Section 5

In this section, you will be focusing on how we as educators sustain bias free, equitable, and anti-oppressive classrooms, schools, ideologies, and institutional cultures. Consider the following tools and resources as you reflect on your own equity literacy development.

“When I dare to be powerful – to use my strength in the service of my vision, it becomes less and less important whether I am afraid.”

Audre Lorde- American Writer

Connected Knowledge and Skills

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  • Understand that equity progress often elicits concerns and complaints from people who are accustomed to a disproportionate share of access and opportunity, and are able to recognize these concerns and complaints as an indication of progress, not as a reason to roll back progress.

  • Know how to communicate with certainty and confidence a commitment to equity even in the face of these concerns and complaints.

  • Are cautious of the constant barrage of popular programs and strategies that often pose as “equity” but have little to do with equity and stay committed to embracing a long-term transformative approach based on evidence for what makes an institution like theirs more equitable and just.

Connected Terms

“ Definitions anchor us in principles. This is not a light point: If we don’t do the basic work of defining the kind of people we want to be in language that is stable and consistent, we can’t work toward stable, consistent goals.”- How to Be an Antiracist, by Ibram X. Kendi (One World, 2019). Chapter 1, “Definitions.”

  • Bias [bi·​as] (noun) an inclination of temperament or outlook especially: a personal and sometimes unreasoned judgment: Prejudice

  • Equity [eq·​ui·​ty] (noun): justice according to natural law or right specifically: freedom from bias or favoritism

  • Intersectionality [in-ter-sek-shuh-nal-i-tee] (noun) the idea that we all have multiple identity characteristics that make us who we are, and the intersection of these identities come together to create unique forms of privilege and oppression. (Adapted from Teaching Tolerance video “Intersectionality 101”)

  • Privilege [priv-uh-lij] (noun) unearned benefits that someone receives due to their identity (Adapted from “White Privilege and Make Privilege” by Peggy McIntosh)

  • Oppression [uh-presh-uhn] (noun) a system of prejudice, discrimination, policies and ideas that benefits members of one identity group by exploiting, degrading or otherwise causing harm to members of another identity group. (Adapted “Does "Classism" Help Us to Understand Class Oppression?” by Fred L. Pincus and Natalie J. Sololoff)

  • Retrenchment (verb)- refers to a phenomenon in which racial justice or equity gains are often followed by losses; this is a form of organizational, institutional, or structural resistance to changing the status quo (adapted from RacialEquityTools.org).


Initial Readings

Activities

Complete one activity in each of the sections below, and reflect on connections to your personal and professional lives.

  1. Review the Teaching for Tolerance Article, Begin Within, and review the Responding to Strong Emotions Tool. Review the Facilitating Difficult Conversations about Race document. How might you leverage these tools as you plan for discussions in your classroom and in your community?

  2. Racial Identity Development Theory- The article Begin Within, suggests the need for personal preparations to facilitate discussions about race, equity, and inclusion. Review this resource and reflect on your own racial identity development. Tatum acknowledges that our identity development is not static, we are constantly shifting based on our experiences and interactions. Can you identify moments where you might have shifted one direction or the other? Consider your work environment, what are your perceptions about the racial identity development of those you work with?

  3. Tempered Radicals - Read this excerpt, and consider the approach to leading and sustaining "equity" and social justice. What are the characteristics of a "tempered radical"? How might this approach counter "burnout"?

  4. Establishing common goals is a good way to anchor and sustain momentum around equity initiatives in a community. Deciding how to establish equity goals, and developing a process to revisit them is crucial to sustaining engagement. Consider this Toolkit, developed by the Alliance for Equity. Start by reviewing the "Dimensions of Equity" that they have selected as a focus. Then delve into the "Diagnostic". You can choose a section of interest, or review the entire document. How might this document support conversations at the school or district level? What would you need to modify to make this useful in your space? How does this tool support inclusive leadership?

Listen

Podcast: Pua Case- Balancing Self-Care and Frontline Activism in Defense of Sacred Lands: Listen to the podcast episode, featuring Hawaiian activist and educator Pua Case and consider how you balance your own wellness. What role does self-care play in equity work? How do we support community wellness? If you are interested in learning more about her work you can watch this film or read more about the Mauna Kea.

Podcast: Well-meaning White Folks - Allies are necessary to our collective pursuit of racial equity and antiracism, but sometimes talking across and through differences can be messy, hurtful, and downright exhausting. Listen to this podcast and consider how the guests tackle two questions from people struggling with how to deal with well-meaning white folks, at home, and at work. What questions do you have after listening to this? If you consider yourself a White Ally, what reflections do you have? Note: This podcast was published in 2020.

Video

  • Amanda Gorman reads the inaugural poem, 'The Hill We Climb'. What are the messages embedded in this poem? What is her call to action for America? What resonates with you as you listen to her recite this poem? [PDF of poem].

  • "How Does Change Happen" - Angela Davis (59 minutes) - Watch this lecture delivered by activist, political advisor, academic, philosopher, and author reflects on change and social justice work. Consider her message about moving from imagining to action? What are the commitments she names, and how does she propose we leverage them in this work? How does she speak to intersectionality? How does she reflect on sustainability in this work?

  • The Cure for Burnout (hint it isn't self-care) - Consider the three telltale signs that stress introduced in the film, and consider the actions that might help reduce stress in your life.

  • University of North Carolina's "Culture of Care" Series (May, 2021)

Reflection and Discussion Questions

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  1. Read this quote from Why are All the Black Kids Sitting Together in the Cafeteria, by Dr. Beverly Tatum, and consider the following questions. What are your thoughts about her statement? What is challenging you right now with regard to equity work? Where are you experiencing discomfort in your own equity practice?

“What if I make a mistake?' you may be thinking. 'Racism is a volatile issue, and I don't want to say or do the wrong thing.' In almost forty years of teaching and leading workshops about racism, I have made many mistakes. I have found that a sincere apology and a genuine desire to learn from one's mistakes is usually rewarded with forgiveness. If we wait for perfection, we will never break the silence. The cycle of racism will continue uninterrupted.” - Dr. Beverly Tatum

  1. How do the videos in this section help you think about working towards more equitable futures? Revisit your intention and your commitments. Are there adjustments you might make?

  2. What are some actions you can take to avoid "burnout"? Who can be your equity partner, someone who can support and push you in this journey? Write an equity commitment statement to yourself, and place it in an area so that you can access it when your energy level is low.

  3. Are there additional examples of “Knowledge, Skills, and Actions” that you would add to support or supplement Gorski’s initial list for this ability?

Additional Resources

References

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