#BARWE215
  • About Us
    • FAQ
  • Inquiry Series
    • Current Year: '25-'26 School Year >
      • September: What is keeping us together, focused, and motivated to do this work in 2025?
      • October: Revisiting the Helms White Identity Model
      • November: Learning from White Anti-Racists of the Past
      • December: How can we identify and challenge white supremacy culture in ourselves and our institutions?
      • January: How can we create classroom culture that resists white supremacy and that nourishes Black joy?
      • February: How can we co-create joy with students?
      • March: How can we prepare our schools to support students in the face of ICE terror?
    • Previous Inquiry Series
    • Inquiry Resources >
      • How to Start a BARWE Group
      • Norms
      • Problem of Practice Protocol
      • Discussion Protocols
      • Bringing in Coconspirators
      • Facilitators Troubleshooting Guide
  • Summer Events
  • Advocacy
    • Open Letter to Museum of American Revolution Leadership
    • Legal Defense for Philly Educators
  • Donate

A Special Message from BARWE

The BARWE inquiry series is written and distributed by a small, core group of volunteers living and working in Philadelphia, PA. BARWE resources are free, but producing the series does have annual costs.  We rely on your donations to fund our operating expenses.

The annual cost of maintaining BARWE is $1,620.81. 

We plan to continue learning, working, and sharing with the BARWE community. If you have the means and have found BARWE materials helpful in your journey, consider supporting the future of BARWE by making a donation today. Any donation you make goes directly to paying our monthly Brevo, Weebly/Square, and Zoom account costs, as well as paying our partners with Melanated Educators Collective to review our materials. 
Donate here
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Building Antiracist White Educators pushes and equips white educators to continuously address their own unconscious biases and take an active role in fighting white supremacy in our schools, communities, and in ourselves.
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As educators, we want to do our jobs well. We want to be fair, we want to promote safe communities, and we want to support all our students in every aspect of their lives.
We believe that through consistent study, reflection, and action, white teachers can address our own unconscious biases and make changes so we can better support the academic, social, and emotional well-being of all students, especially Black and Brown students who are often negatively impacted by white supremacy culture in our schools.
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Inquiry: We publish a monthly Inquiry Series with tools for learning, introspection, and discussion about issues of racism in our schools, classrooms and communities.
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Programs: Summer and school year programs have included book clubs, speaker series, and virtual  discussion groups.
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Resources: A set of resources for facilitating and attending monthly Inquiry Series meetings.
  • About Us
    • FAQ
  • Inquiry Series
    • Current Year: '25-'26 School Year >
      • September: What is keeping us together, focused, and motivated to do this work in 2025?
      • October: Revisiting the Helms White Identity Model
      • November: Learning from White Anti-Racists of the Past
      • December: How can we identify and challenge white supremacy culture in ourselves and our institutions?
      • January: How can we create classroom culture that resists white supremacy and that nourishes Black joy?
      • February: How can we co-create joy with students?
      • March: How can we prepare our schools to support students in the face of ICE terror?
    • Previous Inquiry Series
    • Inquiry Resources >
      • How to Start a BARWE Group
      • Norms
      • Problem of Practice Protocol
      • Discussion Protocols
      • Bringing in Coconspirators
      • Facilitators Troubleshooting Guide
  • Summer Events
  • Advocacy
    • Open Letter to Museum of American Revolution Leadership
    • Legal Defense for Philly Educators
  • Donate