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We Want to do More Than Survive Session 4.pptx

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We Want to do More Than Survive Session 3.pptx

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We Want to do More Than Survive Session 2.pptx

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Access Google Forms with a personal Google account or Google Workspace account (for business use).

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session 5 resource

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Session 5 resource

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Resmaa Menakem | Embodied Anti-Racist Education

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Moving from race to culture to creation is important, transformative, and takes work. And a lot of reps. I help people, communities, and organizations find strength in healing that is holistic and resilient. Together let's set a course for healing historical and racialized trauma carried in the body and the soul. I am a healer. I help people rise through the suffering's edge. I am a cultural trauma navigator. I am a communal provocateur and coach. I am a Senior Fellow with The Meadows Institute. I consider it my job in this moment to make the invisible visible.

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Moving from race to culture to creation is important, transformative, and takes work. And a lot of reps. I help people, communities, and organizations find strength in healing that is holistic and resilient. Together let's set a course for healing historical and racialized trauma carried in the body and the soul.

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Want to do More Than Survive Session 5.pptx

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Chicano Walkouts - Taking Back our Schools

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Chicano Walkouts - Taking Back our Schools

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Session 1 Resource

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Lawndale High School serves 9-12th grade students and is located in Lawndale, CA.

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General Resource

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What We Do

Grants

APS Teacher Campaign

APS Teacher Campaign

ATN awards grants to educators and community members who strive to disrupt inequalities and injustice within their schools, communities, or both. We will be launching our 3rd annual grant cycle in late October 2023.

APS Teacher Campaign

APS Teacher Campaign

APS Teacher Campaign

Explore resources to learn about the Atlanta Public Schools "Cheating Scandal" and support the educators facing prison

Programming

Programming

Programming

Year round, we host political education, healing justice, and affinity group events for educators, organizers, students, and parents/caregivers. Follow us on socials to stay up to date.

Resources

Programming

Programming

From our founding guide for racial justice and abolitionist social and emotional learning to a database for queer, trans, and non-binary educators + students, we pride ourselves on being a resource hub for education communities.

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Abolitionist Teaching Network's mission is simple: develop and support educators to fight injustice within their schools and communities. Utilizing the intellectual work and direct action of community organizers, Abolitionist Teachers will organize and take action for educational freedom.

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Session 1 Resource

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White Liberalism and the Persistence of Racism in Schools

Drs. Cheryl E. Matias, Taharee Jackson, and Paul Gorski, Editors

A significant portion of racism in schools and education systems is connected to the ideas, actions, and influences of people and institutions outwardly hostile to any sort of serious response to racism, whether interpersonally, institutionally, or societally. There are schools, districts, and universities where leaders and others simply refuse to address racial disparities and injustices in any serious way or address them only in ways that further demonize or alienate communities of color.

In this book we intend to focus on "the other elephant in the room": the emotional, social, material, and spiritual damage often done by white people who see themselves as racial justice advocates and by white-dominated educational institutions that might even claim a racial justice commitment .

In our experiences, part of what makes common "racial equity" efforts so ineffective at eradicating racism is that they too often reflect common elements of white liberalism. These elements include:

1. mistaking celebrations of diversity for racial justice progress,

2. equating peace-the absence of tension as Dr. Martin Luther King, Jr., described it in his Letter from Birmingham Jail-with justice,

3. relying on good intentions rather than good actions,

4. slowing racial justice progress by insisting on "baby steps" and "developmental processes" that protect white people from having to grapple seriously with racism,

5. adhering to a savior mentality or some other ideology that positions white people as the "fixers" or "saviors" of students and families of color,

6. misconstruing equity as equal numbers or representation rather than the elimination of inequity and oppression,

7. superficially expressing a desire for diversity but rarely engaging in meaningful practices that substantially incorporate the voices and desires of racially marginalized communities,

8. refusing to acknowledge the expertise or authority of people of color, even on matters of racial equity,

9. white educators manipulating the narratives of people of color in order to position themselves as "well-intentioned" or "innocent," and

10. engaging in "toxic positivity," insisting that conversations about racism are too "negative" and we should focus on the "positive."

What We're Looking For

We seek chapter authors who will draw on existing theoretical frameworks such as critical race theory, critical whiteness studies, culturally sustaining pedagogies, and equity literacy to explore how white liberalism--not racism or white supremacy in general, but white liberalism specifically--operates in deleterious ways in schools, how to recognize and confront it, and how to move schools from white liberalism to a transformative vision for racial justice. We also anticipate contributors drawing on existing and familiar concepts such as white fragility, racial battle fatigue, white emotionality, white privilege, and interest convergence where helpful.

We especially are looking for chapters that combine narrative aspects with theoretical grounding and that bridge critical analysis to visions for moving forward. We see our audience as people working in schools, so we seek conversational, academic-lingo-free chapters written with that audience in mind.

With the above general framing in mind, the purpose of this book is to cover:

1. the ways white liberal educators and institutions-those imagining themselves as committed to racial justice, at least to some extent-play key roles in perpetuating of racism and whiteness in education,

2. how whiteness and racism in education repress educators of color, sometimes pressuring them to internalize racism and adopt a white liberal approach to equity-conditions meant to control educators of color and make them appear less threatening to white educators, students, and families,

3. how common educational programs and initiatives often are filtered through a white liberal mentality that masks racism when implemented in place of serious racial justice commitments (e.g., diversity and inclusion, grit, restorative practices, trauma-informed practices, SEL, mindfulness, ACES, cultural competence, anti-bullying, Kindness Matters, No Place for Hate) or that are implemented in ways that undermine their antiracist intentions (e.g., culturally responsive teaching, multicultural education), and

4. how white educators, and all educators, can reject-and are rejecting-the white liberal frame to adopt more authentically justice-oriented approaches to antiracism in schools.

We anticipate chapters being 4,000-6,000 words long. We encourage the use of narrative, case scenarios, and other elements that help readers engage with and apply the ideas in each chapter. Finally, we expect that each chapter will provide a vision for what a more serious, transformative vision for racial justice in schools ought to look like.

Instructions

Send your chapter idea/proposal (400 words or fewer) by July 15, 2020 to us at

. Please use these headings:

General Description of Chapter (which should describe explicitly how you're addressing the central theme of white liberalism and how you're bridging readers to a deeper racial justice approach)

Unique Elements (which should describe how you will engage readers through narrative, case scenarios, thought exercises, or other elements)

Theoretical Frame (which should include what concepts or theories you intend to use to frame your chapter)

Additionally:

July 15, 2020: Chapter ideas due. We will respond by August 15, 2020.

January 15, 2021: Chapter drafts due. We will respond with feedback by February 15, 2021.

April 1, 2021: Final chapters due.

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The Other Elephant: White Liberalism and the Persistence of Racism in Schools

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White Liberalism and the Persistence of Racism in Schools Drs. Cheryl E. Matias, Taharee Jackson, and Paul Gorski, Editors A significant portion of racism in schools and education systems is connected to the ideas, actions, and influences of people and institutions outwardly hostile to any sort of serious response to racism, whether interpersonally, institutionally, or societally.

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Session 1 Resource

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In all of the conversations you've ever had, when have you learned more-when speaking, or when actively engaged in listening?

If you are anything like I am-like just about all of us are-there are times your attention is anything but undivided. Instead of listening, your conscious and subconscious mind is racing, working diligently to determine what you will say next. Most of us are chomping at the bit to say something to prove how clever we are or to elevate our position in some way rather than learning something by actually listening.

I'm not a big fan of acronyms-lord knows, in this industry, we're drowning in them. That being said, I came across one the other day that really resonated with me. The acronym is W.A.I.T. which stands for "Why Am I talking?" and it's meant to help us pause before responding in order to ensure that we have something worthwhile to contribute.

As soon as you have something to say, ask yourself what the intent of your message is. There are two reasons that what you have to share is worth sharing.

Is what you're saying a fact or an opinion? If it is an opinion, identify it as such and determine whether or not it's appropriate to bring it up in discussion. If it isn't, remain silent. Or, at least, try. If it's a fact, is it my fact to share? Is it relevant to what I'm doing or need to do? If the answer is yes, share it. If the answer is no, then head to the top of the diagram and ask whether or now what you're about to contribute is relevant to what is being discussed.

If it is relevant, ask yourself whether or not it's your turn to participate. If it is, go ahead. However, before you do that ask yourself if that contribution has already been made. If it has, abandon it.

If it isn't relevant, It's back to asking yourself: Why Am I Talking? It's important to have awareness of whether or not you are talking with another individual or at them. If it is relevant or your fact or opinion is worth sharing, you need to assess whether or not it's your time to share. If it is, ask yourself if the comment, in one way or another, has been made already. If it hasn't, then go ahead and share, but remember to keep comments brief and on topic.

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In all of the conversations you've ever had, when have you learned more-when speaking, or when actively engaged in listening? If you are anything like I am-like just about all of us are-there are times your attention is anything but undivided.

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General Resource

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This essay originally ran in August of 2015. This "classic" is one of the most popular issues and has received a lot of comments, so thought we would share it again as a reminder to us all.

Talk is constant and pretty "cheap" these days. Anyone, anywhere, anytime can post a comment on the many social media sites and talk, talk, talk. There are over 500 million tweets each day on Twitter alone.

But W.A.I.T. Ask yourself: "Why Am I Talking?"

We recently heard this acronym and smiled. We like acronyms that help us remember a concept or new habit we want to develop. (TED* is an acronym that helps remind us each day to live an empowering life and is full of acronyms!)

Two weeks ago we purchased a new car-our first in 12 years. Since we had not purchased a new car in a very long while, it was an opportunity to experience a wide range of talking and selling approaches as we visited several dealerships. Some were subtle - and not so subtle -encounters of the Dreaded Drama Triangle (DDT) ™.

We met one young man who eventually admitted it was his first week of selling cars. He talked non-stop about his experiences with cars and what he looks for when purchasing a car himself. In a subtle way, he appeared by his own sense of insecurity. He talked non-stop, chattering away and seemed powerless to know how to help us.

In another case we felt victimized by the stereotypical car salesman (i.e. ), who literally stood at the door with his manager, insisting that we couldn't leave their dealership until they had a chance to give us a price on the old car we were trading.

Finally, at another dealership, we experienced an empowering, thoughtful and engaging sales person that treated us as . He asked insightful and helpful questions and listened deeply. We felt seen, heard and appreciated. (No surprise, we bought our new car from him.) This sales person "sold" us by being a in the way of TED* (*The Empowerment Dynamic) ™, helping us clarify our needs and desires.

And, we later realized he W.A.I.T.ed. We did most of the talking - not him.

If you are unconscious to the reason you are talking, you can easily go reactive to the moment and blurt out the first words that come to mind and probably step right into either the , or DDT role.

Instead of unconsciously talking, take a moment before you choose your words and ask yourself:

W.A.I.T.-Why Am I Talking?

1. Am I talking for approval and to be overly helpful? (Rescuer)

2. Am I talking to control and take charge of the situation? (Persecutor)

3. Am I talking to complain and whine about all I don't like? (Victim)

Many of our behaviors are habitual and probably none more so than talking. Here are a few reflective questions to ask yourself before you leap into a conversation:

What is my intention behind what I am about to say?

Is there a question I could ask that would help me better understand what the other person is saying and perceiving?

How might I simply listen and let go of my urge to talk in this moment?

If we all did a little more W.A.I.T.ing and a little less talking, we believe this world would be a more empowering and co-creative place.

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This essay originally ran in August of 2015. This "classic" is one of the most popular issues and has received a lot of comments, so thought we would share it again as a reminder to us all. Talk is constant and pretty "cheap" these days.

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Session 1 Resource

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Definition of misogynoir | Dictionary.com

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Misogynoir definition, the specific hatred, dislike, distrust, and prejudice directed toward Black women (often used attributively): misogynoir attitudes and comments; The media's erasure of the contributions of Black women to the project was called out as an instance of misogynoir. See more.

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We Want to do More Than Survive Session 1.pptx

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After reading Chapter 1 and 2 of  “We Want to do More Than Survive” What are the implications for your school? Classroom? Teacher identity? Activism? What new learning/thinking are you experiencing after reading these chapters?

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Session 1 Resource

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Black Joy: A Celebration of Black Teaching

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Black educators, let's celebrate and support us in this virtual space designed by Black Teachers Matter and Abolitionist Teaching Network at 8PM EST

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Session 1 Resource

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National Book Critics Circle Award Winner From the end of the Civil War to our combustible present, an acclaimed historian reframes the conversation about race, chronicling the powerful forces opposed to black progress in America.
New York Times Bestseller
A New York Times Notable Book of the Year
A Washington Post Notable Nonfiction Book of the Year
A Boston Globe Best Book of 2016
A Chicago Review of Books Best Nonfiction Book of 2016
As Ferguson, Missouri, erupted in August 2014, and media commentators across the ideological spectrum referred to the angry response of African Americans as "black rage," historian Carol Anderson wrote a remarkable op-ed in the Washington Post showing that this was, instead, "white rage at work. With so much attention on the flames," she writes, "everyone had ignored the kindling."

Since 1865 and the passage of the Thirteenth Amendment, every time African Americans have made advances towards full participation in our democracy, white reaction has fueled a deliberate, relentless rollback of their gains. The end of the Civil War and Reconstruction was greeted with the Black Codes and Jim Crow; the Supreme Court's landmark 1954 Brown v. Board of Education decision was met with the shutting down of public schools throughout the South; the Civil Rights Act of 1964 and Voting Rights Act of 1965 triggered a coded response, the so-called Southern Strategy and the War on Drugs that disenfranchised millions of African Americans.

Carefully linking these and other historical flashpoints, Anderson pulls back the veil that has long covered actions made in the name of democracy, fiscal responsibility, or protection against fraud, rendering visible the long lineage of white rage. Compelling and dramatic in the unimpeachable history it relates, White Rage will add an important new dimension to the national conversation about race in America.

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National Book Critics Circle Award Winner From the end of the Civil War to our combustible present, an acclaimed historian reframes the conversation about race, chronicling the powerful forces opposed to black progress in America.

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General info

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We Want to do More Than Survive: Processing Guide 

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General info

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Use these discussion questions to guide your next meeting.

ABOUT THE BOOK

Drawing on her life's work of teaching and researching in urban schools, Bettina Love persuasively argues that educators must teach students about racial violence, oppression, and how to make sustainable change in their communities through radical civic initiatives and movements. She argues that the US educational system is maintained by and profits from the suffering of children of color. Instead of trying to repair a flawed system, educational reformers offer survival tactics in the forms of test-taking skills, acronyms, grit labs, and character education, which Love calls the educational survival complex.

To dismantle the educational survival complex and to achieve educational freedom-not merely reform-teachers, parents, and community leaders must approach education with the imagination, determination, boldness, and urgency of an abolitionist. Following in the tradition of activists like Ella Baker, Bayard Rustin, and Fannie Lou Hamer, We Want to Do More Than Survive introduces an alternative to traditional modes of educational reform and expands our ideas of civic engagement and intersectional justice.

The below discussion questions were written by shea martin.

THE DISCUSSION QUESTIONS

How would differentiate education that focuses on survival from that that focuses on freedom?

Love critiques Teach for America and other short residency programs in under resourced schools. What do you think about this critique, especially since many members of the equity movement have participated in the program?

Love talks about her life, background, and struggles in school. How familiar are you with the stories of our students and their families? What helps or prohibits you from this closeness with students and families?

CLICK HERE FOR MORE DISCUSSION QUESTIONS

We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom

The above discussion questions were written by shea martin.

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Book club discussion guide for We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom

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ABOUT THE BOOK Drawing on her life's work of teaching and researching in urban schools, Bettina Love persuasively argues that educators must teach students about racial violence, oppression, and how to make sustainable change in their communities through radical civic initiatives and movements.

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Session 1 Resource

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We create practical, timely, affordable professional learning to help educators and instructional leaders provide students with a modern, equitable, and quality education.