​As you facilitate this work with your peers, it is important to keep some norms in mind. You can open your sessions by reviewing these (and more, if you’d like to add) with your group. Inspiration for these norms came from the “Four Agreements for Courageous Conversations About Race” from Singleton and Linton.

This BARWE Inquiry series was designed with the understanding that it is not the sole responsibility of people of color to educate White people about race. White people must take responsibility for our own growth to be anti-racist educators and community members. It also matters how we approach this work, so please keep the following norms in mind while engaging in these discussions:

• Please approach this inquiry series as a learner. We all have room to grow with our understanding of race in our schools and communities. No one is an expert who has come to explain race to others; we are striving to be in dialogue with one another to learn and grow collectively.
• The work of growing our race consciousness is messy and mistakes will be made. We understand harmful impact is possible even with good intentions. Given this, we encourage folks to offer each other support, feedback, and corrections. We invite you to meet potential discomfort with curiosity and openness rather than defensiveness.
• The inquiry series does not take the place of anti-racism trainings that school districts can and should offer. When done well, such trainings are valuable. Nevertheless, we believe that any one-off training is inadequate, and this inquiry series is designed to encourage the ongoing reflection on race in our teaching and in our schools.
• As white people engaged in this work, it is important to maintain humility around the topic of race when in dialogue with our colleagues of color. The goal will never be to explain to a colleague how they should feel about race; rather, we want to learn how to be productive coconspirators in the work towards racial justice in education and society.
  • It is important to listen actively to people of color in these conversations - and to respect and value their experiences.
  • At the same time, we should not expect people of color to do the work for us. We need to actively engage in reading and study - and can learn much about racism from these practices. We also need to share our perspectives and experiences.
• Keep the focus on RACISM. It is easier to shift the conversation to colorblind versions of the topics; nevertheless, we must persevere through any discomfort to identify how race is central to our work and advocacy for justice in our schools.
• Finally, as you keep in mind the ongoing nature of this work, please expect and accept non-closure. It is OK to “hang in uncertainty” and not rush to quick solutions. We believe sustainable, meaningful growth will result from the commitment to reflection.

If there are BIPOC participants in your group, we recommend the following additional norm: 

• To our Black, Indigenous, and People of Color participants, we recognize the additional stress that discussing racism can place on folks when it is so much a part of their daily reality. Please take care of yourselves however you need to.

Below is an abbreviated version of the norms: 

• Please approach this inquiry series as a learner.
• We encourage folks to offer each other support, feedback, and corrections. We invite you to meet potential discomfort with curiosity and openness rather than defensiveness.
• This inquiry series is designed to encourage the ongoing reflection on race in our teaching and in our schools.
• As white people engaged in this work, it is important to maintain humility around the topic of race when in dialogue with our colleagues of color. We want to learn how to be productive coconspirators in the work towards racial justice in education and society.
• Keep the focus on RACISM. 
• Please expect and accept non-closure. It is OK to “hang in uncertainty” and not rush to quick solutions.