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I plan to check any biases at the door. Our students deserve an equal and fair playing field, in order to succeed.

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I am committed to transforming the promise to a reality. Despite a students background, gender, and racial background I will treat them equaliy and holding my counterparts accountable for the same actions.

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I will reimagine being unapologetically centered on equity by not projecting my life experiences onto students, thus making their time a little more difficult. I will continue reinforcing the notion that they don't have to wait for tomorrow to fight for change, they can fight NOW. I will continue to instill confidence in them that they are NOT minorities/ inferior (despite being students of color) and they do not have to succumb to limits set by society.

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So first off I am not  crying, you're crying. This was super powerful to say the least. What I heard and how that connects to SW discipline practices are that we have this "when I tell you to do something do it." There is no processing time for students with behavior incidences (some are clear cut, but I am talking about the unclear kind). They are expected to follow rules true enough, but as a teacher I know I have done this humiliation to students and they have no idea because I haven't just spoken to them one on one to understand where it could have stemmed from. In the community we serve at SW, black and brown students are already looked as "the one's that will fail in school and go straight to prison" for "not listening to directions". This 3 minute video said a mouthful.

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So first off I am not  crying, you're crying. This was super powerful to say the least. What I heard and how that connects to SW discipline practices are that we have this "when I tell you to do something do it." There is no processing time for students with behavior incidences (some are clear cut, but I am talking about the unclear kind). They are expected to follow rules true enough, but as a teacher I know I have done this humiliation to students and they have no idea because I haven't just spoken to them one on one to understand where it could have stemmed from. In the community we serve at SW, black and brown students are already looked as "the one's that will fail in school and go straight to prison" for "not listening to directions". This 3 minute video said a mouthful.

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1. What resonates is the fact that they allow students to be who they are and expressive through their clothing and aren't checking for uniforms.  2. What challenges me is the lack of enforcement on "cleavage" and the lack of care for young girls.                          3. My question would be "why isn't there any specific guidelines for girls to protect them in schools?"                     4. I feel like SW does a good job with enforcing the dress codes, but there are times when I don't really care because it's not taking away from the learning environment. The dress code at this school allows students to be expressive of themselves.      5. Like I said above, the lack of care about young girls in school but in the same breath eludes to the fact that no means no is a bit confusing to me. 

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1. What resonates is the fact that they allow students to be who they are and expressive through their clothing and aren't checking for uniforms.  2. What challenges me is the lack of enforcement on "cleavage" and the lack of care for young girls.                          3. My question would be "why isn't there any specific guidelines for girls to protect them in schools?"                     4. I feel like SW does a good job with enforcing the dress codes, but there are times when I don't really care because it's not taking away from the learning environment. The dress code at this school allows students to be expressive of themselves.      5. Like I said above, the lack of care about young girls in school but in the same breath eludes to the fact that no means no is a bit confusing to me. 

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What resonates with me is the school taking responsibility for teacher about sexual harrassment and consent while mirroring that mindset in their practice. They acknowledge that it is not the way that people  dress should change, but rather, how society thinks about clothes.
As an alumni, I can speak to how I have seen YES prep move toward this. I remember teachers checking the tightness of my pants in front of the whole grade. This practice was specifically targeted to girls. I also remember as teacher cutting the straps off a students shoe because it was "unprofessional." This goes to show that what is deemed as professional is determined by whites. In the Black community, a lot of men do not strap their shoes for fashion, but this teacher was allowed to cut his straps off? So in the past, I would say that our dress code has emphasized misogyny and white supremacy. What challenges me is that this much freedom can be distracting to other students until they have fully learned the concept of self control, acceptance of others, and wisdom.

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I immediately started reflecting on my past experiences playing simon says for fun as a person in charge.Then, sadly, I thought about my experience at YES Prep because it was eerily similar. I remember, specifically, being intimidated by the rules and the way they were enforced. I remember feeling like "I need to fall in line quick or this will be a long year." Fortunately, I was able to adjust to the culture of the school quickly, but it was no secret that other students did not. I remember policies that resulted in immediate expulsion on the premise of "other students want your spot, and if you cannot behave and follow expectations, you can go to the neighborhood school." As a teacher, I try to be more understanding and see the students as people who are equally complex as me and go through things. The point in the video saying that you are only worthy if you are able to follow directions should not be apart of school. I am happy to see that we have moved away from those practices because our student demographic is of minority students, and they do not need to feel that stress at school.

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1. What resonates with me is how completely opposite our policy is from Oregon’s. How students can express themselves creatively and comfortably without compromising instruction or discipline.                2. A challenge for me is the socioeconomic pressure comes with an open dress code and how name brand clothes could affect a kids self-worth. This may increase theft on campus, create animosity towards peers, and further click up groups on campus. With this students may really use the excuse of “work” just to have money to buy the brands and keep up with fashion trends which has Zero to do with getting elite HS/MS Education.                                          3.What are the infractions for being out of dress code? And what are some other policies that Oregon is strict on. How are their state grades compared to a campus dress code similar to ours?                  4.Our dress code teaches students that you must have all the requirements to be accepted, to get seen, to be taught. It doesn’t teach them that they are enough just as they are. It presents another hurdle / for them to jump to be educated which I thought we were here to eliminate. I only agree with our dress code for security purposes so if I see anyone on campus without a uniform I can be on alert. But I think the disproportionate negative impact on campus culture may outweigh the benefits of the security uniforms bring.

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1. This dress code gives students freedom to express themselves, but also feel comfortable to learn and engage.
2. As a teacher, this code would force me to confront any stereotypes or negative opinions. I can't make any assumptions about a student or their environment based on their choice in attire. This would be a learning opportunity, if I attended a school with this policy.
3. Why is there a mention of violations? If students can't miss instructional time to change and parents can't be called, can a student actually be disciplined for a dress code violation? If so, what does that look like?
4. YES Prep's dress code emphasizes that all students are "the same." The focus isn't on attire, but the academics. I believe any uniform policy is for uniformity, professionalism, and unity. I believe the values of the Oregon dress policy is freedom, individuality, and comfort. Minority people have to present themselves in a professional manner, at all times, in order to be taken seriously (in some cases). The difference shows how regardless of where we are, minorities are held to a standard that our white counterparts aren't necessarily held to, too.
5. YES Prep's dress code has targeted its female students by monitoring the tightness of pants and shirts and the lengths of skirts/skorts. The Oregon dress code, however, doesn't restrict its female students from wearing clothing that show off their shapes or shows skin. Instead of restricting students from wearing what they please, they strive to teach consent to all students. When we teach young girls that their bodies are a distraction, mostly to their male counterparts, we're teaching them that they are responsible for anything negative that happens to them and that their education isn't as important as the male students.

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I am unaware of how YES Prep currently disciplines students, but as a former student, the practices were a bit intense. As stated during our first dialogue, the discipline practice was (in my opinion) used to embarrass students. The idea of turning the uniform shirt inside out and sitting on a milk carton, for a week, was not degrading but unnecessary. The spoken word piece described how those school practices led to prison practices. We don't want to prepare our students for prison. We don't want to prepare our students to only experience yelling and abuse from those in power. As a teachers, the constant need to silent students needs to cease. There are times when focus is necessary, but we should be encouraging our students to speak freely and feel safe in our classrooms, so they can learn how to navigate the world.

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This a great example of the school to prison pipeline. Policies and procedures introduced at schools unfairly targeting students of color and marginalized backgrounds. Because students are targeted more, these backgrounds of students are most likely to have more suspensions and/or exclusions and eventually pushing children towards the unfair criminal justice system. Because students of color are likely to be suspended, face expulsion, or arrest by school police can have significant negative consequences. Those consequences fall most heavily on students of color and students who are disproportionately suspended, expelled and arrested at school.

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1) The idea of not policing uniforms and dress codes, especially during instructional time resonates with me. Students should be able to dress comfortably and determine how much is too much/how far is too far (teens will do this anyway). This is even a norm in college, which we are preparing them for. (Students tend to be motivated by being able to wear what they want.)

2) I'm not going to lie, the leggings, midriff shirts, and tank tops being acceptable would challenge me. It would be difficult to enforce the idea of not body-shaming students, when the reality is, these items could lead to an increase. Perhaps at dances, I could see how the midriffs and tank tops are less of a concern (unless there is a dress code), but the leggings would be a challenge for me to not worry about.

3) None.

4) Our dress code has emphasized this idea of "professionalism" and "uniformity". To me, professionalism is in the eye of the beholder, but the enforcement comes from the dominant authority. YES's values are different from the values of Oregon because Oregon focuses more on student choice, consistent policies, and less awkward encounters with teachers and students because of having to enforce said policies. In comparison, YES has a policy more dominated in white supremacy because students become limited in their options. Oregon chooses to eliminate the concept of "professional" attire. There is less of a demand, which leads to a greater focus in academics (which is most important). Plus, it's important to note that the standards of "professional" attire is ever-changing.

5) Our dress code has targeted and scrutinized girls because they are more likely to be called in question if they are a little thicker. Some of our girls have more shapely figures, and they often get made fun of because they have curves. Parents don't always have the resources to buy more and more uniforms so students can be targeted because their uniforms are a little more snug. (I'd also like to note that some of our taller/bigger boys have been targeted because their uniforms are more snug/too small.)
The Oregon dress code provides students with options to dress in what feels more comfortable for them. It allows students to regulate their own "distractions". Our students are generally able to recognize what is a distraction. They should be given a choice to dress accordingly. Self-esteem and confidence is at-stake if we teach girls that their bodies are a distraction. Additionally, we reinforce the toxic notion that a woman should experience negativity or harassment if they choose to wear form-fitting attire, etc. (This is coming from a girl who lived in maxi dresses and sweat pants throughout high school.)

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In my opinion, this video connects to the way we enforce and implement disciplinary practices. If students do not complete the expectations to the T, they are often penalized. We (I) do not often leave room for error. There are so many rules that fall under "Simon Says" and the students can buckle under the pressure of all of the regulations that we place on them.

As I rewatched the video, I heard several things that YES does. We place heavy emphasis on uniforms, 20-minute lunches where the students have to eat quickly, enforce walking in tight lines on the right side of the hallway (maybe that's just me on the way to the library), students are told to only speak when they have been granted permission to speak (in class), etc.  The video draws the connection of the school to prison pipeline and emphasizes how some of the school's policies relate to the prison's policies. As in society, when there are too many rules to keep up with, it can become easy to break them and wind up into trouble.

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Think SW lives in the poverty detour a lot. Where there are truly some of our kids that do experience poverty I think it is a mistake to blanket the entire school with that one detour. And Yes, an organization can be both diverse and yet still unwilling to acknowledge privilege. Privilege that some  may have that outweighs other staff members and without acknowledging that we will continue to perpetuate this issue because that same privilege we work/ teach in blankets our entire society.

Of course, we should! Our society has been quite for too long when it comes to injustice. This means for SW We can teach our kids what the world SHOULD resemble o when they notice something wrong they can address it, and they can teach the next generation and the next. I won’t be here, but I would love to see what racial and injustice progress the world makes in the next 100 years.

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It made me extremely upset reading the timeline and the sad part of the timeline is that it left off some more racist events that happened in the US. I guess 8 pages wasn’t enough to cover it all.

The common theme is that white people stole power and land from the Indians and have down everything in their power to discredit any other race in America whether it was by laws, by aggression, or systems such as slavery. The white people thought they were the superior race instead of accepting  everyone….. Us ALL… as humans

Honestly, YES Prep in my experience has been on the right side of equity and impartiality when there is something brought to the attention of YP in my opinion. I have been involved in just about all the brotherhood summits and I’m happy that all the affinity groups get a chance to fellowship and YES Prep Celebrates them. Not sure if it was different in the past.

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He is a Coon. Why not take the education you learned and help the slaves get liberation. It is sad that now the higher educated you become the stereotype is you don't have a true black experience. Our kids are still fighting a system that being smart isn't cool or college is not for all of us. I accepted my athletic scholarship to Tulane because I wanted to prove that athletes are smart and in particular young black male athletes can graduate from a Higher Institution of learning.  He thought because of his education he wasn't black. Any slave could have been him they just didn’t get the OPPORTUNITY to.  There is nothing special about him I can’t relate to anything about him and I don’t like him! 

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My general feelings are disgust in that people have been treating others poorly for so long. The government including the military have been some of the most prominent institutions in racial disparities. Unfortunately, schools have been too. As a teacher who is Black, I will strive to always make my students feel equally as competent as anyone they may run into in college and in the real world.

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One impact that he had was "proving" that Blacks are just as capable of learning as Europeans although I do not like that he took that education to try to spread that awareness to other Black slaves. It seems counterproductive because it shows that the European way is the "right" way.

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SW has definitely engaged in equity. Our school is located in a lower class area serving lower class students by providing them with the best education.
I agree with the point because students are our biggest and most important concern, which is why this is our profession. We put students' need and education before anything at SW.

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1) Southwest definitely does engage in equity detours. For example, we tend to place too great of an emphasis on trauma-informed practices that don't align to the trauma that our students face at a school they perceive to be racist, despite the that all students are 100% people of color. We push the picture of building a diverse campus, but it wasn't until the summer that the narrative shifted to anti-racist instead of diverse. We (Southwest) have to commit to calling racism out,  prioritizing the needs/interests of students, especially our Black students, and we should focus on fixing injustice and not our students.

2) I wholeheartedly agree with the statement. This means that we should be so committed to anti-racist work, that the privileged teachers (who are unwilling to commit to anti-racism) SHOULD feel uncomfortable. They should sit in the same discomfort that our Black staff and students have had to sit in by virtue of being Black. The tides of change are shifting the narrative, and we need more anti-racist teachers educating our babies.

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1. The timeline honestly angers me. Anything dealing with slavery and racism instantly triggers that. 2. Our judicial system, prisons, healthcare, etc. all common institutions for racial injustice, which is very sad that we are still dealing with this in 2020. 3. I personally have not experienced this at YES Prep, however, the big issue that continued to pop up about racism with our black students made me feel a bit uneasy

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The impact allowed for him to think like a white man, despite his colored skin and miseducation of slavery.

I cannot relate to him because I have always lived in mixed neighborhoods, attended mixed schools, and have never experienced racism first hand (thank God), however, I have heard of many of my black colleagues tell me stories about growing up in white neighborhoods and going to white schools and how their experiences changed their lives.

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1) If I'm being honest, this timeline leaves me baffled and disgusted with the history of this country. (I know these things, but it never stops becoming infuriating.) On the other hand, I continue to take pride in the resilience of Black and Indigenous people. I'm also annoyed that we don't teach our students a lot about the resilience of oppressed peoples in this country. I didn't learn until 2 months ago that Mum Bett, a Black slave, sued (AND WON) her freedom in 1781. We have to do better at teaching history. A Black woman from Mexico came into American as a free woman amongst families during the establishment of America. No one talks about that or the history of Africans in the Latinx cultures/communities.

2) The government, schools, and prisons seem to be the common institutions for racial injustices. This makes me want to work harder, because I do not want to begin conditioning students to live in a world where they have to assimilate to still be oppressed.

3) We've been discussing how practices and discipline has led to racial injustices, especially for our Black students. We are grooming students to assimilate in a society that may/may not accept them for who they are. We use the language of calling them "minorities" as opposed to empowering them by simply stating "people of color". We allow division amongst students to continue, when in reality, when we look back on even the Civil Rights movement (not even 100 years ago), it took Black and Latinx communities to work together. We cannot allow division to continue and grow. It's important to allow students to learn about the true history of this country, while instilling pride in themselves, and the keys to being able to work together to push the agenda.

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1) Capitein's European education allowed for the European slave traders to use him as a means to get "his people" to cooperate.While the Dutch trader may have been impressed at his intelligence, there was always a point to prove. There was always an end goal. In this case, the end goal was to go back and put him back amongst his people to prepare them for their departures (though this was not explicitly stated). The fact that this African man was taught to defend slavery exposes some of the continuous problems in the Black community, especially with the Black elite.

2) I have always attended predominantly white schools (with the exception of elementary), so I have always received a white-washed education. In college, particularly, I was looked to for the "Black perspective" during one particular conversation, and I had to abruptly shut that group down. It wasn't until I took an African American studies course (via HCC) that I learned some of the true realities of Black people in America. I grew up in a Suburban neighborhood where no one race could dominate, literally. I lived in what was formerly known as Sienna Plantation (crazy), and I bypassed some of the harsh realities that a lot of my peers have had to face. In turn, I decided to come back to "enlighten" students that look like me. Now... I know better! I am still here to enlighten them, but not with a white-washed education, we're going to learn about the TRUE history and realities of the world.

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1. I believe YES Prep has engaged in equity detours, specifically Poverty of Culture and Pacing for Privilege. However, since I've been hired, I have seen YES Prep's willingness to confront racism directly and adopt an equity ideology.
2. Yes, I do agree with that statement. If our mission is to provide an exceptional education for all students, then regardless of how reluctant some educators may be, it is still imperative that we address and dismantle any inequity in the school. The idea that leadership should wait for all staff to "buy-in" to the idea of racial equity is pathetic. I believe that an educator being reluctant, in the first place, is the reason why our students of color are in the position they're in now. At Southwest, since our student population is nearly 100% minority, regardless of how some staff members may feel, the race towards equity must go on.

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1. The impact of Capitein's Eurocentric education was developing a mindset that he was equal to the white man, thus making him better than his fellow African. This is witnessed when he writes his dissertation defending slavery and taking on the role to "pacify the slaves."
2. I cannot relate to the
story of Capitein, however, I have witnessed similar behavior among colleagues,
old classmates, etc. These Black people no longer understood (i.e. denied) the
plight of Black people living in the U.S. (and the world), they refused to
engage with other black classmates/colleagues, and even entertained
racist/self-hating conversations with non-black people

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1. This timeline reminds me how far Black (and other POC) have come, but also how much further we need to go. It seems as if, over the centuries, the Black person was tolerated until racial injustices were discussed.
2. Education, the Judicial System, Housing, and Healthcare
3. This is my first year at YES Prep, so I haven't experienced this (and hopefully I won't). However, in past positions I have experienced being overlooked for promotions and excluded from accessing particular information, which I believe was due to my race and gender.

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Deadline to post: Friday (8/14) by 4PM

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Dialogue 1 Date: Wednesday, August 12th 

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Dialogue 1 Date: Wednesday, August 12th 

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Deadline to post: Tuesday (8/11) by noon

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1. What feelings does the timeline bring up for you?
2. What institutions are common themes in racial injustice?
3. How does this show up in your experiences as a YES Prep employee?

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1. What resonates with you?
2. What challenges you?
3. What questions do you have?
4. What values has our dress code emphasized? How are they different from the values of the Oregon dress code?  How might the difference demand standards of professionalism that uphold white supremacy?
5. What are ways in which our dress code has targeted and scrutinized girls bodies disproportionately? How does the Oregon dress code approach this differently? What is at risk when we have policies that teach girls that their bodies are a distraction?

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1. What was the impact of Jacobus Capitein’s Eurocentric education?
2. How can you relate the story of Jacobus Capitein to the context of your campus and/or your experience in education?

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What connections do you see between the video and our discipline practices at YES?

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2016 National Poetry Slam Finals: Ashley Davis & Oompa - "Simon Says"

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2016 National Poetry Slam Finals: Ashley Davis & Oompa - "Simon Says"

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0:00 / 3:01•Watch full video

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2016 NPS Finals - House Slam - Ashley Davis & Oompa "Simon Says"

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1. Do you think Southwest engages in any equity detours?  How might you reexamine such initiatives in light of Gorski's equity literacy principles?
2. Do you agree with Gorski's point that schools "must prioritize equity over the comfort of reluctant educators"?  What would this mean at Southwest?

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How will you reimagine being unapologetically centered on equity so that our students can have a better now?

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How will you reimagine being unapologetically centered on equity so that our students can have a better now?

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“Anti-Blackness works 24/7 to kill the Black imagination… The destructiveness is ongoing, chronic, but it is manifested acutely. It tells our children to dream of a better future instead of a better now, in the communities where they live.”

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“Anti-Blackness works 24/7 to kill the Black imagination… The destructiveness is ongoing, chronic, but it is manifested acutely. It tells our children to dream of a better future instead of a better now, in the communities where they live.”