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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
Overview
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.
What does it look like with Sonya Brooks, HHS Ass't Counselor in HUSD?
Vigilant Self-Awareness
After participating in the HUSD Introductory AB/AR Session, Sonya got inspired to apply to become an AB/AR Skilled Facilitator:
“When I first learned about the new policy being passed, I knew I had to be a part of this work somehow, someway. My life’s work has always been in the areas of equity and social justice. Upon being notified of this wonderful opportunity, it was a no-brainer for me to become a facilitator. I love this work and working the systems that attempt to dismantle racist ideologies and etiologies in the educational systems is what I strive to do!”
Broader HUSD Outcomes to-Date:
Training Sessions
(7 hours):
*AB/AR Introduction
*Kirwan Institute Modules
*Kirwan Debrief Session
AB/AR Skilled Facilitators:
*Hired 37 across district
Some Feedback Highlights:
*85.3% of participants ranked their participation as a 4 or 5 on a scale of 1-5 with 5 - fantastic experience
*82.9% presenters felt comfortable leading these conversations
Increasing Knowledge
Sonya is learning more on the topic via training provided by the HUSD AB/AR Training Planning Committee; Shane Saffir and Dr. Jamila Dugan (Listening Leader); and Dr. Lori Watson (Race-Work):
“Although the content was familiar, the training provided by Dr. Watson and Dr. Dugan was the best! They brought the content to life and taught the tools required to implement work of this magnitude. Part of the challenge with this type of work, initially, is learning the content and how to apply it, or not apply it. Because we have been indoctrinated by oppressive systems for so long, it is hard to identify systemic racist ideologies that attempt to keep us oppressed and of a deficit mindset. Dr. Watson and Dr. Dugan has brought these topics to us in a way that is clearly understood which allows for not only a shift in paradigms but also allows us to better theorize how the praxis of these topics/policies work best for the intended benefactors - the children of HUSD ”
Broader HUSD Outcomes to-Date:
Training Sessions:
*AB/AR Training Committee (content)
*Shane Saffir and Dr. Jamila Dugan (skills)
*Dr. Watson (skills)
Some Feedback Highlights:
*”That various sites are at various stages of the ABAR work and that it is important to slow down if necessary to allow processing time for folks”
*”There is always the tension between theory and practice. I appreciate the time we’ve taken to lay a foundation and develop common language and understanding in the foundational work.”
*”Empowering all staff classifications to be leaders and facilitators in this work. That is powerful.”
Holding Each Other Accountable
Sonya leans on the Compass and the Agreements used in the AB/AR sessions from the Courageous Conversations arsenal:
“This section is the most difficult, but the most necessary! As a facilitator and forever student in the field of equity and anti-Blackness, one of the qualities I hope to keep is the gift of listening. By being taught by some of the most prominent grassroot organizations in the country and abolitionists, being able to have conversations with persons who have a different perspective excites me! I feel in order for me to become ‘truly’ educated in a particular field, I need to learn about it comprehensively. Those with a different ideology from me receive the same level of respect as those with whom I see eye-to-eye. People have to remember, we are not fighting against a people - White people, Black people - but against a mindset that has been consistently growing for over 400 years. As one of my favorite authors, Audre Lorde, put it, “The master’s tools will never dismantle the master’s house.” In other words, we are going to have to create tools specifically designed to dismantle these systems of racism and oppression. And, one of those tools is by listening to understand; not listening to respond. Two totally different ways of listening as presented in the 4 Agreements and Courageous Conversations.”
Resources
Affirming Our Students
Sonya has initiated a support and empowerment group at HHS entitled Beautiful Brown Gurlz:
“As an educator and advocate for youth, I tend to look at educational systems and systems of support critically. I learned a long time ago that Black and Brown girls need spaces to just be themselves - in whichever ever way that manifests itself, however, these spaces were lacking. Girls need spaces to learn, create, laugh, cry, and invent. Since I did not see that space for them, creating one was paramount. We discuss topics they need to know along with the tools to be able to navigate through a society that sometimes does not respect nor acknowledge their intersectionalities. Above anything else, these girls need to be celebrated not only for who they are but for who they aspire to be, and will become.”
Group Flyer
Acknowledging the Larger Context
Sonya decided to join the temporary Task Force to develop an academic Multi-Tiered System of Supports model for the district:
“This area became very concerning when I worked on LCFF and LCAP in other school districts. We were always able to identify the groups of students who may have needed more support, but the process to provide that support was never created. Working on this Task Force is important because the education system is known to work in silos. Not continuing in those same cyclical systems with no change is ludicrous. I am glad to work with an administration that recognizes this is a very necessary component to this process, which will result in action.”
Task Force Resources:
Checking In With Students and Families
Sonya has also decided to join the Hayward Stakeholder Team working with WestEd to develop a Student Leadership Group for Equity and Antiracism:
“I am so grateful for the opportunity to work in this district! The students are the impetus behind what I do and strive to become. Equally as important is to not only create, but curate spaces that acknowledge their voice and potential. Having students participate in the equity work by creating a Student Leadership committee with the AB/AR policy work is something that has not been seen in other districts. Not only will the voice of the student be heard, but it will also be acknowledged. There is no way this equity work can happen, successfully, without the voice of the student and the community. Thus, WestEd has been a most essential and influential tool.”
Hayward Stakeholder Team Program Overview
Next publication will be in Jan. 2021
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