Listen.
"It is wrenching to know that the occasion for the renewed interest in your work is the murders of black people and the subsequent “listening and learning” of white people." - Yaa Gyasi
"So many of the writers of colour that I know have had white people treat their work as though it were a kind of medicine. Something they have to swallow in order to improve their condition, but they don’t really want it, they don’t really enjoy it, ..." - Yaa Gyasi
" There’s so much slippage between “please tell me what I’m doing wrong” and “please tell me that I’ve done nothing wrong”. The suddenness and intensity of the desperation to be seen as being “good” run completely counter to how deeply entrenched, how very old the problems are."
I have felt very quiet of late, like I have nothing more to say and I think it has to do with the ongoing cycles of antiracism hype which inevitably follow public acts of violence against BIPOC. It's a cycle that serves capitalism but leaves justice in the dust.
It has to do with my role in those cycles of antiracism hype. Suddenly my voice holds a new currency and that can feel kinda icky, tbh. The hierarchies of experience relate to which pain sells best and when. I'm not a bestselling author. I'm a facilitator/educator.
Gyasi's essay gets at this conundrum of being Black and wanting to be heard yet not exclusively in the service of white learning in search of absolution. It's a lot for all of us to sit with. But sit with it and act on it, we must. theguardian.com/books/2021/mar…
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I've been thinking a lot about equity and justice with my PE classes and I have to say, it's not necessarily an easy sell. We're just beginning to set up small sided team games where it's possible to win or lose, although I never keep score. #PhysEd A thread.🧵1/
The first hurdle is creating fair teams. It's a huge challenge but it's the lesson I'm prepared to take time for and one that needs loads of practice. There are no captains or picking teams. Still, students are mostly in charge of organizing themselves. 😮😬👍🏾2/
Social loyalties tend to be the enemy of efficient team organization. Buddies want to stay together, folks who are outside the dominant social circles are expected to file in and follow "recommendations" from the most vocal kids. 3/
Working with a group of upper elementary students today we had an unexpected conversation about equity and justice. We had just run a relay and the students begged to run it over again. One group suggested remixing the teams, the other group was uninterested. #PhysEd 1/
Can you guess who was who?
I spoke with the group that lost the first contest who also wanted to remix the teams. I observed that they were interested in change but the other group was not. I asked them why they thought that was. 2/
"They won." "They have an advantage."
Right, so what would make them want to keep their group the same?
"So they can keep their advantage." "So they can win again." 3/
This week on faculty of @DigPedLab has been rich. Planning and facilitating a course that participants experience as welcoming, encouraging and worthwhile has led me to some deep thinking about what we mean when we say 'teaching and learning.' #digped 1/ identity.dpl.online
Often the folks who decide to become teachers are people who enjoyed largely positive school experiences. Raise your hand, if you were 'good at school', teachers. 🙋🏾♀️Given that, we may see many practices (grades, exams, standardized outcomes) as necessary and/or desirable. 2/
It can be hard for us to imagine school without the rituals and habits we grew up understanding as central to being able to determine our 'readiness' for college or work life. Perhaps better said: readiness * could be determined.* 3/ medium.com/identity-educa…
Context is everything. The why, how, what and when of groups convening has everything to do with how the gathering will be structured and which goals will be prioritized. The distinction between chosen and mandated participation cannot be underestimated.
Groups of people who choose to gather already share an interest on which their interactions can build. Also, the time frame and frequency of contact makes a world of difference. Are we together for several meetings in a semester or just one afternoon?
Icebreakers as a source of disdain, annoyance or derision comes up often in my feed and I get it. Folks resent being set up to reveal themselves superficially or to potentially end up as the punchline of a bad joke. This occurs more often than we likely admit.
As a facilitator, my responsibility is to ensure that all participants feel welcomed and respected. Regardless of why we are coming together, my attention must be focused first on participant presence - ensuring that conditions support folks showing up as best possible.
Opening activities designed to get folks interacting with each other are in my toolkit. To be effective I need to know my audience and consider factors underlying the ways folks may or may not want to engage. How do I make interaction low stakes and still meaningful?
I'm thinking about all the kinds of support people relatively new to 'race talk' actually need.
One of the biggest steps that white people and anyone else new to conversations about racism can do is to examine #whiteness.
Of course, it's important to read and hear from Black people. But attention to grasping the comprehensive power and influence of #whiteness on our whole society may often be overlooked.
So here's a thread of resources by white and Black folks talking about this very topic! A great starting point is the podcast series #SeeingWhite. It's impossible to go wrong here. sceneonradio.org/seeing-white/