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This image brings to mind the difference Kay presents between declaring a classroom a “safe space” and building that space with your students. Just declaring it so and encouraging students to be vulnerable does not take individual needs into account. Perhaps students don’t feel protected enough to have tough conversations with teachers who don’t share their experience, as the some in Kay’s after school group felt. I found the anecdotes he shared of teachers trying to illustrate the horrors of prejudice through their assignments that despite the intention alienated students. Equality is pushing out the same content with the same lens to all students hoping to achieve the same result. Equity is nuanced. Equity requires thoughtfulness and patience. Kay points out that we cannot reach equity without honoring the humanity of each student and building trust vertically and horizontally.

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In his introduction, Kay reflects on Douglass' words "It is not light that is needed, but fire," when discussing racial issues. Using the image of the boxes, defending the decision to give a student more "boxes" with a community member, colleague, parent, or student might bring up feelings of resentment, anger, and inequality. However, from the perspective of equity, the decision to provide the extra "box" or two to a student is completely warranted and just. A teacher defending their decision to provide equity to a student might very well need to use fire in their argument to inform those who would oppose that choice or argue that it was unfair. Teachers, as Kay states, must not assume that people are scared to engage in these conversations, but rather, openly invite a dialogue when needed (pg. 10).

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When I think about the image shown and Kay’s message in the Introduction and Chapter 1, I think about the importance of building “safe spaces” for all of our students. Kay expresses that in order for our students to engage in conversations, it starts off by creating a space where they feel comfortable enough to be open, vulnerable, and truthful. Therefore, in order to provide our students a “safe space,” we need to make sure we provide all of our students with various supports and resources to make it possible for them to feel safe and secure in our classrooms. It might be implementing Kay’s Good News Activity, where students have the opportunity to
share any good news they might have. This activity just might be the type of support some students may need in order to feel more comfortable in their classroom community.

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I agree with MaryRose that the image helpfully depicts the difference between declaring and building that Kay discusses in chapter 1. For various reasons, some students will feel more comfortable than others discussing racial issues. The teacher must recognize this and offer additional support to those who need it

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After completing this weeks readings I feel I can better answer your question from our survey on what does equity mean.  This illustration also helped me understand the difference.  I originally said equity meant that everyone was treated the same but I now think it means giving students what they need to reach their potential knowing that what they need may not be the same.

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Kay provides strategies that will help build a nurturing environment for meaningful conversations about race in the classroom. When implemented, I think that these classroom structures can create an atmosphere that will help cater to the most vulnerable students in the classroom. Students thoughts and perspectives on race topics are diverse and structures such as coining House Talk (I love this idea) and Burning 5 can help create an equitable platform of trust and increased participation.

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What I took away from this reading was the idea of the safe place not being something you merely can declare. Words alone won't create the classroom culture that you strive for, you have to demonstrate those behaviors. I love the concept of Burn five minutes. As a specialist I am always rushing to get things started, having a limited amount of time with each group. I had a teacher who was particularly good at starting the class with informal conversations and it always felt good walking into his classroom. Something I am working on personally is getting away from "house talk" and having the ability to speak openly with my peers. Even as an adult talking about racial issues with my majority white friends and colleagues is packed with a lot of emotion and a feeling as though I am alone in my family history, not the history that is being taught in schools but the actual history of African Americans in the united states. I think the way Kay frames conversations with listen patiently, listen actively, and police your voice are all great first steps in creating an atmosphere for those conversations where students are able to share their thoughts.

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After reading that first chapter, I looked at the picture through the lens of classroom discussion, and creating a truly equitable situation. When participating in a group discussion, all students may need different resources or supports in order to equally contribute their ideas to the conversation. For example, in my small group English class, I expect equal participation from all of my students, but I define that participation in a variety of ways. During a Socratic seminar, one student may feel comfortable leading the conversation and directing the flow, while another may choose to respond to someone's answer, or may need the support of sentence starters in order to engage.

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MaryRose I think knocked it out of the park on this one. The perspective of pushing out content in one lens and expecting all students to respond with the same level of engagement and achievement is an astute observation on the difference between Equity and Equality. Additionally, I think Kay's example of demanding that all students talk about "house talk" subjects without providing for relational needs first speaks to the idea of equity. Well-meaning white teachers presume the idea of equity by providing opportunities to talk about race in the classroom, but they are not providing for the needs of Black students in particular by building a relationship and "safe space" in the classroom.

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After reading this week and looking at the image, there are several things I’m thinking about. I feel I have a better understanding of the meanings of equality and equity and the difference between the two. In an article I read the author summarized equality as dividing resources in matching amounts, and equity focuses more on dividing resources proportionally to achieve a fair outcome for those involved.The word “proportionally” stuck out to me because I thought, we don’t all need the same portion of the pie.  It’s not about fairness, it’s about getting what you need to feel successful. Our students need us to take the time to create safe spaces where they feel trust and a sense of belonging. We can all probably agree that our days feel hurried and we don’t feel we have  time to walk away from the demands of the curriculum and trying to fit everything in during the school day, but if we are to instill a sense of community and collaboration with our students we need to build those relationships and take the time to get to know our students on a more personal level and let them know we genuinely care about them, and their lives outside of school as well.      

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After reading this week and looking at the image, there are several things I’m thinking about. I feel I have a better understanding of the meanings of equality and equity and the difference between the two. In an article I read the author summarized equality as dividing resources in matching amounts, and equity focuses more on dividing resources proportionally to achieve a fair outcome for those involved.The word “proportionally” stuck out to me because I thought, we don’t all need the same portion of the pie.  It’s not about fairness, it’s about getting what you need to feel successful. Our students need us to take the time to create safe spaces where they feel trust and a sense of belonging. We can all probably agree that our days feel hurried and we don’t feel we have  time to walk away from the demands of the curriculum and trying to fit everything in during the school day, but if we are to instill a sense of community and collaboration with our students we need to build those relationships and take the time to get to know our students on a more personal level and let them know we genuinely care about them, and their lives outside of school as well.      

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I want to preface that i think the graphic is not attempting to capture the full nuance of pursuing equity in education.  However, one of the takeaways I had from the introduction and chapter 1 is that when we think about discussing equity in the classroom, we have to recognize our assumptions - and how they may be suspect.  The "assumptions" I see in the graphic are first, that all "learners"  want to engage in the same content the same way.  Second, why work with boxes instead of looking to remove the fence/get them in the stands - or on the field?
In his discussion on safe spaces, Kay emphasizes that it is the students who, given the skills, ground rules and modeling, need to build the space with and for one another. I work with the littlest learners and I think often it seems that they are too young yet to be agents of their own learning.  However, when thinking in Kay''s terms of foundational empathy, conversational democracy and valuing each person's experiences and contributions, I can see how we can do this even with our youngest:  we can take interest in their outside life (Burn 5 minutes); we can share Good News! and help them make connections, and we can learn how to give high-grade compliments. We can build safe spaces from the start.

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After reading Kay's Introduction and Chapter 1,  I spent a lot of time reflecting on the strategies that Kay utilizes to create a space that allows for conversations about race to go beyond surface level.  In regard to that image, those strategies (listening & high grade compliments, etc.) are better represented by a third image that is frequently shown in that cartoon.  In the third image the fence is chain-linked and all three individuals can see through it without needing to be "boosted up".  The strategies he describes are what is necessarily to make all students (and staff) comfortable engaging in these conversations.

Also, as a school leader, the Professional Practice box (pg. 38) gave me some ideas on ways I can apply these strategies to adult learning and professional development.

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One of the biggest takeaways from the reading this week, is the idea of not just declaring your classroom a as a safe space, but actively creating it through reflection, practice, listening, and open communication with your students. To me, the solution that seems to appear in the images is similar to that declarative statement Kay was referencing. The problem appears to be solved because all can see the game but, that is definitely not the best seat in the house. As teachers, we may do a good job of setting up classroom community the first week of school, but are we digging even deeper to really get better. I like Kayś three strategies shared in the book and think they are good ways to continue to connect over the week/month/year. The second thought I had from this image, is that this nothing is an easy fix- engaging with students and/or colleagues on these topics is not as simple as rearranging the wooden boxes.

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I looked at this image a bit differently as I am familiar with this particular version of an equity image and others. In this version I wondered why these three people (which I thought of as a family or specifically 3 siblings watching together) were not on the inside of the game. Why don't they have tickets for a seat inside? Being on the inside does not presume equity but it seemed to me to be a good place to start. In this image, I see the fence (whether chain link or not) as a blocker and the boxes as a minimal effort for access.

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The equality vs. equity image suggests that by making deliberate decisions about how we allow/invite people to engage in things, we can greatly alter their access to experiences. The boxes in this image suggest a way that  we can create a more equitable experience. I’ve also seen a third image that changes the wood fence to a chain link one that everyone can see through.

*However*, it's notable is that all three of these people, who seem to be people of color, are standing outside the ballpark, while there is an audience inside, seated in the stands to watch the game. So is this really representative of equity? Although it's encouraging that accommodations have been made so that everyone can see, someone is going to have to be vocal in speaking up for a fundamental change in the status of this ballpark situation to allow everyone not to just see the game, but to gain access to the park if they wish to.

In reflecting on this week’s reading as well as the equality/equity image, the ideas that stick with me are the importance of being deliberate and being vocal. Kay urges us to be deliberate in using particular strategies and approaches to laying the groundwork for more open conversation in classrooms, which helps us work toward the creation of safe spaces. He also urges us to be vocal in calling out colleagues and others when we hear harmful views being voiced. Kay states that by creating opportunities for students to engage in sincere and authentic conversation regularly, and by protecting that environment throughout our schools, educators can foster the growth of this space in their classrooms, and make it accessible to all.

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After reading the introduction and Chapter 1, and thinking about the image of equality / equity, I am learning to understand the importance of what it means to have "safe spaces" where meaningful conversations happen and authentic listening takes place and each person feels valued, listened to, and important. The equality image demonstrates that each person is delivered the same content, however, individual needs are not being met. The equity image portrays that all people are receiving access to the content, while also taking into account the specific needs of each individual in order to support engagement. However, I question how we can go beyond the rearrangement of the boxes in order to provide more accessibility.