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Anti Racism Discussion Guide ANTI-RACISM DISCUSSION GUIDE Nationwide uprisings against police brutality and movements like Black Lives Matter have brought systemic racism to the forefront—making it imperative for district and school leaders to cultivate anti-racist school systems. Historically, district leaders have focused on multicultural literacy and implicit bias training, but the national conversation has catalyzed a focus on anti-racism. District leaders across the country are asking how they as individuals can (a) examine their own beliefs and actions and (b) foster an environment in which they can push conversations about race, racism, and other equity issues. Although conversations about race pull individuals out of their comfort zones and, at times, lead to conflict and tension between participants, it is important to lead productive discussions about equity issues in your districts and schools. We created this discussion guide to help leaders effectively navigate these topics by establishing goals for equity discussions, brainstorming questions for holding constructive conversations, and identifying actions to take as a result of the perspectives and information shared. I identify how I may unknowingly benefit from racism I promote & advocate DEFINE WHAT YOU for policies & leaders I recognize racism that are anti-racist is a present & current problem I seek out questions HOPE TO EXAMINE that make me I sit with my uncomfortable. discomfort I deny racism is a problem There are several frameworks available in surrounding I speak out I avoid hard I understand my when I see anti-racism research; therefore, it is critical for districts questions own privilege in racism in action to define what they hope to examine. Topics range from ignoring racism. Becoming understanding how members of the community feel FEAR ZONE LEARNING ZONE GROWTH ZONE Anti-Racist about a race-related issue to exploring how students I educate myself I strive to be I educate my peers comfortable about race & from diverse racial and ethnic groups can benefit from structural racism how racism harms our profession sharing their experiences. Without a clear focus for the I talk to others who look & I am vulnerable think like me about my I don’t let mistakes discussion, facilitators won’t be able to provide the most own biases & deter me from impactful, educational, and open conversation, and may knowledge gaps being better I listen to others miss an opportunity to bring stakeholders together. who think & look I yield positions differently than me of power to those otherwise marginalized Source: U.S. Department of Justice I surround myself with others who think & look Source (right): Adapted from a figure by Dr. Andrew M. Ibrahim, which differently than me is inspired by the writing of Dr. Ibram X. Kendi. THE ALLY CONTINUUM Districts are using the Ally Continuum to facilitate allyship among key stakeholders. APATHETIC AWARE ACTIVE ADVOCATE NO UNDERSTANDING KNOWS BASIC WELL-INFORMED, COMMITTED, ROUTINELY OF THE ISSUES CONCEPTS, NOT SHARING AND SEEKING AND PROACTIVELY ACTIVE ON BEHALF OF DIVERSITY WHEN CHAMPIONING SELF OR OTHERS ASKED/PROMPTED INCLUSION Source: Adapted from a figure by Jennifer Brown © 2020 Hanover Research K12MISC0220 1 GLOSSARY ESTABLISH GOALS FOR Race: A human group defined by itself or others as distinct by virtue of perceived common physical characteristics that are held to be inherent. Determining which characteristics constitute the race is a choice made by human beings; neither markers nor categories are THE CONVERSATION predetermined by any biological factors. Once you have defined what you are working Ethnicity: A sense of common ancestry based on cultural attachments, past linguistic heritage, religious affiliations, claimed toward, you should prepare goals for your kinship, or some physical traits. discussion about the inequities in your district. Source: Stephen Cornell and Douglas Hartmann CONSIDERATIONS FOR ORGANIZING A FORMAL DIALOGUE ON RACE COMMUNITY DYNAMICS AND INDIVIDUAL CONCERNS PARTICIPANTS AND THEIR NEEDS Facilitators should consider historical and current community Facilitators should consider which stakeholder groups will participate contexts and issues related to race that might be addressed in formal in the dialogue, as this will influence the topics addressed during the conversations. Possibilities include: conversation. Possible participants include: Sharing of cultural knowledge between different racial and District and school staff (e.g., administrators, teachers, ethnic groups; instructional support staff, operations staff); Addressing a historical or current event or problem in the Community members (e.g., elected officials, business partners, community or the nation at-large; and representatives of local nonprofits); and Exploring implicit biases and systemic injustices or inequalities. Students and their families. IMMEDIATE AND LONG-TERM GOALS DISCUSSION FORMAT AND CADENCE Facilitators should consider their objectives in hosting a formal Facilitators should consider how they wish to organize and structure conversation around race or specific racially-focused events and the discussion to best achieve outlined goals. Possible formats include: issues. Possible goals include: Small group meetings with a limited number of specified Building relationships between participants of different races participants (e.g., a high school class, a committee meeting); and ethnicities; Open forums that can be attended by any interested individuals Learning empathy for the challenges faced by a historically or or groups; and currently disadvantaged racial group; and Ongoing working sessions that occur on a set schedule. Planning actions to address problematic community dynamics. © 2020 Hanover Research Source: Community Relations Service, U.S. Department of Justice K12MISC0220 2 ESTABLISH GOALS FOR THE CONVERSATION Facilitators should first consider local privileges and advantages due to their the external construction of racial climate, national events, historical race. Knowledge of racial issues and identities (i.e., how others perceive contexts, and the experiences of disparities and how they manifest in an individual of a certain race) individuals from different races schools and the community will allow and its internal manifestation (i.e., to generate potential foci for the facilitators to begin brainstorming how individuals identify and define discussion. They should research ways in which racially-focused themselves). Relatedly, facilitators how “race remains a key predictor conversations may challenge those need to consider their own racial of access, opportunity, safety[,] and issues and disparities and the identity and the disadvantages or well-being” and how this dynamic narratives surrounding them. privileges that accompany it—as well plays out within their local school as participants’ interpretation of community. Such reflections can These explorations should also those disadvantages or privileges—to encompass how specific groups emphasize the specific concerns appropriately frame their individual or individuals within the district, of those groups or individuals that experiences and maintain conscious including the facilitators themselves, will participate in the conversation. consideration of how their race face disadvantages, prejudice, or bias In particular, facilitators should impacts their ability to lead a racially- due to their race and, conversely, anticipate participants having different focused conversation. how others may experience unearned perceptions and experiences with DISCUSSION GOALS TO ADVANCE RACIAL JUSTICE AND EQUITY IN EDUCATIONAL ORGANIZATIONS AWARENESS CAPACITY-BUILDING ACTION Build participants’ awareness of Develop a specific skill or knowledge Initiate a particular action plan, equity issues and their ability to set for participants to leverage policy shift, or program to combat understand and examine those in their daily work around racial institutional racism and advance issues critically. As such, the equity. Moreover, the conversation racial justice. These conversations conversation will help normalize may introduce specific strategies focus on coordination of participants’ reflective dialogue about race and or resources for participants to efforts and the resources at related issues. use immediately. their disposal. © 2020 Hanover Research K12MISC0220 3 TIPS FOR FACILITATING THE CONVERSATION Facilitators must also consider how norms. Facilitators will generally the session. Conversations about racial to structure critical conversations want to emphasize empathy, respect, injustice can often center on the Black about race. Logistical items such as confidentiality, acceptance with community; while this is a critical focus distributing pre-reading or reference discomfort, and conflict management point, these conversations may fail data, scheduling a meeting time, when setting rules. to make space for the first Americans selecting questions and prompts for to experience racism: Indigenous discussion, and outlining rules and Here are a few examples facilitators people. Facilitators should name procedures for administering the can use to start the conversation: the Indigenous territories where the discussion (e.g., managing talk time, “Share the airspace.” discussion is taking place, explain why dealing with increased tensions) are an this is important to acknowledge, and “What is said here stays here; what is important part of these considerations. address the relevance of Indigenous learned
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