#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?
    • June: How do we reflect on our year of BARWE work and move our antiracism work forward?
  • 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?
    • June: How do we reflect on our year of BARWE work and move our antiracism work forward?
  • 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

ZOOM MEETING 3 (7/14): WE WANT TO DO MORE THAN SURVIVE

  • Here is the video of Dana Carter's portion of the meeting.​
  • Here is the Padlet with links, resources, and notes from the session.
Discussion Questions (Chapters 1-4):
1. Love uses the term spirit murdering.
“These school attacks also spirit-murder dark children...racism robs dark people of their humanity and dignity and leaves personal, psychological, and spiritual injuries. Racism literally murders your spirit. Racism is traumatic because it is a loss of protection, safety, nurturance, and acceptance - all things children need to be educated. The White rage in our schools murders dark students’ spirits. Physical survival is not enough.” (38)


How have you or your schools been complicit in spirit murdering Black and Brown children? 

2. Bettina Love describes how Black girls face “age compression” and racist ideas of Black womanhood (5). She goes on to write that “Intersectionality also allows educators to dialogue around a set of questions that will lead them to a better sense of their students’ full selves…Mattering cannot happen if identities are isolated and students cannot be their full selves” (7) 

When have racist ideas intersected with other biases in your schools/classroom and served to isolate our students’ identities? How do we use an intersectional justice lens to create spaces and curriculum that affirm our students’ full selves? 

3. “Students no longer learn to be informed and active citizens, which is key to democracy; instead, they learn to comply and recite affirmations about their grit.” (70)

How has this deficit model of “character” education affected your classroom practice? How can you acknowledge and build off of the grit, perseverance, and character that students already show in their lives?

4. “White, well-meaning, liberal teachers can be racist too. Therefore, understanding how racism works and understanding how White privilege functions within our society does not bring us any closer to justice, and it certainly does not undo the educational survival complex. Knowing these truths is the first step to justice, but it’s only a start.” (51)

How are you moving beyond just knowing about oppression to actively confronting your bias and the white supremacy within your school and school system? 
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