Introduction |
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1 | (10) |
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Breaking the Silence around Race |
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2 | (2) |
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4 | (1) |
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Transformational Inquiry and Identity Development |
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5 | (2) |
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7 | (2) |
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9 | (2) |
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1 What You Need to Know to Get Started |
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11 | (15) |
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Why We Need to Talk about Race |
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14 | (1) |
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15 | (1) |
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What Educators Need to Know |
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16 | (1) |
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Set Your Compass: Guiding Principles |
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16 | (3) |
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Racial Diversity, Equity, and Inclusion Defined |
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19 | (2) |
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Teach Resistance and Resilience, Not Oppression |
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21 | (1) |
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22 | (1) |
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Find a Community of Resistance |
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23 | (3) |
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26 | (15) |
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27 | (2) |
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29 | (1) |
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Identity Formation Theory |
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30 | (1) |
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30 | (3) |
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The Neurological and Psychological Impact of Racism |
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33 | (1) |
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Why Identity Matters: Three Stages of Development |
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33 | (1) |
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34 | (1) |
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35 | (1) |
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Effects on Students of Color |
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35 | (1) |
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Effects on White Students |
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36 | (1) |
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Reintegration, Commitment, and Community |
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37 | (1) |
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Benefits of Identity Exploration and Achievement |
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38 | (1) |
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Dimensions of Leadership in Identity Formation Learning |
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38 | (3) |
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3 Cultivating Language to Talk about Race |
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41 | (13) |
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Finding out Who Is in the Room |
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43 | (1) |
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Taking an hntersectional Approach |
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44 | (1) |
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45 | (2) |
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Calculating the Cognitive Cost of Racism |
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47 | (1) |
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Speaking Truth to Transform the World |
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48 | (1) |
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Defining Levels of Racism |
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49 | (3) |
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52 | (2) |
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4 Learning from Students' Stories |
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54 | (14) |
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Stories from Students of Color |
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56 | (5) |
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Stories from White Students |
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61 | (5) |
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66 | (2) |
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5 Creating an Identity Safe and Brave Learning Community |
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68 | (16) |
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Building Relationships: Listen to Them and Teach Them to Listen to Each Other |
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71 | (2) |
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Bringing Their Lives into the Classroom |
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73 | (1) |
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Making Their Identities Visible |
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73 | (2) |
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Asking "What Do You Need to Feel Safe?" |
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75 | (1) |
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Differentiating Dialogue from Debate |
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76 | (1) |
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Teaching and Modeling Compassionate Listening |
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77 | (2) |
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Teaching and Modeling Trust and Vulnerability |
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79 | (2) |
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Practicing Generative Listening |
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81 | (1) |
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82 | (2) |
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6 Managing Emotional Processes |
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84 | (16) |
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85 | (1) |
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85 | (2) |
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Welcome and Embrace Social Emotional Expression |
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87 | (2) |
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Redirect "Going Cognitive" |
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89 | (1) |
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Move the Conversation Deeper |
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89 | (1) |
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90 | (1) |
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90 | (1) |
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91 | (1) |
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Expect Cognitive Dissonance |
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91 | (1) |
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91 | (1) |
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Manage Patterns of Silence |
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92 | (1) |
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Center the Experiences of Black and Brown Students |
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92 | (1) |
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93 | (1) |
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Protect from Invalidation |
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93 | (1) |
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Prepare for Patterns of Emotional Reaction |
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94 | (1) |
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Recognize Resistance as Teachable Moments |
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95 | (1) |
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96 | (1) |
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96 | (1) |
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Stay Focused on the Root Causes of Injustice |
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97 | (1) |
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97 | (1) |
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98 | (2) |
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7 Setting the Stage for Transformation |
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100 | (9) |
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Prepare for Who Will Be in the Room |
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102 | (1) |
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102 | (1) |
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Engage Multiple Domains of Learning |
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102 | (2) |
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Prepare the Physical Space |
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104 | (1) |
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104 | (1) |
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Begin with a Mindful Moment |
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105 | (1) |
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105 | (1) |
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Manage Patterns of Communication |
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106 | (1) |
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106 | (1) |
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107 | (1) |
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107 | (1) |
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108 | (1) |
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8 Building Your Support Network |
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109 | (9) |
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Leveraging the Power of Affinity Groups |
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110 | (1) |
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Refueling for Educators of Color |
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111 | (2) |
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White Educators, Go Get Your People |
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113 | (2) |
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Cultivating Strategic Relationships across Differences |
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115 | (3) |
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9 Preparing to Launch and Lead |
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118 | (10) |
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Racial Identity Achievement and Transformational Leadership |
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119 | (1) |
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Levels of Racial Identity Development among Educators |
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120 | (1) |
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121 | (2) |
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123 | (1) |
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Leading from Wherever You Are |
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124 | (1) |
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Redefining and Claiming Your Power |
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125 | (3) |
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128 | (7) |
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Calling All Educators to Action |
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129 | (1) |
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130 | (2) |
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Moving Forward: Key Strategies |
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132 | (3) |
Conclusion |
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135 | |