- STRATEGY COURAGEOUS CONVERSATIONS ABOUT RACE HOW TO
- STRATEGY COURAGEOUS CONVERSATIONS ABOUT RACE SERIES
STRATEGY COURAGEOUS CONVERSATIONS ABOUT RACE HOW TO
Not light, but fire: How to lead meaningful race conversations in the classroom.
We can’t teach what we don’t know: White teachers, multiracial schools (3rd ed.). The Quarterly Review of Distance Education, 17(3), 35–60. Analyzing social construction of knowledge online by employing interaction analysis, learning analytics, and social network analysis. British Journal of Educational Technology, 44(3), 469–483. Designing asynchronous online discussion environments: Recent progress and possible future directions. Journal of Educational Technology Development and Exchange, 2(1), 65–78. A new model of productive online discussion and its implications for research and instruction. Unconscious bias: When good intentions aren’t enough. Response: ‘Courageous conversations’ are needed to discuss race in schools. White fragility: Why it’s so hard for White people to talk about racism. Engaging White college students in productive conversations about race and racism: Avoiding dominant-culture projection and condescension-judgment default. Taylor (personal correspondence, October 2016).ĭeKoven, A. Inquiry as stance: Practitioner research for the next generation. Multicultural Perspectives, 7(3), 28–35.Ĭochran-Smith, M., & Lytle, S. Teachers initiating conversations about race and racism in a high school class. These dimensions include: ideology, institutional, social, cultural, historical, political, and interpersonal” (Sensoy & DiAngelo, 2012).īolgatz, J. “The academic term used to capture the all-encompassing dimensions of white privilege, dominance, and assumed superiority in society.
Racism encompasses economic, political, social, and institutional actions and beliefs that perpetuate an unequal distribution of privileges, resources, and power between whites and people of Color” (Sensoy & DiAngelo, 2012). “In the United States and Canada, racism refers to white racial and cultural prejudice and discrimination, supported by institutional power and authority, used to the advantage of whites and the disadvantage of people of Color. Courageous Conversations:Ĭourageous conversations are conversations that encourage and sustain interracial dialogue about race and have the potential to lead to action and progress. The session was followed by a panel discussion with members of The BAMEed Network and drew on questions from the session participants online.Asynchronous discussions are online discussions that participants can participate in at any time as opposed to synchronous discussions which take place in real time.
Prof Miller gives us an overview of the issues to look out for, and outlines how to set firm foundations for success in leading your school towards being an anti-racist institution.
Professor Paul Miller is the leading researcher and thinker in the field of anti-racism, institutional and structural inequity in our educational leadership. And before this can happen, a courageous conversation about what we know, and what we don’t needs to happen, about the sites where institutional and structural racism dwells in schools. Before a strategy can be set, an audit and overview of the present situation needs to be undertaken.
STRATEGY COURAGEOUS CONVERSATIONS ABOUT RACE SERIES
Engage with this series of events and online learning here.īefore embarking on a journey towards becoming an anti-racist institution, there is a strategy to formulate. This was the October event as part of our Courageous Conversations and Race series.
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