#BARWE215
  • Home
  • About Us
  • 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?
  • Inquiry Resources
    • How to Start a BARWE Group
    • Norms
    • Discussion Protocols
    • Bringing in Coconspirators
    • Facilitators Troubleshooting Guide
  • 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 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?
  • Inquiry Resources
    • How to Start a BARWE Group
    • Norms
    • Discussion Protocols
    • Bringing in Coconspirators
    • Facilitators Troubleshooting Guide
  • 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
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Thanks to everyone who voted in our poll to decide this year’s Summer Reading books. It was close - and there was a lot of excitement about all of the texts. We are pleased to announce that we have decided to focus our summer reading series on our top 2 selections: Stamped by Jason Reynolds & Ibram X. Kendi and We Want to Do More Than Survive by Bettina Love. 

We will host two online meetings about each text, and facilitate an online discussion in the weeks prior to each meeting (likely through a Facebook group, keep an eye out for the link to join). Dates for our online meetings (all 4-5:30pm Eastern Time):
  • June 30 - Stamped
  • July 14 - Stamped
  • July 28  - We Want to Do More Than Survive
  • August 11 - We Want to Do More Than Survive

We’ll send out RSVP links prior to each online meeting, and then share Zoom links with folks who register. All updates will come through our mailing list - so if you haven't yet, please subscribe here. 

We encourage everyone to buy their books from Black-owned bookshops. Here is a great list of Black-owned bookstores across the country.  Here is a more extensive list that you can use to find a Black-owned store near you. If you know of a great Black-owned bookstore we should shout out, please reply with it to our email or send it to us on social media, @barwe215 on Instagram and Twitter. 

We also want to acknowledge that many Black-owned bookstores have been swamped with orders in recent weeks. ​Be patient with these shops, and don’t hassle or rush owners to get you books. If you want to support these businesses at this moment, donations are the best way to go. 

We also realize that these books have gone out of stock at many suppliers in recent days, given the surge in interest in antiracist work. Hopefully booksellers will restock soon, but in the meantime we encourage you to consider audio or e-book options.

Many folks have recommended 
libro.fm as a great place to get audiobooks. They will give a portion of your purchase to local bookshops, and you can choose where that money goes. We recommend choosing a Black-owned shop. You can choose Philly shops like Harriett’s or Uncle Bobbie’s, or a shop near you.


If you end up having to purchase the texts from a corporate bookseller, or if you access it for free online, we recommend that you make a donation to a Black-owned shop or Black-led racial justice organization. Harriett’s Bookshop in Philly is accepting donations through their Venmo, $HarriettsBookshop.

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