#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?
    • March: How can we give a genuine apology when we commit racist harm?
  • 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?
    • March: How can we give a genuine apology when we commit racist harm?
  • 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

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?​

Last month, we hosted our first online, national BARWE meeting. You can check out video of our speakers, Wendy and Lin, high school students from Philadelphia, and Alix Webb, executive director of Asian Americans United.

We hope you will join us for our next online meeting on May 19 at 7pm Eastern Time. You can RSVP here. We’ll follow the same format as last month: start with a guest speaker, then move into small group discussions using the BARWE protocol.

Overview

COVID-19 has created a host of new challenges for sectors all over our society. As schools have shut down and are attempting online learning, the underlying inequities of our society and education system are being exacerbated.

In addition to disproportionately high health impacts on communities of color all over the country, the pandemic is compounding many challenges already facing students of color. Students are struggling with internet and technology access, family income loss, health concerns, and other responsibilities at home. These realities make distance learning less manageable for some, and thus push an already biased system even further towards injustice. 

As educators, we are simultaneously in the throes of managing the upheaval in our own lives, trying to navigate new platforms and systems, and working to reach our students and still offer them the educational opportunities they will need to succeed as we come out of this historical moment. As we navigate this crisis, it is important for us to find ways to support our students, and push our schools and communities to make the necessary transformation to increase equity.

While schools are closed and communities are in isolation, it may begin to feel like we are becoming disconnected from this work. BARWE would like to encourage you to reach out to your  networks and consider a plan for holding your monthly discussion groups virtually. See last month's guide for tips on how to do that digitally.
​

Primary Article

  • Distance Learning During COVID Worsens Race, Class Inequality in Education

​Guiding Questions

  • What are some reasons why the COVID-19 Pandemic will impact students of color, particularly Black and Latinx students, the most?
  • As Amee says in the article, how can we all learn to “see how all our struggles are interconnected”?
  • As we close out this year in “distance learning”, what can we do as teachers and schools to address these inequities?
  • What should culturally responsive/sustaining teaching look like at this time?
  • How can we better support our students in their academic and advocacy work?

Additional Resources

  • NYU Culturally Responsive Education Remote Learning Hub
  • Online Teaching Can Be Culturally Responsive (Rachel Mahmood for Teaching Tolerance)
  • Supporting Students Through Coronavirus (Teaching Tolerance)
  • Why The Coronavirus Is Hitting Black Communities Hardest (NPR Code Switch)
  • The News Beyond The COVID Numbers (NPR Code Switch)
  • COVID-19 may not discriminate based on race — but U.S. health care does (PBS Newshour)
  • Early Data Shows African Americans Have Contracted and Died of Coronavirus at an Alarming Rate (ProPublica)
  • Stop Blaming Black People for Dying of the Coronavirus (Ibram X. Kendi in The Atlantic)
  • Why Coronavirus Is Killing African-Americans More Than Others (Jamelle Bouie in The New York Times)
  • On Disaster Distance Learning in New York City (Jose Luis Vilson)

Facilitation Information

  • Set a day and time for your group to meet online. You can also join us on May 19 for our national discussion. RSVP here
  • Send this month’s Primary Article to your group. Look through the additional readings to see if there is another reading that might be better suited to your group and its interests.
  • Prepare yourself to facilitate by reading through our Norms and Discussion Protocol.
  • Pass the Hat and collect donations for Students Deserve this month.
  • Complete the Feedback Form.

BARWE Online Meeting Feedback

Here are a few things people enjoyed about our first Zoom event:
​

  • “I liked meeting with people from various places. I liked the small break out session. I really liked having featured speakers who did a great job.”
  • “The student speakers! So impressed with their strength to know and share their experiences and feelings. I also love breakout rooms and the BARWE protocol!”
  • “(I enjoyed) hearing and interacting with people who are doing this work from different geographical areas, grade levels, and backgrounds.”

Hope you’ll join us this month.

​

Pass the Hat

In addition to being accountable to our colleagues and students of color, we believe it is important to be financially accountable to people of color who are doing this work on a daily basis. Each month, we will recommend an organization led by people of color, in education and beyond, doing the work of pushing for justice.

We encourage you to collect donations from your group each month. You can then have one group member go online and donate in the name of your school. If you want, you can add “Building Anti-Racist White Educators” after your school name.

This month, we encourage you to donate to the organization featured in our primary article, Students Deserve. Based in Los Angeles, they are “working towards Making Black Lives Matter in Schools.  We want schools to divest from criminalization and policing.  We want schools to invest in us as Black, Muslim, undocumented, indigenous, and queer youth in poor and working class communities of color.” In the face of the COVID-19 Pandemic, Students Deserve has 8 demands for the Los Angeles Unified School District. You can find them on their website. 

Take this time, either during our collective meeting on May 19 or your own school meeting, to make purchases from BIPOC-owned businesses that still offer delivery or takeout service. In Philly, we recommend South Philly Barbacoa (Sat and Sun for barbacoa, Mon-Fri for Casa Mexico, and for pop-up dinners) and Franny Lou’s Porch (open for online ordering). 

If you’re making purchases online, consider BIPOC-owned businesses. Here is a list of Black-owned online bookstores and Black-owned facemask sellers.
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