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Inquiry Series
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Current Year 24 - 25 School Year
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- September: From where are we drawing hope to sustain the antiracist work ahead of us
- Fall: How does your community practice hope and grief in collectivity?
- November: How does your community practice hope and grief in collectivity?
- December: How do we imagine the world we’re working towards seven generations in the future?
- January: How do we build a school culture and design curriculum that engages critical hope?
- February: How do we build a school culture and design curriculum that engages critical hope?
- March: How can we take small actions to strengthen our communities in the face of racism?
- April: How can we take small actions to strengthen our communities in the face of racism?
- May: Why are relationships our best hope for building new worlds?
- June: How will your work this year move your BARWE group towards being more engaged locally and beyond to stand up for those fighting for justice?
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Current Year 24 - 25 School Year
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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):
Structure (adapted from YDEKC):
- 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.
- 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?”)
- 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.
- 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.