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I feel like sharing our awkward and uncomfortable moments when attempting conversations that are anti-racist in nature are learning moments in and of themselves. In those moments, I want to remember that it's not supposed to be easy--and that it is a process I cannot be afraid to model and start for my students.

Also, thank you Kelly for inspiring me to have my students make info graphics of social issues they want to tackle. I love this idea for a unit project!

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Something that's important but consuming to do at a PWI is make students care about other identities. It's not that students don't care about other people, but it's that students always need (and I mean, rightfully deserve) a "Why are we learning about this?" So trying to teach students about other perspectives and constantly justify why these people deserve to be centered can be tiring, but working it into our lessons, our activities, our reading lists piece by piece can help us highlight diversity as an ever-present part of the picture. DS

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RE policies: I think I'm stuck in the trap a lot of teachers get into, where I'm only really thinking about policy in terms of how I've seen or experienced it in the past, rather than imagining possibilities. Good policies aren't punitive in nature, and they don't have to be binary or pass/fail.

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I'm thinking a lot more about the assumptions I make and have as a teacher, especially about my own scaffolding practices. How might my scaffolding practices be centering my own experiences? My own privileges? How can I ensure the tools (activities, strategies, and physical tools) I'm using to help and teach students are equitable and accessible?

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I'm feeling more hopeful about the semester than I was before. I'm reminding myself to extend grace to everyone, especially myself. I am also reminded of the importance of open and honest communication with my students, expressing to them not just what's to be done, but the reason why it has to be done a certain way.

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I am keeping in mind that the self assessment practices I use with students may be stressful for some, and it is key to provide support to those who are new to or uncomfortable with so much creative freedom and agency. I also learned about resources that can help with creating self assessment practices.

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Often when we're trying to make equitable policies, we tend towards leniency or flexibility as the answer to reckoning with systemic forms of oppression or just the very busy lives our students lead. What I thought about today is that it's important for me to look at what structures I do have in place and ask myself why they're important, and who they're serving. If I can't come up with clear answers, that seems to be a good sign that I need to rework that policy or research around it some more.

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Integrating heavy topics that are hard from the get-go would make it less tough to get into. Also by being transparent about your abolitionist pedagogy to your students will go a long way, especially when you note your own positionality and that you are learning alongside them

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I wish there were weekly courses about this. I would love to learn more.

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I am asking my students to do weekly activities and got a great idea from Chamelia about asking students to interact with/interview someone in their community (ISU, BloNo, local community, etc.) to address a social issue that affects the student, someone they know, or a community they're involved with.

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Thinking about assignments and what students can produce in the world 

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Thinking about assignments and what students can produce in the world 

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Hearing everyone in the session was really useful to keep thinking about how I want to form my own course and assignments where students can take the conversations we have on Children's Literature into the world.