Katie Snodgrass, Mario Martinez, Emily McGee, and Rodger Pringle
In the last year, we have seen an undeniable need for change in the education system. Historically, we find that there are systems and structures of inequity that continue to negatively impact our students. While we have seen programs promoting and focusing on Diversity, Inclusion, Social Justice, and Anti-racism, we find that many are resistant and unwilling to address these issues. In a place like Carroll ISD, an over-resourced district with underserved populations, we find that despite a push for a Cultural Competence Action Plan, there is enormous pushback from certain members of the community. We believe an Anti-racist pedagogy is of highest importance to addressing inequities impacting students of color in Carroll ISD and allowing it to be a homeplace of safety and acceptance. We look at the community surrounding Carroll ISD, and the development of the conflict surrounding the implementation of the CCAP. Building upon a theoretical framework, we address the benefits of Anti-racist education and ways to counter resistance to said pedagogy. Finally, we make suggestions for change that we believe would positively impact not only our target community, but others, as well.