racial equity: beyond courage august 28, 2014. learner voices through poetry
TRANSCRIPT
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?
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