training is inadequate, and this inquiry series is designed to encourage the ongoing reflection on race in our teaching and in our schools. ![]() When done well, such trainings are valuable. The inquiry series does not take the place of anti-racism trainings that school districts can and should offer.We invite you to meet potential discomfort with curiosity and openness rather than defensiveness. Given this, we encourage folks to offer each other support, feedback, and corrections. We understand harmful impact is possible even with good intentions. The work of growing our race consciousness is messy and mistakes will be made.No one is an expert who has come to explain race to others we are striving to be in dialogue with one another to learn and grow collectively. We all have room to grow with our understanding of race in our schools and communities. Please approach this inquiry series as a learner.It also matters how we approach this work, so please keep the following norms in mind while engaging in these discussions: White people must take responsibility for our own growth to be anti-racist educators and community members. This BARWE Inquiry series was designed with the understanding that it is not the sole responsibility of people of color to educate White people about race. You can open your sessions by reviewing these (and more, if you’d like to add) with your group. Inspiration for these norms came from the “Four Agreements for Courageous Conversations About Race” from Singleton and Linton. As you facilitate this work with your peers, it is important to keep some norms in mind. June 2019: How do we move this conversation forward and include more educators? May 2019: How do we push our schools, classrooms, and communities to incorporate more equitable disciplinary practices? March 2019: How can we support colleagues of color and build anti-racist work environments?Īpril 2019: How can we implement culturally relevant teaching to challenge the culture of power that exists in schools? January 2019: How can we ensure that our schools value Black lives?įebruary 2019: Why are teachers of color so important for our schools and how can we increase their numbers? November 2018: How does whiteness affect our practices, relationships, and expectations in the classroom and the school community?ĭecember 2018: How do we disrupt the school-to-prison pipeline? ![]() October 2018: How can we identify and challenge implicit bias in our own practice? September 2018: How can our curriculum challenge dominant and oppressive ideologies? August 2018: Why do white teachers need to talk about race? ![]()
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