Working Session 2:
How do we reckon with the tensions between aspiration and achievement, concept and
action, belief and behavior, and reach and realization?
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 does identity, experience, and power play in educational practices, structures, and outcomes their
transformation to create equity and opportunity for all students? To this end, how should the Race and
Pedagogy Institute enact its commitment both to critical thinking about race and to action to eliminate
racism?
2) How can the Race and Pedagogy Institute reach its goals of transformation while sustaining its work, its
leadership, and its members and partners over time? What structures, practices, and support are needed so
that RPI can operate with Responsiveness, Coherence, Synergy, Reciprocity, Flexibility, and Sustainability?
Preliminary Summary Report: Aspiration & Achievement
(recorded by Carolyn Weisz)
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Story: In the science/biology department – deepen/broaden discourses about race and address silencing of
student voices. Reckoning about power – role of RPI in this.
Space for intentional healing. Storytelling space for healing and educating. Dialogue integrated into
curriculum of every subject (avoiding isolation). Paired with community struggles … education outside of
the classroom. Renaming: College of Salish Sea.
Be intentional about our table (so some people not “on the menu”). What does it take to get voices and
people to the table (fully with all one’s identities)? Train the audience on how to listen and where to listen
from. What lenses are we using. Vision of liberation consciousness. Being intentional about passing on
leadership. Circular leadership, passing it on, community leadership. Leadership connected across
disciplines.
Connection between role and action, not a static state. Identity as fluid. Connection between power and
empowerment. Finding the table. Getting students into and staying in a position to learn. Role of RPI as
facilitator, instigator, navigator, negotiator, etc… Critical open space. RPI takes time to create equity and
equality of opportunity. Recruitment idea: identify descendants of Black students on campus during
minstrel shows and offer them full tuition. Legal clarity about what we can do for recruitment.
Intentionality about self-care for students and faculty and staff.
Reframe the concept of excellence in education and its value (value challenge, preparation, diversity of
perspectives and ideas). Value of bringing alums to the table about this value in the workplace and world.
Recognition of value outside the institution. Value of drawing people from outside the University to the
campus. Danger of being a cobbler with no shoes … need critical mass of minoritized students, resources,
practices. Create a virtuous circle that enhances university reputation.
Need post-doc fellowship in Race & Pedagogy.
Horizontal and vertical power. Strategically growing students from the community.
Valuing pedagogy (vs. content) in hiring faculty. Transformational and transdisciplinary pedagogy.
Education for self-knowledge.
New kind of Leadership with a suit of armor. What will it look like? Redesign – what competencies,
design, style …?