Oh, this should be interesting...Some tips. 1) Keep student learning at the center. Ground it in the roots of white supremacy that under-developed the cognition of Black & Brown children as the way to generate inequitable outcomes. First meeting, include pp.12-124 from Chap.8
Interrupt the misconception that CRT is designed to "fix" Black and Brown kids. They ain't broken. Or, that CRT is about relationships. Book Study tip #2 - Clarify what I mean by "independent learners" -- I am talking about cognition rather than compliance.
Book Study tip #3 -- the facilitator needs to be clear on what we mean by "culture", so that when folks start perpetuating stereotypes, you are able to offer correction and reframing. And, if anyone asks for a "checklist"...please, please use it as a teachable moment.
Facilitators of CRT and the Brain book studies--do your own "inside out" work to understand structural racism and deficit ideology first. This isn't abt reading a chapter or two ahead. You can potentially do more harm than good by unknowingly reinforce myths and stereotypes
