#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

november: ​
Where has accountability shown up for us in the past and where can we grow?

If this is your first year doing this series, we recommend starting with an orientation meeting using the September 2021 material before moving on to the current month. 

Don't forget to give us feedback!

Overview: 

Last month, we began to build a shared understanding of accountability within our BARWE groups. Groups also began discussing how accountability is a practice that connects to anti-racist values. In the video we watched by Project Nia and the Barnard Center for Research on Women, Mia Mingus defines accountability as apologizing, making amends, and changing our future behavior to make sure the harm doesn’t happen again. This month we will be watching another video from Project Nia and the Barnard Center for Research on Women. In both videos, speakers outlined the following as helpful steps to accountability:
  1. Listening to the person we hurt with the intention of fully understanding our impact on them.
  2. Self reflecting, sitting with the uncomfortable feelings that come up, recognizing the harm we caused, and reflecting on why we chose that behavior (especially in the instances that it does not align with our values).
  3. Apologizing and making amends to the person harmed, committing to different behaviors in the future, and doing the internal work to make those new behaviors possible.

This month’s video, “Obstacles to Accountability” will help us think about what gets in the way of taking accountability.  Many of these obstacles are internal and bound up in systems of socialization. As Esteban Kelley and Ann Russo discuss in the video, it is helpful to recognize how white supremacy culture creates incentives for distancing ourselves from taking accountability and to reflect on how this affects us, our work, and our communities.

Like last month’s resource, some of the people in the video are speaking specifically about sexual abuse and intimate partner violence because of the context in which this work has arisen from. We encourage you to find connections between their reflections, experience, and ideas and our work as educators committed to anti-racism by recognizing that all levels of interpersonal harm are influenced by our socialization to avoid honesty. We especially want to focus on racial harm and how our socialization to avoid honesty counteracts our commitment to antiracism. 

Next month, we will reflect on and discuss what taking accountability looks like in our classroom/educational setting.

In addition to the primary article and guiding questions, we are offering BARWE users this notebook as a place to gather their thoughts and commitments throughout the year. In the past, we have sent various tools and handouts in separate months. This year, we encourage all work stto be done in this one document to encourage ongoing attention to commitments and frequent review of previous months’ reflections.

Primary Resources: 
  • What are Obstacles to Accountability? By Project Nia and the Barnard Center for Research on Women Featuring Sonya Shah, nuri nusrat, Mimi Kim, Ann Russo, Esteban Kelly, adrienne maree brown, Rachel Herzing, Stas Schmiedt, Lea Roth, Leah Lakshmi Piepzna-Samarasinha, and Mia Mingus.

Additional Resources 
There are so many wonderful resources about accountability out there.  In an effort to compile these into one place, we’ve created this Accountability Resources document. We will continue adding resources and linking this document for the remainder of the year. If you know of any resources that you think should be on this list, please email us at barwe215@gmail.com.


Guiding Questions: 
Use the following questions to guide a group discussion around the obstacles that can inhibit a practice of accountability. As you think about which experiences to reflect on and share, we remind you to try to keep the conversation focused on race. The examples can be from any part of your life.

  1. Think of a time when you’ve held yourself accountable using the steps outlined above. What was the context? What was that like for you?
  2. Refer back to the values you discussed last month and think of a time when your behavior did not align with them. Were any of the obstacles to accountability (shame, blame, self-centeredness, fear of rejection, etc) underneath this contradiction? What comes up when you think and talk about this time? If you find yourself in a similar situation in the future, what would you like to do differently?
  3. In developing or strengthening a practice of accountability, how can you support each other with the different steps in the process, especially in your school/educational context? 
  4. Practicing vulnerability is an important aspect of unlearning characteristics of white supremacy and creating communities that incentivize accountability. However, it can also be painful. We encourage you to take time at the end of the meeting to journal about the following:
  • How did it feel to honestly share about mistakes with your group members?
  • What emotions and thoughts are coming up for you? 
  • What do you need in order to keep going on this journey of self-reflection?

Facilitation Reference Guide: 
  • Set a day and time for your group to meet - Make sure to send reminders. 
  • Send this month’s Primary Video 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 The Ahimsa Collective this month.
  • 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 1st.

Feedback Form:
As we grow in year four, 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 is a few takeaway from previous meetings:
Picture
Thank you all for your feedback so far, please keep it coming!

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.

At the end of each monthly discussion, pass a hat (or a box) and collect donations for the designated organization. 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 Ahimsa Collective, a collective of facilitators  working to address harm in transformative, liberatory, and anti-oppressive ways. In their own words: “Our north star goals are to replace systems of punishment with paradigms grounded in healing, relationship, and love. To get there, we engage with deep trauma healing and restorative approaches while being grounded in anti-oppression. We work in deep community with people who have committed an act of violence, survivors of violence, and families impacted by harm.”

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