If this is your first year doing this series, we recommend starting with an orientation meeting using the August 2018 material before moving on to our current series.
Don't forget to give us feedback!
Overview:
In August of 2018, BARWE began sending out a monthly inquiry series to encourage white educators to reflect on their own identity and biases, and interrogate the ways in which they show up in their classrooms. Two years later, we find ourselves developing our third discussion series amidst a global pandemic forcing teachers and families to make impossible decisions regarding the health of their loved ones, as well as a nation-wide uprising against the systemic oppression of Black, Brown, and Indigenous folx.
These events inspired many of us to deepen our learning by joining reading groups this summer, but we know that this is not enough to dismantle white supremacy. Many of us are feeling the urgent pull to take action against these systemic issues immediately. As our primary reading this month names this sense of urgency as a symptom of a culture of white supremacy, we are calling educators to prepare to commit to this work for the long term. We are seeing wealthy white parents pulling their children from schools to create “learning pods.” While wealthy school districts that predominantly serve white families are able to provide the resources necessary for in-person learning, other districts are being forced to open for instruction during a pandemic under the threat of budget cuts. It is plain to see that white supremacy permeates the education system no matter the institution that you work in, or the demographics of communities you serve.
We have planned a third inquiry series with the goal of deepening our understanding of our own identities, strengthening our relationships to our colleagues who are already doing this work, and building accountability to the communities we serve. Please join us as we begin this school year naming the ways in which white supremacy shows up in our practice and in our schools, while we take steps towards disrupting and dismantling the systems that uphold this culture.
Primary Article: white supremacy culture
Guiding Questions:
Additional Readings:
If you feel one of these is better suited to your group, feel free to use as a primary. We have placed an asterisk (*) next to readings with BIPOC authors and sites from organizations that are BIPOC led.
Facilitation Reference Guide:
Feedback Form:
As we grow in year three, 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.
Below is a takeaway from one BARWE meeting:
Don't forget to give us feedback!
Overview:
In August of 2018, BARWE began sending out a monthly inquiry series to encourage white educators to reflect on their own identity and biases, and interrogate the ways in which they show up in their classrooms. Two years later, we find ourselves developing our third discussion series amidst a global pandemic forcing teachers and families to make impossible decisions regarding the health of their loved ones, as well as a nation-wide uprising against the systemic oppression of Black, Brown, and Indigenous folx.
These events inspired many of us to deepen our learning by joining reading groups this summer, but we know that this is not enough to dismantle white supremacy. Many of us are feeling the urgent pull to take action against these systemic issues immediately. As our primary reading this month names this sense of urgency as a symptom of a culture of white supremacy, we are calling educators to prepare to commit to this work for the long term. We are seeing wealthy white parents pulling their children from schools to create “learning pods.” While wealthy school districts that predominantly serve white families are able to provide the resources necessary for in-person learning, other districts are being forced to open for instruction during a pandemic under the threat of budget cuts. It is plain to see that white supremacy permeates the education system no matter the institution that you work in, or the demographics of communities you serve.
We have planned a third inquiry series with the goal of deepening our understanding of our own identities, strengthening our relationships to our colleagues who are already doing this work, and building accountability to the communities we serve. Please join us as we begin this school year naming the ways in which white supremacy shows up in our practice and in our schools, while we take steps towards disrupting and dismantling the systems that uphold this culture.
Primary Article: white supremacy culture
Guiding Questions:
- How do specific aspects of white supremacy culture named in the article show up in your teaching practice, curriculum, and relationships with students and colleagues?
- How do specific aspects of white supremacy culture show up in your school culture and the power/leadership structures within your institution?
- At a recent training run by the Abolitionist Teaching Network, Dr. Brandelyn Tosolt asked us to consider how each characteristic of white supremacy culture is upheld by anti-Black ideas. For this prompt, we ask that you first take a look at the examples here, then identify an anti-Black idea that supports any of the characteristics listed in the article.
- How can you challenge yourself to maintain awareness and actively disrupt the patterns of white supremacy culture within your thoughts, actions and surroundings as we move into the school year? Consider using one of these tools to help you notice and disrupt white supremacy.
Additional Readings:
If you feel one of these is better suited to your group, feel free to use as a primary. We have placed an asterisk (*) next to readings with BIPOC authors and sites from organizations that are BIPOC led.
- The Bias of ‘Professionalism Standards’*
- white supremacy and anti-blackness: a covert and overt beast*
- There is Nothing Fragile About Racism*
- Dear White Teachers: You Can’t Love Your Black Students If You Don’t Know Them*
- Nice White Parents
- Dismantling Racism: White Supremacy Culture
- Dismantling Racism: Analysis Tools
- NMAAHC Talking about Race: Whiteness*
Facilitation Reference Guide:
- Set a day and time for your group to meet - Make sure to send reminders. If you’re meeting in person, snacks are always a good idea!
- If you’re just getting started, check out this Starting a BARWE Group Guide.
- Send this month’s Primary Article 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 Abolitionist Teaching Network * this month.
- Complete the Feedback Form.
- Prepare yourself for October by setting a date and time, inviting colleagues, and looking out for our next Discussion Guide on October 1st.
Feedback Form:
As we grow in year three, 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.
Below is a takeaway from one BARWE meeting:
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 Abolitionist Teaching Network. Abolitionist Teaching Network's mission is simple: develop and support educators to fight injustice within their schools and communities. Utilizing the intellectual work and direct action of Abolitionists in many forms, including community organizers, educators, parents, social workers, counselors, lawyers, therapists, artists, health care providers, and incarcerated folx, we will organize and take action for educational freedom.
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 Abolitionist Teaching Network. Abolitionist Teaching Network's mission is simple: develop and support educators to fight injustice within their schools and communities. Utilizing the intellectual work and direct action of Abolitionists in many forms, including community organizers, educators, parents, social workers, counselors, lawyers, therapists, artists, health care providers, and incarcerated folx, we will organize and take action for educational freedom.
