Challenging Racial Inequities in Schools

Focus Area: Diversity, Equity, and Inclusion
Audience:

TTeachers

Pathway: Understanding

Available Now

Overview

This session will take a deep dive into the history of the American school system and look at the evolution of education and the way in which our curriculum, behavior management, social and emotional practices, and cultural competency haven’t changed. Participants will audit their classroom and school systems to identify how systemic racism appears in their reality.

  • Lens: Participants will use the Systems Lens in this session to explore different systems that are inequitable. The purpose of this exploration is to identify the inequality (racism) and challenge it – why was the system created, who does it benefit, and does it still support all learners? Answering these questions will help participants dismantle the functionality and intent of systems that exist around us. By engaging participants in the practice of answering these questions (with a fictitious school) and then replicating the process for their own school systems, participants are also using the Action Lens to focus on making improvements for all stakeholders (students, families, and staff). 

Audience 

This product is designed for teachers, leaders, and administrators that are looking to understand what systemic racism is and explore the different ways systemic racism shows up to collectively work towards dismantling these inequitable systems. 

Specifications

  • 2 hour virtual workshop
  • Small-Large Groups 
  • Ideal for participants to be from the same school or district
  • Please share demographics of the students and staff as part of preparation

Outcomes

Define

  • In this section participants will reflect and analyze educational history, to identify what systemic racism is, and how it has manifested in some key areas.

Explore

  • In this section, we scaffold the act of analyzing and reimagining a racist system by looking at a different school. We establish a few key ‘systems’ that can serve as examples for participants to prioritize as they begin to engage with a system at hand.

Build

  • In this section, participants have a chance to identify a system, and collaborate to reflect on its adverse effects, and how they can reimagine that system.