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A task force was being assembled at the school for declining test scores. Flyers were sent home and they posted it on the district website and there was a bulletin in the staff lounge. Only a handful of people showed up to be on the task force.

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Identify the problem:
Varying Perspectives:
Possible Challenges or opportunities:
Equitable Outcomes:
Immediate responses:
Long term adjustments:
Plan of action:

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1. Strong pro-Christian bias; anti-Islam bias; bias that American Values equate to Christian Values (that the two are basically the same thing); and bias of privilege to speak Islamophobic rhetoric

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Student council brainstorms and suggests Date Auction. Students laugh at the idea of guy dating another guy. Advisor has been hands off but listening to allow student to direct fundraising ideas. One students suggest a rule of only opposite gender bidding. Students look to advisor for guidance on auction.

Step 1: (and sort of step 2)

assumes everybody is straight

Operates under the gender binary (opposite sex… what about NB, trans students?)

Dating may look different across different cultures

Auctioning people… self explanatory

Not all students may be able to afford the fundraiser

Step 2:

-Perspectives of the LGBTQ+

-Perspective male students

-Perspective of female students

-Adults involved

-Students of color

Step 3:

Challenge the idea of heteronormative thinking, and probably the idea of dating in general

Talk about how SELLING HUMANS IS NOT OK???????!!!!?!

A fundraiser coming from students’ personal funds not as accessible

Different perspectives of what the date will be like.

Step 4:

-Eliminating gender date preference

- creating various priced activities for all income levels

- Reaching out to student population.

Step 5:

-If they want to keep the date idea, maybe local businesses can sponsor, and it’s a drawing or a contest for a date?

Change the idea of a date and more of a service project with time during the school day

Change the label of “date” to 1:1 time or hangout time.

Parents/caregivers can help support fundraiser financially

Step 6:

Student council should represent the student body. Why are such a segregated group of students making decisions using their own lenses only?

Information sessions on inclusion for students and how to be an ally.

Step 7:

Change the date concept to different activities (and different ‘prices’)

Broaden the student council to be more representative of the student body

#DeflateTheDate. #EquitableFundraising

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Summary: Student who makes friends with girls and is interested in what society says are "girl things"  Is being teased about it.  Teachers and parents want to support Timmy, but also understand the harsh reality of gender non conformity

2) Teacher and parent who wants to "protect" child from societal ridicule
Student who wants to be themselves
Peers who have a defined norm for gender roles

3) Challenge of societal gender norms hyper reinforced in most homes and environments
Peer pressure to conform to any particular group is strong, especially young folks.  Anyone who does not conform is ostracized or ridiculed
School Culture that is biased to gender norms

4) All students can bring their full selves to the space and feel safe with in it.  Difference is celebrated not ridiculed

5) Lessons/Reading books on gender spectrum.  Team building activities that celebrate difference.  Positive classroom culture

6) support group in school for gender non-binary or non conforming students
Creating school culture that celebrates difference empowers kids to be themselves.
Open and transparent dialogue with parents and staff
Policies in place that address students who are the doing the ridiculing
Training in Kay Pranis Circles in the classroom and other restorative justice practices

#paintednailsarefabulous
#bewhoyouare
#nosuchthingasboygirlstuff

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Summary: Ms. Thurston has a planned field trip to a nature preserve for a hike. Justin, a student with CP & in a wheelchair, joins the class 2 weeks before the scheduled field trip. Ms. T calls the ranger, Ms. Parsons, who assures her there will be accommodations for Justin. On the day of the field trip, the accommodations are for Justin to stay inside the ranger station and watch videos while the rest of the class hikes.

Step 1. Biases: Park bias against those with disabilities

Step 2. Perspectives:
Ms. Thurston (teacher): wanted to provide an inclusive activity, felt she did the work to make sure it would be inclusive for Justin.

Ms. Parsons (park rangers): wanted to reassure the teacher that there would be something for all students to do; didn't understand the full meaning of an acceptable accommodation

Park: assumption that those with limited mobility are somehow a danger to themselves

Justin (student): we don't know - the case study doesn't present his perspective

Students: we don't know - the case study doesn't present their perspective

Jason's parents: we don't know, but we can assume they both expect that their child will be provided reasonable accommodations and are also (unfortunately) used to provided accommodations not being equal in quality or substance

Other students' parents: we don't know, but we can assume they want their children to be able to engage with the field trip as planned

Challenges & opportunities:
C: How to respond in the moment without further isolating Justin; how to address the broader lack of accommodations at the park; how to teach the other kids that Justin deserve to learn what they do

O: Can address with the park that accommodations are insufficient; Can talk to kids about why accommodations are important

Immediate responses: Can work to create teams of students who will spent part of their time indoors watching with Justin so he interaction with classmates - rotate through outdoor and indoor activities

Longer term adjustments: Contact the park to let them know their accommodations are unreasonable and encourage them to develop paths appropriate for those with limited mobility (if they aren't already) and to change their ableist and paternalistic policies; Talk to students about why the accommodations provided by the park weren't acceptable - draw on empathy, e.g., if they had a broken ankle, how would they feel about not being able to participate?

#WeNeedFullADAImplementation&Enforcement

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Summary:   A concerned teacher wanted to bring up how to discuss Thanksgiving with the students and honor the history but there were a variety of approaches and the principal put it on the back burner until a future PD date.

Step 1:  Biases/Inequities

Thanksgiving is a time for gratitude

One-sided/"happy" perspective

Step 2: Various Perspectives

All about consumerism - not focused on family

Neutrality - surface

Focus on Foods - surface

Symbolism of gratitude

Day of mourning and not celebration

Not important since we "don't have any of those students"

Principal:  honors the diverse perspectives/approaches but offers no concrete follow up to the discussion and minimizes the concerned staff.

Step 3: Challenges & Opportunities
C:  own personal views of "holiday", remain "neutral" or focus on surface level topics,

O:  discuss all holidays, what should the schools role be in how it's presented?  How can more perspectives be brought to the fore front that represent multiple groups of people?

Step 4:  Imagine equitable and just outcomes
`Have honest and open conversations about each holiday from a variety of perspectives.

Step 5: Immediate-term responses
Talk at grade level or teams to discuss how to approach the holiday.

Step 6: Long-term responses
Not meant for a "staff meeting" but for another important focused meeting/workshop

Convene larger scale equity group to identify a variety of holidays/celebrations (Columbus Day, MLK Day, Black History month) -

Step 7: Plan/call to Action

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About: Ethnicity and culture.

Summary: Classroom learning about different US Geography (California). Multiple student responded to a prompt each was addressed differently (By Ms. Ward).

Identified Biases/inequities :
The author is assuming (with bias) that one is Africa american and one is Caucasian.
Assumed that Maddy is caucasian and that DeQuan is African American based on their knowledge surrounding California/ perception of the students based on previous experiences with them. Their experiences where perceived to be culturally or racially biased. One student was given time to speak (Maddy) while another was (DeQuan) quieted.

Teacher assumes one student has been there vs another that hasn't based in the knowledge they presented

Various Perspectives:  Teacher wants here questions answered based on direct knowledge (teacher who wants control).  DeQuan wants to give input into his knowledge of Cali. Maddy did the same thing.

Challenges + Opportunities:

Challenges: Different opportunities to visit California. Socio-economically, who has had the opportunity to visit a place like Disney land. Ms. Ward has an agenda anything the deviates form this is a problem. unfair access and opportunities to respond for all student based on life circumstances.

Opportunities:

Just outcomes: All students would be treated equally and given time to speak regardless of their ability to travel to California.

Brainstorm Immediate Term Responses:
She could have had a different approach to the lesson.
Could have chosen a different seating arrangement.
Could have used the Socratic method or a different approach to having a dialogue.

Long Term
Address her internalized biases towards students of color.

Plan of Action
Culturally sensitive training.
Need sot take this class!

#Storytimewithequity

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Summary: A school fundraiser selling chocolate bars for a trip, but some families cannot afford it.  It's embarrassing and anxiety-producing for children.

2. Using Equity Framework
Identify Problem: Not everyone can afford to or feels comfortable selling chocolate bars within their community

Varying Perspectives: *We're helping create entrepreneurs and we're helping the school with financing.
*We're teaching responsibility and work ethic - working toward earning a goal autonomously.
*Creating opportunities for activities
Peer pressure and parent pressure to sell chocolate bars.
*It's uncomfortable and embarrassing to do this, knowing many in our community cannot afford it; also, we don't have time, with parents working a lot.

3. Possible Challenges & Opportunities:  *Taking into consideration all the perspectives and finding common ground *Opportunity to change based on the culture of the school, the families represented (evolving over time) *Teaching empathy

4. Imagine Equitable Outcomes: *Different options  *Collective (not individual)

5. Immediate-term responses: *Getting all families together to discuss issue (begin building relationship connections) *Giving voice, and empowering everyone  *Planting the seed of considering other possible alternatives

6: Long-term responses:
*Developing a framework for other fundraising options / giving choices

7. Craft a plan of action:
*Meet with families and students
*Brainstorm a variety of fundraising options that meet all socioeconomic levels
*Collaborate to enact the plan
*Reflect on success/failures to improve

#EQUALFUNDRAISINGFORALL!

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Case 6.3 Diverse Friends Day Summary: A well-intentioned white teacher creates an event to encourage intergroup interaction, focusing specifically on race, and ends up unnerving and offending several students of color.                                        Identify Problem: He frames the exercise from a colonialist us vs. them perspective, the white students awarded the "subject"role  and the students of color cast as the "objects". He also aligns and so reinforces the notion of difference with race, puts pressure on the kids of color to perform their race and explain their othered perspective, and takes away their lunchtime opportunity to escape from the pressures and expectations of a seemingly dominant and hostile white cultural environment.        Varying Perspectives: Reinforces emphasis on race, which is already something the students of color experiences in being identified by race and harassed. The exercise normalizes "white experience" and exoticizes any other cultural experience. There is pressure on the students of color to cater to an established white culture and, in explaining their "difference", ensure the comfort of the white students in doing so.  The teacher believes he is creating an opportunity for students to connect beyond race.                                                          Challenges or Opportunities:    Opportunity for teacher to identify and understand a white bias and bent to the classroom. Opportunity for teacher to educate himself about racial disparities and educational debt. Opportunity to have an authentic conversation with class about implicit/explicit biases and history or state-sanctioned inequality.                                               Equitable Outcomes: Equal time with teachers that represent the diversity of the classroom. Time given to study of the Black American and LatinX American experience.                                       Immediate Response: Identify implicit and explicit racism at the school. Address inequalities in the classroom, paying attention to education debt and making sure students of color have access to amenities and services to ameliorate the problem.                                                          #nowhitesaviors #decolonizetheclassroom

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Case 6.3 Diverse Friends Day Summary: A well-intentioned white teacher creates an event to encourage intergroup interaction, focusing specifically on race, and ends up unnerving and offending several students of color.                                        Identify Problem: He frames the exercise from a colonialist us vs. them perspective, the white students awarded the "subject"role  and the students of color cast as the "objects". He also aligns and so reinforces the notion of difference with race, puts pressure on the kids of color to perform their race and explain their othered perspective, and takes away their lunchtime opportunity to escape from the pressures and expectations of a seemingly dominant and hostile white cultural environment.        Varying Perspectives: Reinforces emphasis on race, which is already something the students of color experiences in being identified by race and harassed. The exercise normalizes "white experience" and exoticizes any other cultural experience. There is pressure on the students of color to cater to an established white culture and, in explaining their "difference", ensure the comfort of the white students in doing so.  The teacher believes he is creating an opportunity for students to connect beyond race.                                                          Challenges or Opportunities:    Opportunity for teacher to identify and understand a white bias and bent to the classroom. Opportunity for teacher to educate himself about racial disparities and educational debt. Opportunity to have an authentic conversation with class about implicit/explicit biases and history or state-sanctioned inequality.                                               Equitable Outcomes: Equal time with teachers that represent the diversity of the classroom. Time given to study of the Black American and LatinX American experience.                                       Immediate Response: Identify implicit and explicit racism at the school. Address inequalities in the classroom, paying attention to education debt and making sure students of color have access to amenities and services to ameliorate the problem.                                                          #nowhitesaviors #decolonizetheclassroom

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incumbent upon individuals who have privilege to educate themselves diverse struggles and experience instead of exoticizing them and expecting people to represent for that "culture"

#appropriationnotappropriate

Varying Perspectives:
Possible Challenges or opportunities:
Equitable Outcomes:
Immediate responses:
Long term adjustments:
Plan of action:

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1. Read Assigned Case Study
2. Write  BRIEF Summary
3. Use the Equity Literacy Framework to analyze the Case Study
4. Create Hashtag