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Anti-Racism Action Plan a Self-Paced Guidebook

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Anti-Racism Action Plan a Self-Paced Guidebook HOW TO WRITE AN ANTI-RACISM ACTION PLAN A SELF-PACED GUIDEBOOK We are called in the current moment to actively move from Office of Diversity, non-racist thinking to anti- Equity & Inclusion racist actions. This guide is targeted for those who are beginners to engaging in anti-racism work. INTRODUCTION Structure of the Guide We are called in the current moment to This guide has nine discrete sections. Most sections have a list of suggested readings actively move from non-racist thinking or resources, followed by an activity and/or reflection questions. Each section builds to anti-racist actions. This guide is on the previous section and we encourage users to follow the structure of the guide. targeted for those who are beginners to engaging in anti-racism work. Our goal is to illuminate that in order to do SECTIONS OF THE GUIDE this work thoughtfully, we both need to be reflective in how prepared we are to engage with anti-racism work and that we need to have a concrete action plan to 1 WHAT DO YOU KNOW ABOUT RACE? 1 live by our commitments. This guide broadly focuses on racial justice. However, we have built in, and SPHERES OF INFLUENCE 3 encourage, particular focus on anti-Black 2 racism. Anti-racism planning needs to be intentional, and it will take time and WHAT ARE YOUR VALUES/PRINCIPLES/ thoughtfulness. We encourage users 3 CODES OF CONDUCT 5 to be self-reflective and be attentive to areas of growth. We have written this guide so that people INTERPERSONAL VERSUS STRUCTURAL RACISM 6 of all racial or ethnic backgrounds might 4 be able to adapt the guide for their own needs. We encourage users to think of this as a guide, and not as something 5 IDENTIFYING & PRIORITIZING ISSUES 7 that is set in stone. It is also important to note that this guide is to help individuals engage in anti-racism planning. It does WHAT DOES IT MEAN TO BE AN ALLY? 8 not replace the need for institutional level 6 anti-racism planning, but complements it. As a starting point, we encourage you to think through some key terms and 7 WRITING THE ACTION PLAN 11 definitions. A helpful resource is available from the Aspen Institute – https://bit.ly/Structural-Racism. 8 IMPLEMENTING THE PLAN, RESPONDING In our search, we did not find such a TO CHALLENGES, AND ACCOUNTABILITY 12 guide readily available for individuals to use.This is our first attempt to create one. If you have ideas on how we can REVISING AND RE-IMPLEMENTING THE PLAN 13 improve it, please submit feedback 9 using this online form – https://bit.ly/ARAP-Guidebook-Feedback. Best wishes on this journey – Amit Taneja and Kasey Catlett SECTION 1: WHAT DO YOU KNOW ABOUT RACE? In this section, you are invited to think WHAT ARE YOUR FIRST- When was the first time you deeply about your understanding LEARNINGS ON RACE? interacted with a person of color of race, racism, and anti-racism. We Think back to a time in your life in an authority position (such as encourage you to make notes for each when you first noticed that people a teacher, government official, of the following reflective questions. were different from you – that their etc.)? When was the first time you Please do not rush through this as skin was a different color, or their interacted with someone who this is a foundational activity. We hair looked different, etc. What do was Black/African-American in also encourage you to be honest in you remember about that time? an authority position? How did acknowledging areas where you might these interactions shape your need to engage in more self-reflection When, from your earliest memory, understanding of race, if at all? did you observe or engage in and education. your first conversation around Were you ever taught or race? With whom? What context? encouraged to be “color blind” Did something precipitate the - i.e., that you should not notice conversation? What messages did race or treat people differently on you receive? the basis of their race? Has your SUGGESTED READINGS/ thinking on this changed over time, RESOURCES FOR THIS a) What did the significant adults and how? SECTION: do or say that helped you to understand and appreciate these We have compiled a list of resources differences? WHAT ARE YOUR MOST on race, racism and anti-racism – SALIENT MEMORIES ON b) What did the adults do that got https://bit.ly/HC-Resources RACE, RACISM AND ANTI- in the way of your understanding RACISM? and appreciating these differences? Please think of (or write down) the 3-5 most critical memories you have c) How did these early about race, racism and anti-racism. REFLECTION QUESTIONS1: experiences shape your What was your reaction? What did Suggested activities for reflections understanding of race and racism? you do (or not do) in that situation? Have a private conversation and Is there a time when you did not reflection with yourself d) What would you have liked the adults to do in that situation? speak up or intervene in a situation? Writing your responses, even if it is What would you do differently? What prevented you from speaking in bullet form, might be a helpful up or intervening? How did that Repeat the question above to be make you feel? Optional: Find someone who is also specific to your first conversation participating in anti-racism planning about Black or African-American Is there a time when you did to have a conversation with on individuals (if that was not part of intervene or speak up? What were these questions the conversation)? the challenges and outcomes of that conversation/act? How did that What was your first meaningful make you feel? interaction with a person of a different race? Was there a time when your actions, thoughts or words were received as being racist or discriminatory against people of a different race (or ethnic background)? How was the feedback provided? How did it make you feel? Have you, if at all, changed your thinking or behavior 1 Adapted from “Conversations About as a result of that feedback? Race and Ethnicity” as part of the Intergroup Dialogue Program at Syracuse University HOW TO WRITE AN ANTI-RACISM ACTION PLAN | PAGE 1 SECTION 1: WHAT DO YOU KNOW ABOUT RACE? HOW DO YOU UNDERSTAND For those who self-identify as white ANTI-BLACK RACISM & BLACK LIVES MATTER YOUR OWN RACIAL AND How do you understand your MOVEMENT ETHNIC BACKGROUND? own racial background? Is there How do you understand (or The following reflection questions one or more specific ethnic (or experience) anti-black racism? are different based on your racial national origin) group(s) that you How is anti-black racism similar or identification. We understand that most closely identify with? What dissimilar from racism experienced race and ethnicity might be different does it mean to be white and/or by other racialized groups? from how we understand ourselves, a member of your ethnic group in and how others might perceive us. For the USA today? What do you know about the Black Lives Matter movement? example, some members of racialized What other ethnic (or national groups might think of themselves as origin) groups are part of your Has your understanding of the Black members of a marginalized group, “race”? What messages did you Lives Matter movement changed but be perceived as “white passing” receive about members of those over time? Why and how? by others. Additionally, bi-racial and groups? Were these positive or What do you want to know more multi-racial individuals may find their negative messages? What were the about the Black Lives Matter experiences reflected in either or both sources of these messages? Have movement? of the sections listed below. Please your views on these groups changed answer the questions that make the over time? How and why? most sense for you - regardless of INTERSECTIONALITY which section they are listed under. What messages did you receive about lighter or darker skinned How do other identities, such as For those who self-identify as a individuals that are part of your gender, sexual orientation, (dis) person of color or a member of a racial or ethnic group? abilities, socio-economic status, etc. racialized group intersect with race? How do you understand your own Which of your identities are you WHAT IS YOUR racial background? Is there one or reminded of/do you recognize UNDERSTANDING OF RACE, more specific ethnic (or national daily? What internal or external RACISM AND ANTI-RACISM origin) group(s) that you most closely factors make you recognize those NOW? identify with? What does it mean to identities? be a member of those racial/ethnic Where did you get the information groups in the USA today? necessary to develop your Which of your identities do you not understanding on these topics? recognize on a daily basis? Why do What other ethnic (or national you think that is? origin) groups are part of your race? What sources of information did What messages did you receive you use? about members of those groups? Are there individuals whose stories Were these positive or negative helped shape that understanding? messages? What were the sources What do the terms “anti-racism” of these messages? Have your views ACTIVITY: DO YOU HAVE and “allyship” mean to you? on these groups changed over IMPLICIT RACIAL BIAS? time? How and why? Before you proceed to the next What messages did you receive section, we encourage you to take the about lighter or darker skinned Harvard University Implicit Association individuals that are part of your Test – https://implicit.harvard.edu/ racial or ethnic group? implicit/takeatest.html.
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