Racial Equity: Beyond Courage August 28, 2014. Learner Voices through Poetry.

Racial Equity: Beyond Courage

August 28, 2014

Learner Voices through Poetry

More Learner Voices

• Focus Groups and Consortium-wide Efforts (Tesa)

Objective and Agenda

• Objective: To start to equip Hubbs Center teachers and staff to use a racial equity lens in their work.

• Agenda– 4 R’s– Reading– Teacher Panel– Unintentional Racism Framework

Compass Check-in

4 R’s of Racial Equity

• Relationships• Realness• Rigor • Relevance

Relationships

• Think-Pair-Share Questions (choose one or all)– How do you develop relationships with new

people?– Describe what a reciprocal relationship looks like

to you. – Think about the first week of school. How can you

build a relationship with a student? What actions will you take?

Realness

• Think-Pair-Share (choose one or all)– Define your personality. How do you “show up” to

others when your first meet them? – To those that you are very or extremely close, how

do you “show up” to them?– Are you comfortable with having your perspective

and/or reasoning challenged by a student?

Rigor

• Think-Pair-Share (choose one or all)– Do you believe that all students can perform at

high academic levels?– How will you communicate to students that they

can be successful?

Relevance

Think-Pair-Share (choose one or all)– How will you learn what issues are of concern to

your students?– Why is it important for you to know what

concerns your students?– What strategies can you use to make sure the

curriculum relates to the experiences, interests, and backgrounds of your students?

Reading and Break Time

Please take the next 20 minutes to read the article. As needed, please also use this time as a break.

Reading: Teaching and Transcending Basic Skills

• In Serial Testimony, “participants speak in turn around a circle or around a classroom for a limited time without referring to what others have said. They speak from experience—not from opinion—and hearing each other, they also learn more about themselves.” Peggy McIntosh

• Serial testimony privileges the living knowledge of every person in the room

Guiding Question 1• The reading says that holding high

expectations is the key to ensuring the success of students of color. –Do you agree or disagree with this

statement? –Can you think of a time when

someone’s expectations of you impacted your performance?

Guiding Question 2

• Think about your interactions with Hubbs students (at intake, during testing, in the classroom, etc.). How do you communicate your high expectations with Hubbs students?

Teacher Panel

Carole

Vocabulary (Ann Marie)

Read and Analyze to Explore the Meaning of “Post-Racial”

Ann Marie

• "Using Editorial Cartoons to Teach Social Justice"

• "What Does Post-Racial Mean Anyway" • Comparing and Contrasting News Articles 1

and 2 • Tying in Current Events: Is Obama's Reaction t

o Ferguson Post-Racial Rhetoric?

Tammy

• Link to AFT Website• Lesson Plan

Liz and PajzaoWhite Talk Color Commentary

Verbal Nonverbal

Impersonal Personal

Intellectual Emotional

Task oriented Process oriented

Reflections and Cautions

• Wanda• Others?

Reflection

• At your table, please choose one of the 4 Rs and identify where you found it in action in the panel presentations

• Where did you see the combination of basic skill instruction with high expectations?

Understanding Racism - Framework

Attitudinal Behavioral

Unconscious Racism

Conscious Racism

Overt

Covert

I can’t see it.

I can see it.

Unintentional

Intentional

I meant to do it.

I didn’t mean to do it.

Individual

Cultural

Institutional

Segregated Entrances/Bus Loop (then)

Attitudinal Behavioral

Overt

Covert

I can’t see it.

I can see it.

Unintentional

Intentional

I meant to do it.

I didn’t mean to do it.

Individual

Cultural

Institutional

Segregated Entrances/Bus Loop (now)

Attitudinal Behavioral

Overt

Covert

I can’t see it.

I can see it.

Unintentional

Intentional

I meant to do it.

I didn’t mean to do it.

Individual

Cultural

Institutional

Segregated Entrances/Bus Loop (possible future)

Attitudinal Behavioral

Overt

Covert

I can’t see it.

I can see it.

Unintentional

Intentional

I meant to do it.

I didn’t mean to do it.

Individual

Cultural

Institutional