Whether we are aware of it or not, the classroom management approaches we adopt are a direct reflection of the values we espouse. Too often, these values are shaped by racist narratives that have embedded themselves within the institution of the school. For the students we teach (and especially for students of color), this means that they are subjected routinely to punitive approaches that cause lasting and undue harm.
In the first installment of this two-part workshop series, participants will engage in discussions and hands-on activities designed to help them to do the following:
- Identify the values and philosophies driving our thinking and teaching practice;
- Construct an understanding of what constitutes racially-biased educational practices;
- Reflect on experiences with race and racism in and out of schooled settings, identifying the connections among these experiences and their current pedagogical practice;
- Explore the 4 Is of oppression (Bell, n.d.) and the connection to racially-biased policies and practices in school settings; and
- Develop a growing understanding of how to grow our racial literacy (Stevenson, 2014) to shift our thinking and teaching, especially as they pertain to behavioral support.
From this first installment of a two-part series, attendees will leave with a clearer idea of what it means to be a racially-literate educator who works actively to combat racist policies and practices in their school settings.
NOTE: Collaborative members use only one Trainings & Workshop (TW) seat to attend this two-part series.
Presenter: Pam Jones