Going Deeper

For teachers who have been on the journey of ABAR work and are ready to continue to learn as they investigate larger scale actions. It is likely that you self-identified with mainly 3s and 4s on the equity assessment, or that the statements in Ibrahim’s Growth Zone resonated with you.

Step 1: Initial Learning Resources

Let’s Talk: Discussing Race, Racism, and Other Difficult Topics With Students will help you facilitate conversations about race with your class. After reading this, plan to have a conversation with your class.

Ending Curriculum Violence provides a deep look into how the curricula of our schools, regardless of teacher intent, can be a conduit for racial trauma. Upon completion of the read, look at the “Avoiding Curriculum Violence” section of the reading, at the bottom, and reflect upon the questions listed.

In How Moderate Teachers Perpetuate Educational Oppression“Dr. Bettina L. Love writes about the educational survival complex, through which US schooling perpetuates the oppression and suffering of black and brown people.”

The School System Is Rooted In Whiteness In The Way It Determines Who We Value and Who We Don't elucidates the difficulties that come with valuing educational attainment to such an extent that it determines the value of one’s life.

In this video: Ally vs Co-Conspirator: What it means to be an abolitionist teacher, Dr. Bettina Love discusses the difference between an “ally and co-conspirator”.

Read Addressing Race and Trauma in the Classroom to understand childhood traumatic stress, historical trauma, and racial trauma.

After reading, explore the CPS Say Their Names Toolkit, which includes an array of resources to respond to the ongoing murder of Black people.

Step 2: Reflection Questions

No matter where you begin in this process, please continue to revisit these differentiated questions throughout your process

For white educators:

What specific actions can you take to be more of a co-conspirator rather than just an ally?
How can your curriculum become more of a tool for liberation? What are two units/lessons on which you can specifically focus?
What are two-three oppressive policies/practices in your school, and how can you challenge them to move your school toward more liberating practices?
Do you consider yourself a “moderate” teacher? If so, how can you move forward? If not, how can you challenge peers to move forward on the continuum?
In what ways can you “put yourself on the line” for someone in your journey to becoming a co-conspirator?
Recognizing that there is no endpoint in the work of anti-racism, where is your learning taking you next?

For BIPOC educators:

How can your curriculum become more of a tool for liberation? What are two units/lessons on which you can specifically focus?
How can I use trauma-informed practices in my classroom and within conversation with colleagues?
Do you consider yourself an abolitionist educator, or do you identify more with the moderate educator? What practices/experiences from your background influence your answer?
In what ways can you relate to the experiences of the author of “The School System is Rooted in Whiteness..”? How does that affect your role as an educator?
Recognizing that there is no endpoint in the work of anti-racism, where is your learning taking you next?
What are two-three oppressive policies/practices in your school, and how can you challenge them to move your school toward more liberating practices?

Step 3: Take Action

Use empowering language. Visit website People of the Global Majority for a terms definition and read I’m Embracing the Term ‘People of the Global Majority’ for context and background.

Read through your school’s handbook and discipline procedures. Determine which current policies disproportionately perpetuate harm and WHY the policy does so. Identify policies which uplift students and mitigate harm for expansion. Consider having a conversation with administrators to further discuss equitable practices with regard to discipline.
Meet with administrators and other colleagues to create an anti-racist mission statement for your school or district.
Start an antiracist book club with teachers/administrators. Write a grant or ask for professional development funds to be allocated to the start of this initiative. Bettina Love’s We Want to Do More Than Survive will lead to conversation regarding abolitionist teaching.
Meet with school or district administration to create a whole-school professional development opportunity on anti-racist pedagogy and education. Ensure teachers leave the PD with an action step to promote anti-racist teaching in their classrooms
Work with your district or school administration to create a parent night (remotely) to educate the community about anti-racist pedagogy.

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