Working Session 1:
What form of institutionality do we wish to build, that is what do we establish as we seek to
move our relationships and practices into a more broadly accepted, formalized structure?
This question is germane to our efforts to build a responsive, responsible, and radically inclusive Race and
Pedagogy Institute able to thrive within the context of rapid, demographic, economic, social, and technological
changes.
Discussion Prompts:
1. What role can and do institutions of higher education, including the University of Puget Sound, play in
maintaining or disrupting systems of racism, oppression, and inequity? How can such institutions become
agents of societal transformation and liberation? What elements of the Race and Pedagogy Institute can
disrupt institutional racism within the academy, community, and broader society?
a. What remains critical in our role(s) and in we have done thus far? What more needs to be
articulated, developed, or added to our roles and actions?
b. How can the principles and strategies identified in the 2007 Planning Summit that reflect structures
and practices of the Race and Pedagogy Initiative help us in assessing where we are in these roles
and actions and what needs further articulation and development?
c. Thinking in terms of our guiding principles what actions and partnerships can get us greater
coherence and synergy?
d. What are the critical roles for students in the structuring of the Race and Pedagogy Institute?
Preliminary Summary Report: Institutionality
(recorded by Carolyn Weisz)
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3 incentives to promote student involvement: Prioritizing funding R&P Institute e.g., work study
positions for RPI; academic credit for students; social narrative inspired incentives.
Oxymoronic nature of “radical institution”- fight not to be more beholden to University than to
community. Importance of RPI being “part” but “apart” from University. Direction of influence.
Get faculty out into the community – to listen and be co-learners and bring information back to
classrooms– incentivize and recognize this.
Lay claim to the word “radical” in a way that we articulate and be ready for pushback – to make clear
who we are.
Make sure what we do is seen as concerned with environment, greenness (counter idea that people of
color don’t care about this), environmental justice.
Need for added roles – spaces where research and training takes place, dissemination of data,
collaboration with schools/community;
Integrating responsibility (capacity/resources), Vision/mission
Annual, regular, permanent summits
Role in k-12 system, start young, restructuring, professional development, community involvement
Roles for students: student branch, concrete student voice/representation
Now (educate educators) – need to figure out a way to educate/provide tools for marginalized people to
engage in/enact transformation. Bring resources to marginalized groups and to community, direct
resources to those communities to educate RPI and educators.
Build in “structured instability” (role that community partners have played).
Student/youth co-chairs (mitigate against institution for institutions sake)
Incentives for students, credit, apprenticeships in organizing and leadership
Develop benchmarks toward goals
Purpose of education is liberation (say it loud and often)
Avoid scheduling conflicts with conference and events, incentivize attendance, coordinate with Greeks,
plan in advance