#BARWE215
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    • 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

​November 2018: How does whiteness affect our practices, relationships, and expectations in the classroom and the school community?

Welcome to the November installment of the BARWE yearlong inquiry series. In the past 2 months, we’ve heard from folks having these conversations in schools and organizations from Vermont, North Carolina, California, Ohio, Massachusetts and New Jersey!

If this is your first month, please start with Section 2: Facilitation Information.

If you have already participated in a previous month's discussion, we are glad you are continuing the work! Start with Section 1.

Information regarding norms, discussion protocol, and pass the hat can now be found in Section 3: Inquiry Tips & Information.

Don't forget to give us feedback!

Section 1: November inquiry

Overview:
As educators, so much of who we are dictates how we teach, what we teach, and where we see value. In looking at who we are, it is important to spend time reflecting on our own racial identities. This month we are focusing on whiteness, looking at its history and connecting to our personal experiences. If we are going to commit to creating classrooms rooted in social justice, we must be comfortable analyzing and discussing our own racial identities. Note, this month’s featured resource is a podcast. The transcript is available as well, but please remind your group to listen ahead of time.

Primary Article: The Code Switch Podcast, Episode 1: Can We Talk About Whiteness?
(Podcast Transcript)
(Strongly Suggested Readings: White Privilege: Unpacking the Invisible Knapsack and Helms’s White Racial Identity Development Model)

Guiding Questions:
  • What is whiteness? What privileges come with this racial identity?
  • When did you first recognize whiteness?
  • How does whiteness affect our practices, relations, and expectations in the classroom and the school community?
  • What can our students, whether they are students of color or white, learn from our acknowledgement and analysis of whiteness?

Additional Readings:
  • Anatomy of an Ally
  • “What Is Whiteness?” by Nell Irvin Painter (New York Times)
  • “Seeing White” - 14-part podcast series by Duke Center for Documentary Studies  
  • “Charlottesville and White People” (It’s Been a Minute with Sam Sanders)

Section 2: Facilitation Information

​If this is your first month participating in the inquiry series, welcome! There are a lot of materials in this email, but here are some quick tips that can help guide you through them:
  • If your group is just starting this month - we recommend that you start with the August materials, and then pick up with the current month. Find all past month resources on our website.
  • Set a day and time for your group to meet - during lunch, before school, after school. If you start with a group of 2, that’s great! If 20 folks at your school are interested now, even better! The goal is to grow our work.
  • Send this month’s Primary Article to your group. You could even send this to a broader group of your colleagues - maybe it will pique someone’s interest!
  • Prepare yourself to facilitate by reading through our Overview, Norms, and Discussion Protocol. If you have a large group, maybe ask a colleague to help facilitate.
  • Complete the Feedback Form.
Prepare yourself for December by setting a date and time, inviting colleagues, and looking out for our next Discussion Guide on December 1.

Section 3: Inquiry Tips & Information

Norms:
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.

This BAR-WE 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 inquiry series does not take the place of anti-racism or diversity 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 allies in the work towards racial justice in education and society.
  • Keep the focus on RACE. 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.

Suggested Discussion Protocol:
In our experience, we have found conversations about racism and white supremacy to be most fruitful when primarily done in small groups (4 or fewer people). This makes folks more willing to share, and also gives each person more time to talk and process. We have also found it productive to use a protocol for these conversations - and have someone serve as a timekeeper during each segment.

  • 10 mins - If you have the time, give everyone a chance to write and reflect on the article and questions at the start of the session. You can also ask people to do this in advance and bring their reflections with them. We don’t recommend starting without giving everyone time to reflect individually first.
  • For the rest of the protocol, it is recommended that you split into groups of 2-4 people, so that everyone can have a chance to share and discuss. If you have limited time, use smaller groups.
    • 3 mins - Person 1 shares their reactions and reflections on the article and questions
    • 5 mins - others ask questions of Person 1 and Person 1 answers
      • Key point: Other group members should limit their reactions to each Person’s reflection with ONLY questions, not statements. This can be hard at first, but we’ve found it to be a fruitful structure for conversation.
    • Rotate through the group members following the Share-and-Question structure
  • End with open discussion - however much time you have.
    • If you have a larger group, this would be the time to bring the small group discussions back together.

Feedback Form
We want to know who is using these resources, what they find useful, and any recommendations for improvements in the future. We hope that one person in your group can take a few minutes to fill out our feedback form to let us know how it went.

Here are a few takeaways from previous meetings:

  • “What would it mean if we taught more holistically across disciplines for example: when we sanitize the African American experience in history class, how then can we expect the students to be able to fully understand the Harlem Renaissance literature we read in English class? So much about context.“
  • “It made a lot of teachers take pause and think about what we do...when we have a culture of low expectations for children of color, [it] is so detrimental to their learning and their self-image and success!”
  • “What happens when we shift from a focus on diversity to a focus on equity?”

Thank you all for you feedback so far, please keep it coming!

Don’t forget the snacks!
If you are looking to buy refreshments for your session, we recommend supporting businesses owned by people of color, especially Black-owned businesses, if at all possible. In Philly, we recommend Amalgam Comics & Coffeehouse, Franny Lou’s Porch, and Uncle Bobbie’s Coffee & Books.
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