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Anti-bias and Anti-racism in HUSD is not just a professional development training, it is an approach to education in general
Special AAPI SOLIDARITY Edition
Special AAPI SOLIDARITY Edition
Next Month May is National Asian American and Pacific Islander Heritage Month
Please read the HUSD in Solidarity with our Asian-American and Pacific Islander Community Statement
One important thinker and activist for equity and anti-racism is Dena Simmons, who has explained that one approach to act for the cause in education is to engage in vigilant self-awareness; increase your knowledge of accurate history and concepts associated with equity and AB/AR; hold each other accountable; affirm our students and families; consider our larger context; and constantly check in with our students and families as our educational partners. This month’s feature on HUSD’s AB/AR in Action will highlight one story of how these suggestions have been taken up by one of our own.
Nieleen Tamondong, Cesar Chavez Middle School Para Educator
Vigilant Self-Awareness
"As a para, I have the privilege to work with students and staff throughout the site. Because of this, I have to be extremely aware of not just how the students on my caseload learn/interact and adjust the tone of my voice, hand gestures, vocab. used, etc., but also adjust myself to the other students I don’t work closely with day-to-day. HUSD’s AB/AR training has really brought my implicit biases to the forefront of improving myself as an educator and overall human being. The skills and issues that have been brought up in these training sessions have really made me reevaluate my approach with not just the students I serve, but with the rest of my colleagues as well. I hope to continue to increase my capacity to serve and influence school practices that promote social justice and provide as much support as needed."Vigilant Self-Awareness
March AB/AR Staff Development Module Feedback Highlights with % improvement since our last session in January
Goals - 81.7 % = 7% improvement
Content - 80.8% = 5% improvement
Resources - 82.4% = 4% improvement
Skilled Developed - 75% =7% improvement
Pacing - 73% = 11% improvement
“It was great to talk about microaggressions in small groups”
“A great time of listening and self reflection with space for discussion.”
Increasing Knowledge
"Based on the conversations I’ve had with some of my colleagues, it’s safe to say that the AB/AR PDs have made positive impacts for all of us to some degree. I’m not sure if HUSD has done it before, but after being in the district for about 6 years, this was my first time ever taking/being offered AB/AR training and as uncomfortable as some of the material/conversations were, it needed to happen. I also think it’s amazing how we have so many safe spaces for our students. One of those spaces being the Student Leadership Antiracism Movement, or SLAM. Increasing Knowledge
I often encourage students to advocate for themselves, but to have a program like SLAM that focuses on empowering students and provides the tools to have courageous conversations within their own circle of peers/households is extremely powerful and important. Educating our students about microaggression, racism and bias is just as important as educating ourselves in order to work together to dismantle the barriers that disempower our youth and communities, and create sustainable change throughout and beyond our zip codes."
Holding Each Other Accountable
"We have to get comfortable with having these uncomfortable/intimidating conversations. There has to be a conscious understanding that all this AB/AR work we’re putting in is to better ourselves as humans to then put that energy out into our communities and plant seeds for our youth to become these agents of change. Holding Each Other Accountable
As odd as it may sound, I’ve found some comfort in the uncomfortable conversations I’ve had with my colleagues because we now know what we have to work on and how we can support each other."
Additional Resources:
KQED Article on How to Start Educating Yourself and Others on AAPI History
Stop AAPI Hate https://stopaapihate.org/about/
A Different Asian American Timeline https://aatimeline.com
After Atlanta: Teaching About Asian American Identity and History from Learning for Justice (formerly Teaching Tolerance)
Affirming Our Students
"I always try to build a positive rapport with students by making sure my interactions with them are led with compassion and empathy. I wanted to get rid of that adult/student power struggle. Students need a space where they don’t feel judged in any shape or form.Affirming Our Students
With Ms. Walton’s brilliant idea to start a Filipino club, I became the advisor for the Filipino Student Association (FSA). I initially doubted my ability to be the advisor because I’ve been told I wasn’t “Filipino enough” due to being born in the U.S. and not being able to speak Tagalog. I didn’t want to let the students down by not being “Filipino enough,” but I did it anyway because I knew the students and I would be able to share our experiences and overcome any forms of microaggression by building our community of support.
One of my members was embarrassed to speak because she felt her English skills were weak (her English was amazing). We made a deal - I had to speak to her in Tagalog and she would have to respond in English. This became a group effort as my Tagalog is horrible, but she spoke up more and more, in English, as we had meetings. Creating safe and comfortable spaces for students has always been a priority to me. Being able to do so for students of the Filipino community and students of other backgrounds who joined was extremely fulfilling."
Acknowledging the Larger Context
"I think the larger context of AB/AR is in the action we take that really serves our students and the community. Now that we are actively in training and are now aware of our own biases, what are our next steps to make sure our curriculum, school practices and interactions with students are culturally relevant? I’m really glad HUSD is taking strides towards equity. Our students and community deserve it."Acknowledging the Larger Context
Additional Resources:
Checking in With the Students and Families
"Checking in with students has to be my favorite part of work because it is a chance to build a bond that opens so many different avenues to help a student succeed academically and non-academically. However, on heavy academic days, during asynchronous work, I provide extra time to let them be kids/teenagers. Many of our students need additional support, especially during this pandemic, so I am always happy to be that pillar of support to connect them to the right outlet or just provide a Zoom space where they can ramble on and on about anything they’re excited or passionate about... even if it’s spending those 30 minutes talking about Roblox. Taking the time to listen to our students talk about their interests ensures that we actually care about them and opens doors for other conversations." Checking in With the Students and Families
Additional Resources:
After Atlanta: Teaching about Asian American Identity and History
@teachandtransform - AB/AR educator in progress
Start Here, Start Now - book about AB/AR work in classrooms
Discussing Hate and Violence with Children (English and Spanish links)
Teaching about Anti-Asian Discrimination - Elementary (from Oakland USD)
Teaching about Anti-Asian Discrimination - MS & HS (from Oakland USD)
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