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Racial Equity: Beyond Courage

Racial Equity: Beyond Courage. August 28, 2014. Learner Voices through Poetry. More Learner Voices. Focus Groups and Consortium-wide Efforts ( Tesa ). Objective and Agenda. Objective: To start to equip Hubbs Center teachers and staff to use a racial equity lens in their work. Agenda

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Racial Equity: Beyond Courage

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  1. Racial Equity: Beyond Courage August 28, 2014

  2. Learner Voices through Poetry

  3. More Learner Voices • Focus Groups and Consortium-wide Efforts (Tesa)

  4. Objective and Agenda • Objective: To start to equip Hubbs Center teachers and staff to use a racial equity lens in their work. • Agenda • 4 R’s • Reading • Teacher Panel • Unintentional Racism Framework

  5. Compass Check-in

  6. 4 R’s of Racial Equity • Relationships • Realness • Rigor • Relevance

  7. Relationships • Think-Pair-Share Questions (choose one or all) • How do you develop relationships with new people? • Describe what a reciprocal relationship looks like to you. • Think about the first week of school. How can you build a relationship with a student? What actions will you take?

  8. Realness • Think-Pair-Share (choose one or all) • Define your personality. How do you “show up” to others when your first meet them? • To those that you are very or extremely close, how do you “show up” to them? • Are you comfortable with having your perspective and/or reasoning challenged by a student?

  9. Rigor • Think-Pair-Share (choose one or all) • Do you believe that all students can perform at high academic levels? • How will you communicate to students that they can be successful?

  10. Relevance Think-Pair-Share (choose one or all) • How will you learn what issues are of concern to your students? • Why is it important for you to know what concerns your students? • What strategies can you use to make sure the curriculum relates to the experiences, interests, and backgrounds of your students?

  11. Reading and Break Time Please take the next 20 minutes to read the article. As needed, please also use this time as a break.

  12. Reading: Teaching and Transcending Basic Skills • In Serial Testimony, “participants speak in turn around a circle or around a classroom for a limited time without referring to what others have said. They speak from experience—not from opinion—and hearing each other, they also learn more about themselves.” Peggy McIntosh • Serial testimony privileges the living knowledge of every person in the room

  13. Guiding Question 1 • The reading says that holding high expectations is the key to ensuring the success of students of color. • Do you agree or disagree with this statement? • Can you think of a time when someone’s expectations of you impacted your performance?

  14. Guiding Question 2 • Think about your interactions with Hubbs students (at intake, during testing, in the classroom, etc.). How do you communicate your high expectations with Hubbs students?

  15. Teacher Panel

  16. Carole

  17. Vocabulary (Ann Marie)

  18. Read and Analyze to Explore the Meaning of “Post-Racial”

  19. Ann Marie • "Using Editorial Cartoons to Teach Social Justice"  • "What Does Post-Racial Mean Anyway" • Comparing and Contrasting News Articles 1 and 2 • Tying in Current Events:  Is Obama's Reaction to Ferguson Post-Racial Rhetoric?

  20. Tammy • Link to AFT Website • Lesson Plan

  21. Liz and Pajzao

  22. Reflections and Cautions • Wanda • Others?

  23. Reflection • At your table, please choose one of the 4 Rs and identify where you found it in action in the panel presentations • Where did you see the combination of basic skill instruction with high expectations?

  24. Attitudinal Behavioral Understanding Racism - Framework Unconscious Racism Institutional I can’t see it. I didn’t mean to do it. Covert Unintentional Cultural Intentional Overt Individual I meant to do it. I can see it. Conscious Racism

  25. Attitudinal Behavioral Segregated Entrances/Bus Loop (then) Institutional I can’t see it. I didn’t mean to do it. Covert Unintentional Cultural Intentional Overt Individual I meant to do it. I can see it.

  26. Attitudinal Behavioral Segregated Entrances/Bus Loop (now) Institutional I can’t see it. I didn’t mean to do it. Covert Unintentional Cultural Intentional Overt Individual I meant to do it. I can see it.

  27. Attitudinal Behavioral Segregated Entrances/Bus Loop (possible future) Institutional I can’t see it. I didn’t mean to do it. Covert Unintentional Cultural Intentional Overt Individual I meant to do it. I can see it.

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