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
to Ferguson Post-Racial Rhetoric?
Tammy
• Link to AFT Website
• Lesson Plan
Liz and Pajzao
White 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
Unconscious Racism
I didn’t mean to do it.
I can’t see it.
Institutional
Covert
Unintentional
Attitudinal
Cultural
Intentional
I meant to do it.
Behavioral
Overt
Individual
Conscious Racism
I can see it.
Segregated Entrances/Bus Loop (then)
I didn’t mean to do it.
I can’t see it.
Institutional
Covert
Unintentional
Attitudinal
Cultural
Intentional
I meant to do it.
Behavioral
Overt
Individual
I can see it.
Segregated Entrances/Bus Loop (now)
I didn’t mean to do it.
I can’t see it.
Institutional
Covert
Unintentional
Attitudinal
Cultural
Intentional
I meant to do it.
Behavioral
Overt
Individual
I can see it.
Segregated Entrances/Bus Loop
(possible future)
I didn’t mean to do it.
I can’t see it.
Institutional
Covert
Unintentional
Attitudinal
Cultural
Intentional
I meant to do it.
Behavioral
Overt
Individual
I can see it.