who’s at the table and what are the rules?
TRANSCRIPT
Who’s at the Table and What are the Rules? Equity Starts with the Leadership Team (E1)
Martine Haglund (she/her/hers)
@haglund_martine
Shavana Talbert (she/her/hers)
@ShavanaTalbert
Kate Higley (she/her/hers)
@KateHigley
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Help Impact Future Learning Opportunities!
Toward the end of this presentation,
we’ll ask you to share your insights and experience with this session.
This session was designed using
participant feedback.
An Equitable, Multi-Level System of Supports
If you see this icon on a
slide, there is a specific
connection to the key
system feature of
equity.
PBIS Cultural ResponsivenessField Guide Resource
If you see this icon on a slide, there is a
specific connection to “PBIS Cultural Responsiveness Field Guide.” This resource can also be
viewed online here.
Session Outcomes
• Hire more people of color in
leadership and instructional roles
• Engage with and involve leaders in
the communities from which
students belong in decision-making
Self-Care in Equity Work
“Anyone who is interested in making change in the world, also has to learn how to take care of herself, himself, themselves...It means that we are able to bring our whole selves in the movement... It means a holistic approach” (Angela Davis, 2018).
• Cultivate self-compassion
• Develop the fair witness
• Respect and serve self and others
• Connect the mind and the heart
• Constructively reframe feelings, emotions, and behaviors
• Generate more collective knowledge and wisdom
Reason for Self-Care
“The unexamined life is not worth
living” (Socrates).
Capture Your Commitment
We are pausing the presentation for a brief time to allow you to
think and to process your learning.
As you make connections to the content, capture any notes or
ideas that you want to share with your team.
Using the link to the Padlet, take 2 min to
share with the group 1 self-care routine
that you find helpful.
People: Understanding Self and Others in Equity Work
• Dominant Culture
• BIPOC’s Culture
People: Dominant Culture
• Innocence and Maintenance
• Stigmatizing shame and reintegrative shame
• Something can be not your fault but is your responsibility
• Systemic racism was created intentionally and has to be
dismantled intentionally
• Analogy: Inheriting a house and fixing what is broken in the
house
People: Dominant
Culture
• Innocence of
individual benefiting
• Maintenance of
system that protects
innocence
Fear, Anger, Shame, Sadness, Surprise
While these are associated
with feelings, they go
deeper than we think to
what is called “affects.” It is natural for anyone when
doing the work of equity to
experience one of these.
Fear, Anger, Shame, Sadness, Surprise
While these are associated
with feelings, they go
deeper than we think to
what is called “affects.” It is natural for anyone when
doing the work of equity to
experience one of these.
People: Dominant Culture
• Storytelling
• Improvising a new reality
Know the story and who you are in the story because there is no script
People: BIPOC’s Culture
• Guiltiness and destruction
• Restorative identities and
communities
• Storytelling
• Affirming a new reality
People: BIPOC’s Culture
• Guiltiness and destruction
• Restorative identities and communities
People: BIPOC’s Culture
• Storytelling
• Affirming a new
reality
Capture Your Commitment
We are pausing the presentation for a brief time to allow you to
think and to process your learning.
As you make connections to the content, capture any notes or
ideas that you want to share with your team.
In groups of 10, reflect on the people in
your schools. How would you explain to
staff why equity give particular weight to
the perspectives and experiences of
BIPOCs? (Length 3 min).
Place: Understanding Where we Live in Equity Work
Layout of the land in context
• Historical
• Cultural
• Societal
• Local
Find your
orientation
in the
work
Clarify and Highlight the Importance
• Racial and Cultural Interactions
• How to address crises, e.g., talk about CRT focusing on “Dasein”• Inclusion
• How to take a subversive thinking and doing approach
• Horizontal Leadership
• How to find and use leaders in unusual places
From Theory to Practice
Capture Your Commitment
We are pausing the presentation for a brief time to allow you to
think and to process your learning.
As you make connections to the content, capture any notes or
ideas that you want to share with your team.
In groups of 10, reflect on the people in
your schools. How would you explain to
staff why equity give particular weight to
the perspectives and experiences of
BIPOCs? (Length 3 min).
Practicing Equity is Like Running a Marathon
• Mirror circle conversations
• Use the language of Restorative Justice
• Decenter privilege and create environments for social friendship
• Focus on formative equity as opposed to performative or
summative
• Allow room for chaos in implementation
• Fine-tune at every level with everyone
Practice 1:
• Mirror circle
conversations
• Use the language
of Restorative
Justice
Practice 1:
• Mirror circle
conversations
• Use the language
of Restorative
Justice
Practice 2:
• Decenter privilege
and create
environments for
social friendship
Practice 2:
• Focus on formative equity as opposed to performative or
summative
Fear
Denial
Superiority
Minimization
Relativism
Empathy
Integration
Practice 3:
• Allow room for chaos
in implementation
• Fine-tune at every level
with everyone
People
Place
Practice
Capture Your Commitment
As we approach the end of our session, we want to give you a
final opportunity to process your learning.
As you make connections to the content, capture any notes or
ideas that you want to share with your team.
In groups of 10, reflect on different
places/spaces where you encounter
BIPOCs. What is the significance of
place/space in building a sense of
belonging? (Length 5 min).
FINAL
THOUGHTS
Equity with high fidelity and integrity:My own journey as a Black woman and
an educational leader
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Sources Cited
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Koehler Publishers, Inc.
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Publishing plc.
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https://www.resourcesharingproject.org/dismantling-racism-resource-book-social-change-groups
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Scribner.
• Maltbia, T. E., & Power, A. T. (2009). A leader’s guide to leveraging diversity: Strategic learning capabilities for breakthrough performance. New York, NY: Routledge.
• Philips, L. T., & Lowery, B. (2018). Herd invisibility: The psychology of racial privilege. Association for Psychological Science,(27)3, 156-
162. Doi: 10.1177/0963721417753600.