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E-grāmata: Facilitating Conversations about Race in the Classroom

, , (iChange Collaborative Consulting, USA)
  • Formāts: 148 pages
  • Izdošanas datums: 21-Mar-2022
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781000552713
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  • Formāts: 148 pages
  • Izdošanas datums: 21-Mar-2022
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781000552713
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Learn how to facilitate conversations about race in the classroom, and why these discussions are such an important part of our work toward equity and justice. In this helpful book, Danielle Stewart, Martha Caldwell, and Dietra Hawkins cover everything from what you need to know to get started, to facilitation methods and techniques, to how to sustain your work. Drawing on their experience at iChange Collaborative, a group that works with schools across the country, the authors offer a plethora of compelling strategies and examples to help you hone your facilitation skills.

Specific topics include the importance of exploring your own identity, how to prepare yourselves and your classrooms for sensitive conversations, how to create class guidelines that create trust and allow vulnerability, and how to deliver explicit instruction in compassionate listening, sharing stories, and giving supportive feedback. The book also discusses the role of affinity groups in strengthening racial identities, building supportive relationships, and enhancing professional practices for educators of color and for race conscious white educators.

With the authors' practical advice, educators of all levels of experience and comfort levels will be able to address racial equity in schools or classrooms, so you can do your part to repair harm, educate, and ultimately transform society.
Introduction 1(10)
Breaking the Silence around Race
2(2)
Who This Book Is For
4(1)
Transformational Inquiry and Identity Development
5(2)
Layout of the Book
7(2)
You Are Ready to Begin
9(2)
1 What You Need to Know to Get Started
11(15)
Why We Need to Talk about Race
14(1)
How to Talk about Race
15(1)
What Educators Need to Know
16(1)
Set Your Compass: Guiding Principles
16(3)
Racial Diversity, Equity and Inclusion Defined
19(2)
Teach Resistance and Resilience, Not Oppression
21(1)
Start with Yourself
22(1)
Find a Community of Resistance
23(3)
2 Understanding Identity
26(15)
Three Levels of Identity
27(2)
Environment Matters
29(1)
Identity Formation Theory
30(1)
Aspects of Identity
30(3)
The Neurological and Psychological Impact of Racism
33(1)
Why Identity Matters: Three Stages of Development
33(1)
Naive and Unquestioning
34(1)
Exploration
35(1)
Effects on Students of Color
35(1)
Effects on White Students
36(1)
Reintegration, Commitment, and Community
37(1)
Benefits of Identity Exploration and Achievement
38(1)
Dimensions of Leadership in Identity Formation Learning
38(3)
3 Cultivating Language to Talk about Race
41(13)
Finding out Who Is in the Room
43(1)
Taking an Intersectional Approach
44(1)
Starting with Race
45(2)
Calculating the Cognitive Cost of Racism
47(1)
Speaking Truth to Transform the World
48(1)
Defining Levels of Racism
49(3)
Conclusion
52(2)
4 Learning from Students' Stories
54(14)
Stories from Students of Color
56(5)
Stories from White Students
61(5)
A Call to Educators
66(2)
5 Creating an Identity Safe and Brave Learning Community
68(16)
Building Relationships: Listen to Them and Teach Them to Listen to Each Other
71(2)
Bringing Their Lives into the Classroom
73(1)
Making Their Identities Visible
73(2)
Asking "What Do You Need to Feel Safe?"
75(1)
Differentiating Dialogue from Debate
76(1)
Teaching and Modeling Compassionate Listening
77(2)
Teaching and Modeling Trust and Vulnerability
79(2)
Practicing Generative Listening
81(1)
Conclusion
82(2)
6 Managing Emotional Processes
84(16)
Be Prepared Yet Flexible
85(1)
Recognize Your WHY
85(2)
Welcome and Embrace Social Emotional Expression
87(2)
Redirect "Going Cognitive"
89(1)
Move the Conversation Deeper
89(1)
Give Supportive Feedback
90(1)
Reframe Their Stories
90(1)
Mirror Their Strengths
91(1)
Re-direct Conflict
91(1)
Manage Patterns of Silence
92(1)
Center the Experiences of Black and Brown Students
92(1)
Manage Power Dynamics
93(1)
Protect from Invalidation
93(1)
Prepare for Patterns of Emotional Reaction
94(1)
Recognize Resistance as Teachable Moments
95(1)
Practice Meta-Empathy
96(1)
Be Transparent
96(1)
Stay Focused on the Root Causes of Injustice
97(1)
Practice Self-care
97(1)
Trust the Process
98(2)
7 Setting the Stage for Transformation
100(9)
Prepare for Who Will Be in the Room
102(1)
Create an Agenda
102(1)
Engage Multiple Domains of Learning
102(2)
Prepare the Physical Space
104(1)
Open the Circle
104(1)
Begin with a Mindful Moment
105(1)
Create Connectedness
105(1)
Manage Patterns of Communication
106(1)
Notice Body Language
106(1)
Move around the Room
107(1)
Debrief Activities
107(1)
Close the Circle
108(1)
8 Building Your Support Network
109(9)
Leveraging the Power of Affinity Groups
110(1)
Refueling for Educators of Color
111(2)
White Educators, Go Get Your People
113(2)
Cultivating Strategic Relationships across Differences
115(3)
9 Preparing to Launch and Lead
118(10)
Racial Identity Achievement and Transformational Leadership
119(1)
Levels of Racial Identity Development among Educators
120(1)
Leadership Liability
121(2)
Listening Leaders
123(1)
Leading from Wherever You Are
124(1)
Redefining and Claiming Your Power
125(3)
10 Epilogue
128(7)
Calling All Educators to Action
129(1)
Facing Backlash
130(2)
Moving Forward: Key Strategies
132(3)
Conclusion 135
Danielle A. Stewart, EdD, is the president of iChange Collaborative. She is an innovative leader, organizer, educator, facilitator, and curriculum design expert in transformative racial equity education. She also established The Community Empowerment Foundation and In School Spirit to ignite positive school academic outcomes for students of color and pursue continued research in improving their experiences in school.

Martha Caldwell, MA, has 30 years of experience in education. She teaches, consults with schools, conducts seminars for teachers, and writes about education. Her interactive teaching method incorporates inquiry-based learning, social-emotional learning, identity formation (race, class, and gender) and ethics to achieve results that enhance empathy, stimulate critical thinking, and catalyze leadership development. She is a co-founder and director of iChange Collaborative.

Dietra Hawkins, PsyD, is a licensed clinical psychologist. Since 2006, Dietra had worked internationally with K-12 schools, government organizations, and behavioral health agencies. She is an author and frequent speaker for workshops addressing appreciative approaches toward system change, recovery-oriented systems of care, asset-based community development and inclusion, and the healing of racism.