#BARWE215
  • Home
  • About Us
  • 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?
  • Inquiry Resources
    • How to Start a BARWE Group
    • Norms
    • Problem of Practice Protocol
    • Discussion Protocols
    • Bringing in Coconspirators
    • Facilitators Troubleshooting Guide
  • Summer Series 2021
    • Why are we accepting payment this year?
  • Inquiry Series 3 (2020-21 SY)
    • 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?
  • 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
  • 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?
  • Summer 2019 "Seeing White" Discussion
  • 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?
  • Home
  • About Us
  • 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?
  • Inquiry Resources
    • How to Start a BARWE Group
    • Norms
    • Problem of Practice Protocol
    • Discussion Protocols
    • Bringing in Coconspirators
    • Facilitators Troubleshooting Guide
  • Summer Series 2021
    • Why are we accepting payment this year?
  • Inquiry Series 3 (2020-21 SY)
    • 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?
  • 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
  • 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?
  • Summer 2019 "Seeing White" Discussion
  • 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?
#BARWE215

Problem of Practice Protocol

A Problem of Practice Protocol we’ve used before that could be adapted for the purpose of the discussion outlined above:
Structure (adapted from YDEKC):
  1. Brainstorm: Take a few minutes to brainstorm a few dilemmas related to how performance of antiracism shows up in curriculum or relationships in your school or organization. While only one person will share, it is important for all of us to have the opportunity to identify something from our own experiences. You might refer back to the above list of ways performance may show up to spark ideas.
  2. Share Dilemma: One group member (i.e. the presenter) shares an overview of the dilemma they have faced. This should include a brief 2-5 minute summary of the dilemma and a framing question for the group. A framing question should be open-ended and solution-oriented. (e.g. “Given this parent feedback on my curriculum, how can I design lessons that are more relevant to all my students?”) 
  3. Questions: After silently listening, the other group members now ask both clarifying and probing questions. These questions serve to gather more information while also helping the presenter to think differently about the situation. Group members should avoid suggesting solutions at this stage. 
  4. Discussion: The group discusses the dilemma to more fully analyze it. They may also make suggestions to the presenter. At this stage, the presenter should avoid speaking and focus on actively listening. 
Presenter Response: The presenter responds to the discussion by summarizing what they heard, how it may be helpful, and how it has helped them evolve their thinking on the dilemma.
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