Embedded Files
Introduction
Using the Reciprocal Learning Process (RLP), my primary goal was to create a critical learning space where educators could address the issue of antiblackness on our school campus, specifically in relation to the use of the “n-word.” When selecting educators to be part of this process, I intentionally prioritized individuals with whom I share positive, trusting relationships and with whom I have previously collaborated with across various initiatives. Additionally, I targeted educators who possess power or experiences relevant to addressing the equity issue, as their insights would deepen our understanding of the contextual factors at play in creating an antiblack culture. The RLP team consists of Mrs. V, the Principal, and Title IX complaint manager, who directly responds to and investigates issues relating to the use of the "n-word" by black students, parents, and teachers. Despite her pivotal role, Mrs. V acknowledges her limited understanding of the profound impact of this word on the well-being of black students, parents, and staff, as well as effective strategies for addressing it at a community level. Next is Ms. A, our Curriculum Coordinator, a seasoned veteran teacher who has advocated for a more inclusive curriculum and literature. Through her classroom observations, Ms. A has noted varying responses from teachers when intervening in situations involving the "n-word." Completing our team is Mr C., our 504 Intervention Support Lead and a former school student. Mr. C brings a unique perspective, having personally experienced an increase in using the "n-word" compared to his time as a student. He notes passive responses from students and teachers, particularly in classrooms lacking adequate behavior management strategies. With a strong desire to support students and teachers alike, Mr. C is committed to providing support to eliminate the use of the “n-word” on campus.
We decided to meet weekly to maintain our commitment to identifying an equity issue. These regular gatherings provided a dedicated space for open dialogue, reflection, and collaboration, enabling us to delve deeper into complex topics and explore diverse viewpoints. Initially, our discussions focused on concerns surrounding ADHD students, particularly male ADHD students who had high discipline referrals. This equity issue was personally significant for two members who themselves have ADHD. However, despite our shared passion, we quickly jumped to solutions, diverging from the principles of the RLP. Recognizing this deviation, I sought guidance from Jo Ann, my field supervisor, on redirecting our focus toward an inquiry mindset. Through my conversation with Jo Ann, I realized the importance of transparency in acknowledging my own struggle with this shift, which ultimately facilitated the group’s understanding of the RLP. We constructed co-constructed actions such as reviewing office referral data, news, and research articles, interviewing staff and students, and delving into discussions about male ADHD students with high discipline referrals. However, we noticed that following our meetings or in passing with each other, we would always engage in conversations around the increase in the use of the "n-word" within our campus. Mrs. V confirmed that she had received many messages from black parents, teachers, and staff surrounding the use of the “n-word” on campus. Furthermore, there was an increase in black students filing complaints regarding the use of the “n-word.” In a few cases, the use of the “n-word” almost resulted in a physical altercation between students. Mrs. V’s position as site director played a role in pivoting our attention towards this issue. However, despite this clear direction, I couldn't ignore the unspoken hesitations from some group members. In one meeting, I brought these hesitations into the open, acknowledging the sensitivity required to navigate discussions around the "n-word," particularly for those of us who aren't Black. We recognized the discomfort stemming from the absence of such discussions within our campus and the need for mindfulness in avoiding anti-Black practices like tokenism. Therefore, in the anticipated short-term outcome of the RLP, we dedicated substantial time in our meetings to fostering open dialogue, reflecting on our biases, reading articles, reviewing discipline entry dates, interviewing both black and non-black students, staff, and parents, reviewing other schools' handbooks, and short pieces from black authors such as W.E.B. Du Bois. In one meeting, we discussed Du Bois's concept of "double consciousness," which we found particularly relevant to our discussion as it provided a framework for understanding the experiences of black individuals in a predominantly white society.
Causal Systems.pdfProcess for Addressing the N-word.pdfChallenges for Addressing the N-word .pdf2023-2024 Slurs 5.24.24.xlsxData
Our RLP group actively engaged in co-constructing various actions. However, I observed that certain members occasionally did not follow their agreed-upon actions. To address this, I began assigning specific dates or making it a point that their co-constructed action item would be the focal point of our next meeting. This approach placed a greater sense of responsibility on those members to fulfill their commitment. Additionally, I noticed that this strategy gave other members more time to work on their items, prompting me to wonder if our weekly meetings always allowed the group enough time to work on their action item. First, we reviewed our discipline data and discovered 35 incidents where the "n-word" was directed toward non-black students and 5 incidents where it was indirectly addressed around black students. Using this data, we conducted a causal system analysis, which revealed systemic issues contributing to the inappropriate use of the "n-word" within the campus.
One key finding was that our school policies primarily focused on maintaining order rather than addressing equity. For example, aside from the bullying and sexual harassment policy, which is reactive in nature, no other policy addressed preventive approaches to address the "n-word." Additionally, our examination of the discipline system uncovered inconsistency in data entry regarding the "n-word," with some teachers labeling it as disruption, inappropriate language, or harassment. This prompted us to review our professional development records, which revealed that teachers had not received specific training on addressing racial slurs.
Another key finding was that discipline interventions resulting in multiple interventions and fostering active accountability—such as parent phone calls, parent conferences, and requiring students to learn about the history of the "n-word"—were more effective in decreasing the repeated usage of the "n-word" by that student. We also conducted empathy interviews with both non-black and black students, staff, and parents, aiming to gather qualitative feedback and gain deeper insights into their experiences and perceptions regarding the issue of the "n-word." Through these interviews, one black female student highlighted that the use of the "n-word" was prevalent among male students only, indicating an intersectionality of gender in the context of this issue. During interviews with students who were disciplined for using the “n-word”, one student mentioned that learning about the evolution of the "n-word" from the inception of the United States, through the Civil Rights era, to Hip Hop culture and the present-day provided various perspectives on how the issue of the "n-word" is perceived among the black community. This helped the student decenter his perception and positionality of the term. When we interviewed parents, many noted a lack of familiarity or understanding of the history and meaning of the "n-word." Some parents mentioned hearing it used only when their student is around their friends, but due to their limited English proficiency, mistakenly thought it was a term of endearment. Among English-speaking parents, they noted feeling shocked because they had never heard it used while at home, suggesting it was more likely to be used among friends. This led to conducting classroom observation in spaces with a high incidence of the "n-word" and found that unstructured time, in other teacher management, contributed to the increased use of the “n-word.” Finally, recognizing the complexity of the issue, we sought input from an outside consultant whose expertise emphasized the importance of dedicating time to both learning and unlearning around the "n-word."
Implementation Reflection
As we implemented our co-constructed equity actions, our group observed that our efforts extended beyond our RLP weekly meetings. For example, Mrs. V and Ms. A noted that during school-wide administrative meetings, discussions about the RLP were frequent during check-in moments. As a result, other site directors became intrigued by the work we were doing. Following multiple conversations, the site directors from the preschool, elementary, and middle schools decided to submit a proposal for an outside consultant to support school-wide administration, teachers, and parents in increasing our racial consciousness. Similarly, Mr. C and I expressed his desire to utilize our space to support students who were being referred to the office for using the "n-word." Consequently, on a case-by-case basis, our meetings became a place of intervention where students could hear various perspectives on their use of the "n-word." Shortly after, the group would collectively decide on the best course of action and allocate time for intervention. As a result, we noticed a positive impact on student behavior and understanding. I noticed a significant growth in the interpersonal relationships within our group. We understood why this issue was important to each of us individually rather than asserting one perspective as superior to another. Moreover, we began to embrace differences or disagreements as opportunities to deepen our understanding. Additionally, we started to show more grace towards each other and adopted a less problem-solving mindset, even beyond our group meetings. Reflecting on a specific instance, I remember expressing my concern to Mrs. V about the school-wide consulting proposal, asking, "What do we do if it doesn't get approved?" Her candid response was, "I just didn't think about that since I thought it would be, but you are right, what if it doesn't?" In the past, I might have judged her comment in the past as the site director, but now I see it as an opportunity to leverage our respective strengths. She excels at speaking empathetically with people, while I bring strategic foresight. This collaboration allows us to complement each other's abilities and navigate challenges and our shared goals with trust, unity, accountability, and grace.
Upon reflecting on our co-constructed equity action items, I've identified several adjustments I would make. Firstly, I would ensure that each week, all team members take turns facilitating the meeting because it promotes shared leadership and ensures everyone is actively involved in driving the discussions forward. Additionally, rotating facilitators can bring fresh perspectives and insights to the meetings. Additionally, I would establish norms to clarify expectations and promote a positive and respectful team environment. Furthermore, I believe sending out a school-wide email would have been beneficial because it would have provided transparency about the purpose and goals of the RLP group- I speculate whether such communication might have garnered interest from other individuals to be part of the group.
Identity and Positionality
As the Restorative Justice Coordinator, my role significantly shaped the dynamics of the RLP group, especially during my facilitation. Throughout our discussions on the use of the "n-word" on campus, I consistently emphasized the importance of accountability, healing, and community building. Drawing from my background, which includes growing up in a predominantly Black neighborhood and learning about Black history from my uncle, whose parents lived through and he was born at the tale end of the Jim Crow era, I brought a unique perspective to our conversations on racial issues.
This personal background fueled my commitment to addressing the systemic conditions that perpetuate the use of the “n-word” within our campus. It also drove me to express frustration with passive responses to the "n-word." I found that my honesty allowed others to be honest about their feelings. Recognizing the significance of centering diverse voices, especially those of Black individuals, I suggested conducting empathy interviews. Additionally, I emphasized the importance of pausing and not rushing the RLP group process to ensure that our inquiries were relevant, impactful, and responsive to the needs of those directly affected.
Final Thoughts
The RLP has reinforced my background in Restorative Justice and taught me how it can provide an alternative approach to addressing issues of anti-blackness in schools. This lens has enabled me to redefine racial, justice, and healing separately and together. As a result, I prioritize fostering understanding rather than relying solely on punitive measures. Recognizing the importance of centering diverse voices, particularly those of Black students, the RLP has solidified for me the significance of considering different perspectives and ensuring that interventions are responsive to the needs of our community. In doing so, it has fostered a sense of ownership, promoted innovation, and built collective efficacy for all involved. I've put my theory of ensuring every voice is heard into practice by fostering an environment of open dialogue, even when the dialogue does not align with my views. This practice has enhanced my listening skills, empathy, and ability to shift from frustration and blame to focusing on the behaviors and variables impacting the use of the "n-word" on our campus. I believe this experience will remind me that there are alternative ways of collaboration and decision-making from traditional leadership approaches. Finally, using improvement science to look at data not only allowed me to identify trends and root causes related to the use of the "n-word”, provided a reliable foundation for making informed decisions based on needs rather than solutions, but it also emphasized the importance of data being an ongoing process, that can be used to create a counter-narrative.
Thinking Forward
As I look to the future, I understand that continuous learning is essential for leading with equity. To truly ensure equity, one needs to be adaptable, empathetic, and committed to staying informed about social and cultural shifts, as well as emerging equity-related issues both within and outside of the campus. It's important to actively listen to the narratives of marginalized communities to ensure that their lived experiences and perspectives inform decision-making processes. Furthermore, I've come to realize that addressing equity issues requires cultivating meaningful partnerships that are built on relationships and leverage support, ideas, and resources. I'm also aware that addressing equity issues can take an emotional toll on individuals and communities. Therefore, I aim to devote more time in the coming years to creating spaces for difficult conversations and fostering resilience. This involves creating counter-narratives, instilling hope, celebrating successes, supporting others through setbacks, and remaining steadfast because, as Martin Luther King Jr. famously noted, "The arc of the moral universe is long, but it bends toward justice."
Tim KWL.pdfHate Speech N Word Lesson Slides.pdfTim Lesson Plan Responses Final.pdfPage updated
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