#BARWE215
  • Home
  • Summer Event 2023
  • About Us
  • Inquiry Resources
    • How to Start a BARWE Group
    • Norms
    • Problem of Practice Protocol
    • Discussion Protocols
    • Bringing in Coconspirators
    • Facilitators Troubleshooting Guide
  • Current Year 23 - 24 School Year
    • September: How do we keep the focus on race as we engage in antiracist reflective practice?
  • 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?
    • Inquiry Series 5 (2022-23 SY) >
      • 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?
      • April: How can we foster accountable communities to prevent harm and address conflict in healthy ways?
      • May: What actions can we take to make our communities more accountable?
      • June: End of Year Reflection
  • 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?
  • Open Letter to Museum of American Revolution Leadership
  • Home
  • Summer Event 2023
  • About Us
  • Inquiry Resources
    • How to Start a BARWE Group
    • Norms
    • Problem of Practice Protocol
    • Discussion Protocols
    • Bringing in Coconspirators
    • Facilitators Troubleshooting Guide
  • Current Year 23 - 24 School Year
    • September: How do we keep the focus on race as we engage in antiracist reflective practice?
  • 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?
    • Inquiry Series 5 (2022-23 SY) >
      • 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?
      • April: How can we foster accountable communities to prevent harm and address conflict in healthy ways?
      • May: What actions can we take to make our communities more accountable?
      • June: End of Year Reflection
  • 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?
  • Open Letter to Museum of American Revolution Leadership
#BARWE215
Dear Museum of the American Revolution Board of Directors:
​

In July 2020, BARWE led a session at the Museum of the American Revolution (MOAR) Finding Freedom Institute. We appreciated the thoughtful engagement of staff from the Museum, and the way they took our input and vision into consideration as they planned their antiracist work that summer. We have appreciated the way the Museum has attempted to tell a more complex and inclusive version of the founding of our country, particularly with exhibits like the current Black Founders exhibit. 

This is why we find it dismaying that you would rent your space to an organization like Moms for Liberty, now designated as a hate group by the Southern Poverty Law Center. This group is trying to ban some of what the Museum includes in its exhibits from being taught in schools, and partners with groups that have promoted political violence. Moms for Liberty stands in direct opposition to the museum's stated values of integrity, inclusivity, and empathy. We do not believe it is sufficient to say that this event is happening after hours. Allowing groups like Moms for Liberty to rent space at the Museum undermines the other work the MOAR is doing, and puts marginalized folks in our community at increased risk. Moms for Liberty is also threatening the powerful work we as educators are doing in our schools, and we would hope that the MOAR would stand with us in showing that their vision is not welcome here in Philadelphia. 

We stand in support of the workers from the MOAR who have demanded that Museum leadership cancel this event with Moms for Liberty.  If the Museum truly hopes to uplift an inclusive American history that includes Black history, women’s history, and queer history, then Moms For Liberty should not be welcome in your space. Your website claims, “When we make mistakes, we will acknowledge and learn from them.” This is your chance to put these words into action.

Sincerely,
Core members of BARWE (Building Antiracist White Educators)

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