Professional Development
Race and Equity Workshop Descriptions
Common Vocabulary and Using the Norms
Components:
- Identity Circle
- Introducing the Norms for Conversations about Race
- Understanding the Language of Race and Equity
- Equity Terms Exercise (what you knew and what you now know.
Outcome: To gain common vocabulary and norms as a foundation for future growth in equity work.
Review of the Norms and 4 Corners of Talking About Race
Components:
- Review of Norms
- 4 Corners of Talking about Race exercise
- Small and large group discussion
Outcome: Using norms to establish a culture of talking about race and equity.
Naming and Framing Oppression
Components:
- Discussing Cultural Power
- Language of the Oppressed/ Social Identities
- Interrupting Oppression- Allyship
- Practicing the interruption of oppression
Outcomes: To identify groups with cultural power, acknowledge groups without cultural power AND to use our power to recognize and call out oppression.
Creating Culturally Inclusive Environments
Components:
- Defining Culture
- Cultural Iceberg Theory
- Examining the 10% and the 90% in our spaces
Outcome: Identify strategies for creating a culturally inclusive environment for students and staff.
Types of Racism
Components:
- Defining the 4 types of racism
- Identifying racism through examples
- Viewing the Moving the Race Conversation Forward video
- Exploring why knowing the different types of racism is key in how we approach the conversation
Outcome: Investigating the types of racism and looking at/sharing examples
Equity vs. Equality
Components:
- Defining Equity and Equality
- Examination of equity vs. equality graphics
- Categorizing Equity and Equality examples
Outcome: To be able to clearly define equality and equity AND to recognize the difference.
Untapped Potential
Components:
- Defining Stereotype
- Song Analysis of Ghetto Child
- Poem analysis Untapped Potential
- Whole Group Reflection
Outcome: Explore some of the issues and Stereotypes surrounding urban education and young people
The Grand Mixer
Components:
- Group exercise around asking “personal” questions
- Group reflection
Outcome: I will intentionally experience discomfort by having courageous conversations about race.
Implicit Bias
Components:
- Exploring the word intent and impact
- Looking at How to Tell Someone they Sound Racist Video
- Group activity Apple vs. Basil
- Connecting Intent vs. Impact to Implicit Bias
- Scenarios to identify intent and impact in school settings
- What Would You Do video looking at Racial Bias
Outcome: To distinguish between intent and impact and describe how stereotypes inform our implicit biases and how implicit bias impacts our interactions.
Leading the Race Conversation
Components:
- Viewing the Golden Circle –Sinek
- Group share of existing examples of leading conversations about race
- Identifying needed structures
- What’s in your toolbox?
- Examining a student forum structure for adult use
Outcome: to recognize structures needed to facilitate conversations about race.
Race and Equity PD Series Part 1: Introduction Level (Awareness and Knowledge)
Understanding the Language of Race and Equity
Components:
- Introducing the Norms of Courageous Conversations
- Looking at Basic Vocabulary: Prejudice, Discrimination, Oppression
- Looking at more specific vocabulary about race: race, 4 type of racism
- Viewing Jay Smooth Moving the Race Conversation Forward
- Equity Terms Exercise
- Practicing the conversation at a local level
Outcome: To gain common vocabulary and norms as a foundation for future growth in race and equity work.
Naming and Framing Oppressive Actions
Components:
- Examining and defining the word oppression
- Looking at cycle of oppression
- Viewing the Brief History of Racism clip
- Cycle of socialization
- Examining positionality
- Identifying Social Identity
- What is an ally?
- Privilege Walk, Color Line, or anti-privilege walk (optional and takes more time to incorporate)
- Interrupting Oppression Activity
Outcome: To identify groups with cultural power, acknowledge groups without cultural power AND to use our power to recognize and call out oppression.
Micro aggressions
Components:
- Sorry to “bug” you exercise to identify bothering behaviors
- Define micro aggressions (Dr. Sue)
- Examples of Micro aggressions through the youth’s eyes-
- Writing and sharing your own micro aggression, how do these compare to the examples? What can you control? What can you not?
- How do micro aggressions play our in the school environment
Outcome: To define and examine how micro aggressions look and sound and to build awareness with the efforts of calling them out.
Race and Equity PD Series Part 2: Intermediate Level ( Knowledge and Skills)
Identity
Components:
- Show organization My name My Identity’s video which shares students saying their names
- Group shares relevance of their names through Acrostic Poems
- Watch video where “American” names become a struggle for the teacher and address the question Why do names matter? How do names connect to our identity? Why does identity matter?
- Identity Circle Exercise- further dissection into our sharing our identities
Outcome: To engage in structured reflection and sharing about our identities and the relevance of identities in our work and in our lives.
Examining Racism
Components:
- Review of Social identity and oppressions (race specific)
- Defining the types of racism: internal, interpersonal, institutional, and structural
- Label the Racism activity
- Practicing with historical artifacts
- Relating this to the work we do
Outcome: Investigating the types of racism and looking at/sharing examples
Equity vs. Equality
Components:
- Examining comic to identify what equity and equality is
- Current definitions
- Looking at example of Equity and Equality
- Create your own graphic
- Categorizing examples
- Contrasting Approaches
Outcome: To be able to clearly define equality and equity AND to recognize the difference.
Race and Equity PD Series Part 3: Advanced Level (Skills and Advocacy)
More information to come
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