slides test

1. White Affinity Group PLC

2. Introduce Yourself
Name, Title, Preferred Gender Pronouns,
+ Why did you choose the White Affinity
Group?

3. Mingle/Huddle
Make a group of 3:
What is the story of your name?
(First name, nickname, last name - choose!)
(3 min)

4. Mingle/Huddle
Make a group of 2:
When do you feel connected to something
greater than yourself? (2 min)

5. Essential Question
From Metropolitan Center for Research on Equity and Transformation of Schools, CCER Training 2019
How can I disrupt and dismantle the existence of
inequity within my sphere of influence?
(adapted from Gorski, 2016)
How does my consciousness about my own identity
and the identities of my students impact how I
teach, relate, and engage?

6. Assumptions
From Metropolitan Center for Research on Equity and Transformation of Schools, CCER Training 2019
1. We are all well-intentioned, good people who want to see all children
succeed in school.
1. No one of us has all of the answers to the many complex questions in a
multi-racial, multi-ethnic, multicultural society.
1. Some of us would much rather not talk about race, but we agree to
enter into this conversation knowing it will be uncomfortable.

7. No one of us has all of the answers to the many complex
questions in a multi-racial, multi-ethnic, multicultural
society.
Ensures that we never feel like we have “finished” this
work.
Assumptions
From Metropolitan Center for Research on Equity and Transformation of Schools, CCER Training 2019

8. We are all well-intentioned, good people who
want to see all children succeed in school.
Focus on impact, not intent.
Assumptions
From Metropolitan Center for Research on Equity and Transformation of Schools, CCER Training 2019

9. Some of us would much rather not talk about race, but we
agree to enter into this conversation knowing it will be
uncomfortable.
If we do not feel uncomfortable, we are not really doing the
work.
Assumptions
From Metropolitan Center for Research on Equity and Transformation of Schools, CCER Training 2019

10. Let’s define some terms...

11. Critical Consciousness
A mindset that promotes the individual to:
● Disrupt existing narratives;
● Confront race, power, and privilege in society and within their sphere of influence;
● Become an agent for institutional and social change
(Brann, Morales-James, and Zwerger, 2015)
What will be required of you as an individual to employ and practice this mindset?

12. Privilege
Privilege is when you get conscious or unconscious benefits from a
demographic trait about yourself. These benefits may be overt or covert.
Groupthink, 2014 retrieved from https://groupthink.kinja.com/to-the-princeton-privileged-kid-1570383740

13. Marginalization
“When a member of a racial, ethnic, religious, cultural or any social
group is relegated to an unimportant or powerless position within a
society or group. Being marginalized requires historical and ongoing
oppression of the identity in question.”
Allyship & Anti-oppression Definitions Handout:
https://guides.tricolib.brynmawr.edu/c.php?g=285382&p=1900870

14. Silent Conversation
Fill out the chart papers around the room.
What are you concerned about? What questions do you have?
What gets in the way of doing this work?
What impact do you think this will have on our students?
What is the difference between feeling uncomfortable and unsafe?

15. Introduction to Layla Saad and the work we will
be doing
https://nowthisnews.com/videos/news/layla-saad-on-her-book-me-and-white-supremacy

16. For next session
Complete Part 1 of the workbook (Days 1-7)
How can we hold each other accountable for doing this work?

17. Session 3

18. Partner Share:
Highs & Lows
From this week:
- One challenge you
faced
- A moment of
success

19. Essential Question
From Metropolitan Center for Research on Equity and Transformation of Schools, CCER Training 2019
How can I disrupt and dismantle the existence of
inequity within my sphere of influence?
(adapted from Gorski, 2016)
How does my consciousness about my own identity
and the identities of my students impact how I
teach, relate, and engage?

20. Assumptions
From Metropolitan Center for Research on Equity and Transformation of Schools, CCER Training 2019
1. We are all well-intentioned, good people who want to see all children
succeed in school.
1. No one of us has all of the answers to the many complex questions in a
multi-racial, multi-ethnic, multicultural society.
1. Some of us would much rather not talk about race, but we agree to
enter into this conversation knowing it will be uncomfortable.

21. Article:
“Only White People”
Is this little girl biased?
Why/Why not?

22. Video: Fans react to
Black Panther
poster
As you watch the video, write down:
•What do you notice? (Describe.)
•What are you thinking about?
•What are you wondering?
•What connections can you make?

23. What would centering Blackness
look like in our school?

24. Small Group Discussion: Day 14 Journal
So what have you begun to see that you can’t unsee?
● What have you begun to unearth about yourself when it comes to white supremacy?
● What have these last 13 days (and especially the last 6 days) shown you about how white supremacy works
through you?
● What have you learnt about the dehumanising ways you think about and treat BIPOC, and why?
● What have you learnt about you and anti-blackness?
● If you came to this workbook thinking you were “one of the good white people” or an ally to BIPOC, how do
you feel about that now?
● If you were craving a reward for doing this work, how do you feel about that now?
● How are you thinking differently about your White Privilege, White Fragility, White Tone Policing, White
Silence, White Superiority, and White Exceptionalism now?