#BARWE215
  • Home
  • About Us
  • Inquiry Resources
    • How to Start a BARWE Group
    • Norms
    • Problem of Practice Protocol
    • Discussion Protocols
    • Bringing in Coconspirators
    • Facilitators Troubleshooting Guide
  • Current Series 22-23 School Year
    • September: How do we (re)connect and (re)commit to a/nother year of striving towards being antiracist educators?
    • October: How does a practice of accountability connect to our anti-racist work?
    • November: Where has accountability shown up for us in the past and where can we grow?
    • December: How can we be in accountable and transformative relationships with our students in order to create spaces for Black, Brown, and Indigenous students and all students of color to thrive?
    • January: How can we be accountable to our Black students in our planning and teaching practice?
    • February: What does accountability look like in your school or organization?
  • New Groups Start Here (Series 3)
    • September: How can we identify and challenge white supremacy culture in ourselves and our institutions?
    • October: How can we as white educators center Black joy in our classrooms and schools?
    • November: How can we more deeply reflect and/or apply what we learned about white supremacy culture and Black Joy?
    • December: How can we identify and challenge white supremacy culture in our curriculum?
    • January: How can we identify and challenge white supremacy culture in our curriculum?
    • February: How can we create classroom culture that resists white supremacy and that nourishes Black joy?
    • March: How can we identify and challenge white supremacy culture in our classroom culture? How can we co-create joy with students?
    • April: How can we help develop staff culture that resists white supremacy culture and makes space for Black joy?
    • May: How can we help develop staff culture that resists white supremacy culture and makes space for Black joy?
  • Previous Inquiry Series
    • Inquiry Series 1 (2018-19 SY) >
      • August 2018: Why do white teachers need to talk about race?
      • September 2018: How can our curriculum challenge dominant and oppressive ideologies?
      • October 2018: How can we identify and challenge implicit bias in our own practice?
      • November 2018: How does whiteness affect our practices, relationships, and expectations in the classroom and the school community?
      • December 2018: How do we disrupt the school-to-prison pipeline?
      • January 2019: How can we ensure that our schools value Black lives?
      • February 2019: Why are teachers of color so important for our schools and how can we increase their numbers?
      • March 2019: How can we support colleagues of color and build anti-racist work environments?
      • April 2019: How can we implement culturally relevant teaching to challenge the culture of power that exists in schools?
      • May 2019: How do we push our schools, classrooms, and communities to incorporate more equitable disciplinary practices?
      • June 2019: How do we move this conversation forward and include more educators?
    • Inquiry Series 2 (2019-20 SY) >
      • September: What does it mean to develop an anti-racist identity as a white educator?
      • October: How do our implicit biases affect our students?
      • November: How could incorporating ethnic studies in our classrooms and schools help make our curriculum more antiracist?
      • December: How can we ensure that our school discipline policies are equitable and do not push girls of color out of school spaces?
      • January: How can we ensure that our schools value Black lives?
      • February: How can we recruit and retain more Black teachers in our schools?
      • March: How can White educators be accountable to their colleagues of color?
      • April: How can we interrupt anti-AAPI and xenophobic narratives in our classrooms and school communities?
      • May: How do we support our students during this crisis and connect to the larger fight to dismantle race and class oppression in our communities?
    • Inquiry Series 4 (2021-22 SY) >
      • September: How do we prepare ourselves for a year of striving towards being antiracist educators?
      • October: How can we take action when doing anti-racist work in spite of real or perceived risks?
      • November: How can we build lasting partnerships with co-conspirators?
      • December: What is a risky topic in my curriculum and how do I lean into that topic instead of shying away?
      • February: What barriers exist to forming partnerships with our students?
      • March: How would a commitment to equity principles increase our capacity to build authentic partnerships with BIPOC colleagues?
      • April: How would a commitment to equity principles increase our capacity to build authentic partnerships with BIPOC colleagues?
      • May: How do we develop a better understanding of Black educators’ realities in order to better support them?
      • June: How do we reflect on our year of BARWE work and move our antiracism work forward?
  • Summer Events
    • Summer 2019 "Seeing White" Discussion
    • Summer 2020 Reading Series >
      • Summer Reading 2020: Purpose
      • Zoom Meeting 1: Stamped
      • Zoom Meeting 2: Stamped
      • Zoom Meeting 3: We Want to Do More Than Survive
      • Zoom Meeting 4: We Want to Do More Than Survive
    • Summer Series 2021 >
      • Why are we accepting payment this year?
  • Home
  • About Us
  • Inquiry Resources
    • How to Start a BARWE Group
    • Norms
    • Problem of Practice Protocol
    • Discussion Protocols
    • Bringing in Coconspirators
    • Facilitators Troubleshooting Guide
  • Current Series 22-23 School Year
    • September: How do we (re)connect and (re)commit to a/nother year of striving towards being antiracist educators?
    • October: How does a practice of accountability connect to our anti-racist work?
    • November: Where has accountability shown up for us in the past and where can we grow?
    • December: How can we be in accountable and transformative relationships with our students in order to create spaces for Black, Brown, and Indigenous students and all students of color to thrive?
    • January: How can we be accountable to our Black students in our planning and teaching practice?
    • February: What does accountability look like in your school or organization?
  • New Groups Start Here (Series 3)
    • September: How can we identify and challenge white supremacy culture in ourselves and our institutions?
    • October: How can we as white educators center Black joy in our classrooms and schools?
    • November: How can we more deeply reflect and/or apply what we learned about white supremacy culture and Black Joy?
    • December: How can we identify and challenge white supremacy culture in our curriculum?
    • January: How can we identify and challenge white supremacy culture in our curriculum?
    • February: How can we create classroom culture that resists white supremacy and that nourishes Black joy?
    • March: How can we identify and challenge white supremacy culture in our classroom culture? How can we co-create joy with students?
    • April: How can we help develop staff culture that resists white supremacy culture and makes space for Black joy?
    • May: How can we help develop staff culture that resists white supremacy culture and makes space for Black joy?
  • Previous Inquiry Series
    • Inquiry Series 1 (2018-19 SY) >
      • August 2018: Why do white teachers need to talk about race?
      • September 2018: How can our curriculum challenge dominant and oppressive ideologies?
      • October 2018: How can we identify and challenge implicit bias in our own practice?
      • November 2018: How does whiteness affect our practices, relationships, and expectations in the classroom and the school community?
      • December 2018: How do we disrupt the school-to-prison pipeline?
      • January 2019: How can we ensure that our schools value Black lives?
      • February 2019: Why are teachers of color so important for our schools and how can we increase their numbers?
      • March 2019: How can we support colleagues of color and build anti-racist work environments?
      • April 2019: How can we implement culturally relevant teaching to challenge the culture of power that exists in schools?
      • May 2019: How do we push our schools, classrooms, and communities to incorporate more equitable disciplinary practices?
      • June 2019: How do we move this conversation forward and include more educators?
    • Inquiry Series 2 (2019-20 SY) >
      • September: What does it mean to develop an anti-racist identity as a white educator?
      • October: How do our implicit biases affect our students?
      • November: How could incorporating ethnic studies in our classrooms and schools help make our curriculum more antiracist?
      • December: How can we ensure that our school discipline policies are equitable and do not push girls of color out of school spaces?
      • January: How can we ensure that our schools value Black lives?
      • February: How can we recruit and retain more Black teachers in our schools?
      • March: How can White educators be accountable to their colleagues of color?
      • April: How can we interrupt anti-AAPI and xenophobic narratives in our classrooms and school communities?
      • May: How do we support our students during this crisis and connect to the larger fight to dismantle race and class oppression in our communities?
    • Inquiry Series 4 (2021-22 SY) >
      • September: How do we prepare ourselves for a year of striving towards being antiracist educators?
      • October: How can we take action when doing anti-racist work in spite of real or perceived risks?
      • November: How can we build lasting partnerships with co-conspirators?
      • December: What is a risky topic in my curriculum and how do I lean into that topic instead of shying away?
      • February: What barriers exist to forming partnerships with our students?
      • March: How would a commitment to equity principles increase our capacity to build authentic partnerships with BIPOC colleagues?
      • April: How would a commitment to equity principles increase our capacity to build authentic partnerships with BIPOC colleagues?
      • May: How do we develop a better understanding of Black educators’ realities in order to better support them?
      • June: How do we reflect on our year of BARWE work and move our antiracism work forward?
  • Summer Events
    • Summer 2019 "Seeing White" Discussion
    • Summer 2020 Reading Series >
      • Summer Reading 2020: Purpose
      • Zoom Meeting 1: Stamped
      • Zoom Meeting 2: Stamped
      • Zoom Meeting 3: We Want to Do More Than Survive
      • Zoom Meeting 4: We Want to Do More Than Survive
    • Summer Series 2021 >
      • Why are we accepting payment this year?
#BARWE215

Facilitator Troubleshooting Guide

All conversations about racism are going to have their hurdles. This guide addresses some common challenges you might run into during your discussion group, and gives some suggestions for how to navigate them. 

If group members are hesitant to share or the discussion remains surface level…
We are all coming to this work from a different place along the journey to becoming anti-racist educators. It is easier to talk about racism in a disconnected and theoretical way, rather than get real and personal and stir up some very uncomfortable truths. Sometimes groups maintain a safe distance from the topics and fail to apply the questions to their own personal practice.
  • Build the foundation; this work is not accomplished overnight. It may take time for your group to build the trust to really delve in and be vulnerable with each other. Consider adding some team building activities to your initial meetings if you feel your group needs to establish relationships.  Keep reviewing the norms, acknowledge the small progress made each session and keep pushing steadily towards your goal as the group gains comfort and familiarity. 
  • Model vulnerability. Often all it takes is one person putting themselves out there and opening up to encourage others to share more deeply. If as the facilitator you are able to share an experience where you messed up, offended someone, etc. it can give the group permission to take risks and share. 
  • Adjust the protocol. Use a protocol that works best for your group. If members are more comfortable sharing with partners first, or writing responses down, or sharing each others’ ideas after a discussion, try out different formats to help the discussion move forward. 
  • Ask targeted questions. As trust builds and you feel the group is ready to go deeper, try asking follow up questions to push participants to really apply the topic to their own practice and personal growth. 

If someone says something racist or problematic...
It can be a delicate balance as the facilitator to maintain a space where people feel comfortable taking risks and sharing, yet are also challenged to grow and confront potentially offensive or racist ideas. 
  • Address the statement, while still supporting the person. Avoid making personal attacks or placing blame. Instead center discussion as an opportunity to ask, challenge and learn from each other, rather than imparting the “right” answer. 
  • Ask follow up questions and be willing to sit with the discomfort. If this work is going to be meaningful, it necessitates some discomfort. It is important to draw out discussions around a sensitive comment that will let the whole group process and confront real issues rather than let it sit unchallenged. 

If your group keeps getting off topic…
Because racism is so challenging to talk about, it is easy to drift off course in discussion. 
  • Use a more structured protocol. Going through the questions one at a time, or having timed check-ins to ask the group, “Are we on topic? Are we really centering racism?”
  • Name the tendency and re-center the discussion. Draw attention to the drifting off topic and use it as a means to discuss why that is happening and how to re-center the conversation. 

If the articles or questions don’t align with your context…
Although BARWE is founded in an education setting, we know many groups using these materials are not necessarily classroom teachers, and the content may feel less relevant.
  • Check out the additional readings. All monthly topics have several additional articles at the end, often less focused on the classroom specific setting. If one of those articles is better suited to your context, swap it in for the primary article
  • As a facilitator or with the group, work to rewrite the questions to apply to your context. The act of identifying the essence of the question and translating it to your own context can itself be a useful exercise in identifying where your areas of need are as a community.
  • Share your alterations on the #PromisingPractices channel of our Slack discussion - they might also be helpful to another group!

If colleagues are concerned with a group of all White people discussing racism…
In our current climate of white supremacy and general reluctance to talk about racism, any group that is specifically geared towards White people can raise concern. Because it so often falls to people of color to raise issues, educate colleagues and challenge racism, it may seem unfamiliar and alarming to hear of a group of teachers that are using their White identity as a gathering place from which to address racism. 
  • Share the BARWE mission statement, and/or engage in a discussion around the premise of the group. (Quotes from the mission statement: “It is not the job of the oppressed to dismantle the systems that benefit the oppressor. In fact, people who are oppressed are in less of a position to dismantle these systems than those that benefit from these systems, despite the undeniable history that this work has often fallen upon those very people. While we welcome BIPOC folks to join and contribute their ideas and opinions to our group, this is meant to be a group that holds white educators accountable for dismantling the white supremacy that presides within ourselves, our classrooms, and our schools.”)
  • Listen. Hear people's concerns. Acknowledge their experiences and why they might be uncomfortable with the group.  
  • Find ways within your institution to build in accountability. In the bigger picture, building antiracist communities needs to include everyone. While there is affinity work White people need to do to prepare for interracial work, how can you stay connected and build accountability into your practices? Are there other affinity groups you can partner with? Are there channels for hearing feedback from colleagues of color? Are there other opportunities to engage in race dialogue within racially diverse groups? How can this group be a catalyst to push for more race and equity work within your own setting?
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