We have known that “schools are places of racialization” (Patel, 2015) but amidst the COVID-19 pandemic and the centuries’ long devastation perpetrated by racism, this reality has become even more pronounced. Educators are more eager than ever to take up the work of becoming anti-racist and the impulse is to rush to identify strategies that will alter the landscape of our schools; however, lasting change requires us to take a step back and ask the question, “How do we become people who are good at shaping change” (L.A. Tapia, 2020)? In this expanded iteration of the mini-course on racial literacy, we will take a critical eye to the construct of race and ask questions such as, “How were we socialized to talk (or not talk) about race? Why do we think this was the case? How does our racial socialization impact our students and our teaching?”
In session 1, we will explore our racial autobiographies, especially as they exist in relation to whiteness, through hands-on (and minds-on) activities.
Attendees will leave each session asking themselves some hard questions about their relationship to race and racism in a society oriented toward the white gaze. As the series progresses, Attendees will grow their understanding of what it takes to assume the stance of an anti-racist person and educator in a system that was not designed to meet the needs of BIPOC students. In short, they will learn how to begin to take action for educational change.
Presenter: Pam Jones
Note: This is an application-based cohort. Applications are due October 24, 2020. Collaborative members will use only one Rethinking Discipline (RD) seat to attend this four-part series.