#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

ZOOM MEETING 2 (7/14): Stamped

  • Here is the video of Tamara Anderson's portion of the meeting.​
  • ​Here is the Padlet with links, resources, and notes.
Discussion Questions (parts 4 and 5):
  • In the afterward, Kendi and Reynolds assert, “We-all of us-have to fight against performance and lean into participation.” How has this book informed your view of what performance and participation look like? How will you participate going forward?
  • As you continued to read, how did Stamped solidify or challenge your understanding of segregationist, assimilationist, and antiracist ideas and/or practices? 
    • If you came to our first meeting or watched Keziah’s video, how did you see the difference between a racist ideas and racism manifest in later chapters of Stamped?
  • How did you see intersectionality (oppression faced by LGTBQ+ people, Black women and Indigenous people) included or omitted in Stamped?
    • If you’d like to learn more about intersectionality, you can watch this video from the National Museum of African-American History and Culture. ​
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