Pre Work For Participants
- Read: “Remembering Bob Moses” in The Nation
- Watch: James Baldwin, “How Much Time ...”
- Read: Adrienne Maree Brown, “Disrupting The Pattern: A Call for Love and Solidarity”
Opening Community Circle (10 minutes)
“Identify and interrupt policies and practices that center on historically advantaged social/cultural groups and lead to predictable outcomes of success or failure for historically marginalized students.”
Pick an education item that demonstrates the inequity in our system, tell us why it’s worth disrupting, and how you’d like to see it changed or what you’d like to see in its place.
Community Agreements (10 minutes)
Reread the community agreements, participants share in a circle one that they want to push themselves to commit to today. Facilitator reads the poem, Brave Space.
Discussion: RTWT Protocol (50 minutes)
Framing: In this session, we’d like to do deeper inquiry work around systems of inequity. We’ve discussed the spectrum of how inequity shows up just outside of our sphere of influence and how that informs our work as educators.
Questions
- What are some education policies that feel like they’re within your control classroom, school, district, city or state?
- What are some education policies that feel like they’re out of your control?
- What would you like to learn more about?
- How can we reimagine how we discuss inequity?
- What would these policies look like if we centered our most marginalized and vulnerable students?
- How does our work on CRSE reframe the work we must do for students and communities?
Key Takeaways
- We can’t wait for this change, in our schools or anywhere else.
- How we got here may not be our fault, but it’s our collective responsibility.
- If we’re not actively working towards disrupting inequity, we are in effect contributing to it.
- None of us are perfect in that disruption, but our individual actions can greatly contribute to our collective work towards liberation.
- What is something you are learning that is challenging your thinking or beliefs? Affirming your thinking/beliefs?
- What is one action I/we can commit to doing after this session to work toward BIPOC and LGBTQ+ Liberation?
- What is one action I/we can commit to stop doing after this session to work toward BIPOC and LGBTQ+ Liberation?
Closing Community Circle (7 minutes)
Pick one of these to share as you go around the circle.
Additional Resources
- Radical Equations by Robert Moses
- Inequality in the Promised Land: Race, Resources, and Suburban Schooling by R. L. Lewis-McCoy
- The Teacher Wars: A New Narrative on Race, Class, and Education by Dana Goldstein
- Racism without Racists: Color-Blind Racism and the Persistence of Racial Inequality in America by Eduardo Bonilla-Silva
- Kalief Browder, 1993–2015 by Jennifer Gonnerman
Identify and interrupt policies and practices that center on historically advantaged social/cultural groups and lead to predictable outcomes of success or failure for historically marginalized students.
