Talking About Race With K-5 October 20th, 2012 10:00 am – 4:00 pm
Convent of the Sacred Heart 1 East 91st Street New York, NY 10128
Facilitated by: Jaime-Jin Lewis, Executive Director Border Crossers J’nelle Chelune, Program Director, Border Crossers Jane Bolgatz, Author of Talking Race in the Classroom
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By the Numbers Direct Feedback Vision Statements
Talking About Race With K-5
Teacher Impact By the Numbers
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Talking About Race With K-5 Report, Convent of the Sacred Heart, October 20
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2012
Talking About Race With K-5
Teacher Impact By the Numbers
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Talking About Race With K-5 Report, Convent of the Sacred Heart, October 20
th
2012
Talking About Race With K-5
Teacher Impact Direct Feedback Prompts: 1. Did you have any “aha!” moments today? What did it feel like? 2. What was the most useful strategy learned today? Why do you like it? How will it help your practice? 3. Describe a moment this morning when you felt uncomfortable and explain why. 4. What were your personal and/or professional reasons for attending this workshop? How did the activities address those needs? 5. Describe something you learned about yourself or about race that you did not expect. How will it change/shape your approach to talking about race? =
Today I learned that K-5 is tricky, you must have the language of race to discuss properly. Also, it's important to continually do your self-work.
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I learned that I have a lot to learn about talking about race. Also, that I know enough to get started.
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The "Yes! And,,," and sentence starters are tools I think will help me in my work with students, staff, and families. I think they help diffuse and disarm potentially contentious and uncomfortable situations.
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I would love for B.C. to be involved with our school!
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I realized I still default my thinking about race in terms of Black and white racial identity, I need to work on this!
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I felt uncomfortable when I had to pick a side with the Human Barometer exercise because […] many times I wanted to remain uncertain after hearing some of the attendee's comments.
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I enjoyed the workshop very much. I am happy I came and I now have different approaches to handle the issue of race with my students. Good job.
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I didn't realize the media impact, especially in young children and how very few people of color are still depicted in the media - I will try to show my students positive role models of all colors.
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One (of several) ah-hah! moment was really recognizing the importance and necessity of having an ally. Being able to hear others viewpoints, experiences, and opinions was so crucial to my own self-reflection and process during the workshop.
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I learned about a couple of areas related to my own identity and particularly my white privilege that I realized I am/was still uncomfortable with. Have a safe space to lean into that discomfort has motivated me to confront that process.
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Talking About Race With K-5 Report, Convent of the Sacred Heart, October 20
th
2012
Talking About Race With K-5
Teacher Impact Vision Statements “I pledge to begin reading the book "Understanding White Privilege" to help myself further my process of racial identity.”
“I am going to try to use 'What do you mean...?" when a kid asks something uncomfortable or about race.”
“I pledge to share my experience with another colleague who I believe can benefit from these strategies to difficult questions.”
“I pledge to invite Border Crossers to visit our school for conversations on collaboration with our teachers.”
“I pledge to lean into my discomfort to equip myself with the "backpocket" strategies for having these conversations, and find the courage to actually "have them" with my students.”
“I pledge to take the time to stop and ask, "what do you mean by that." I'm going to also try that in a neutral tone that doesn't convey clear disappointment and disagreement with the child's statement.”
“I pledge to use the "Yes and" approach when confronted with a scenario regarding race. Never, never, never give up.” “I plan to inquire more from my students when they say things that may seem inappropriate so I can get tot he source of their content and determine a better approach.” George Appiah
“I will attempt to share my story with colleagues and be present and engaged in learning their stories.”
“I pledge to be more direct in talking to colleagues about race.” “I pledge to work with the teaching staff at my school to make discussing race with our students a curricular and professional development priority.”
“I'm going to use [Yes And] in conversations about race with my colleagues, administration, parents, and students.” “My action pledge is to lean into discomfort more foten and ask my students to suggest solutions to each other when confronting problems of race.” “I pledge to utilize the, "yes, and" strategy to deepen my listening skills and to stay in the moment of a difficult or uncomfortable situation about race.”
“I pledge to...incorporate discussions of race into my curriculum, and address the tough questions/situations whenever they arise.”
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Talking About Race With K-5 Report, Convent of the Sacred Heart, October 20
th
2012