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Bear Breaths | Breathing Exercises for Kids Mindfulness (Children Anxiety Relief Meditation)

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The 5-4-3-2-1 Method: A Grounding Exercise to Manage Anxiety

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-- S. Dallas Dance, Superintendent Published On: 2014-09-23

"All students, especially white students, need to read, think, converse and write about issues of race, racism and whiteness if teachers are to help move society into a more racially aware and just place for all. The work of Glenn Singleton and Pacific Educational Group gives educators the tools they need to have those Courageous Conversations."

-- Jackie Roehl, 2012 Minnesota Teacher of the Year Published On: 2014-09-23

"Brave and grounded, patient but pointed, Courageous Conversations About Race delivers a rare combination of critical information, illuminating perspective, and truly useful tools to get and keep us all engaged in the most important work of our time. A great nation is not defined by its ability to assimilate all of its citizens, but by its ability to provide equitable opportunities for all of them. This book shows us how."

-- Dr. Anton Treuer, Author, Everything You Wanted to Know About Indians But Were Afraid to Ask; Executive Director, American Indian Resource Center Published On: 2014-09-23

"When I finished reading this book, I immediately wanted to share it with others. Glenn Singleton provides strategies and tools to help one examine one′s own racial identity. His curriculum and modes of inquiry promote self-discovery and self-awareness. The racial autobiographies allowed me to deepen my racial consciousness and become a more effective Courageous Conversation practitioner. Mr. Singleton is the best equity practitioner I have worked with―provocative, stimulating, mindful of the sensitivities of this topic, and devoted to fulfilling our racial equity mandate."

-- Ellen C. Stein, Head of School Published On: 2014-09-23

"In the first edition of his groundbreaking book, Courageous Conversations, Glenn Singleton made a powerful case that, in order to dismantle racism, it is first necessary to talk about and understand how power and privilege are related to race. In this second edition, he takes it one step further, adding racial autobiographies and supplements to make it even more accessible to diverse audiences. This work is sorely needed if we are ever to reach educational and social equity in our nation."

-- Sonia Nieto, Professor Emerita - Language, Literacy, and Culture Published On: 2014-09-23

"The City's leadership team has used Pacific Educational Group's training and the Courageous Conversation protocol effectively to launch our racial equity work. Sharing these concepts and approaches with our partners, Saint Paul Public Schools, has created a level of trust and understanding around racial equity we didn't have before."

-- Christopher B. Coleman, Mayor Published On: 2014-09-23

"Aotearoa New Zealand and especially Auckland, is becoming increasingly diverse. Our learner population reflects that diversity, including Maori, Pacific and over 100 other ethnic groups. We are striving to create an environment that enables equity of success for all. That involves learning how to engage with these learners on their terms, and confronting how people of different racial backgrounds understand and interact with each other. Courageous Conversations provides vital insights that guide our journey."

-- Rick Ede, Chief Executive

"Courageous Conversations About Race has guided our cultural transformation at Portland Public Schools toward becoming a more racially aware and culturally responsive institution - from our classroom instruction to our business and hiring practices. This protocol not only provides a way in to difficult conversations, it gives each of us the tools to see, own and act upon our role in perpetuating the status quo and understanding the urgency to reframe the paradigm for the success of all students."

-- Carole Smith, Superintendent

"Courageous Conversations About Race came across my desk at a time that I had almost given up on engaging in discussions of race and equity. I was exhausted from countless painful and unproductive conversations on this sensitive topic. I quickly learned why so many people choose not to engage in these conversations - because it is hard. This book not only inspires educators and system level leaders to courageously address what we have all become comfortable with ignoring, but also gives us concrete tools for productively entering a conversation about race."

-- Veronica Benavides, Doctoral Candidate
"In a nation that too often eschews either real dialogue or courage when it comes to issues like race and inequality, and particularly in regard to education, Glenn Singleton has demonstrated over many years just how important fearlessness can be in transforming schools and communities into places where justice is possible. The Courageous Conversation approach to enhancing equity is invaluable to the struggle for a more fair-minded and truly just America."
-- Tim Wise, Antiracism educator
"The 'so what' and 'what now' options this guide presents for self and institutional learning are clear. The 'so what' describes the necessary work in addressing the under education of 'children of color' and the 'mis-education' of white students and many current educators. The 'what now' is framed by the important message that 'this is not easy work' and it is fraught with the unaddressed dangers for those who undertake to do it. It is those dangers that allow racism to persist in our country."
-- Randall Lindsey, Emeritus Professor
"Glenn E. Singleton has provided yet another powerful and still relevant book in this useful revision. If you are serious about engaging in exercises that can truly interrogate race and unearth privilege for the purpose of obtaining equity in our schools, read this book. Indeed, this book inspired me to do my own racial autobiography, and also inspired my principalship students to start the journey to become more racially aware leaders who can skillfully lead courageous conversations. Since then they have taken action through practice, often using this volume, to make impactful changes to eradicate inequities in their schools in meaningful, life-altering ways."
-- Mark Anthony Gooden, Associate Editor
"Courageous Conversation About Race (CCAR) protocol has provided significant depth to my diversity and inclusion practice at the University of Western Australia (UWA). Since the inception of our work in 2008, CCAR has provided a robust and comprehensive framework to embed cultural competence across all facets of university life. CCAR is now a regular feature on the annual UWA staff development calendar and this programming is now being emulated in fifteen universities across Australia and New Zealand."
-- Malcolm Fialho, Associate Director
"The protocols of Courageous Conversation have changed my life as a leader, an educator, and fellow citizen of our forever-changing world. As a white woman, I have deepened not only my racial consciousness but also my ability to engage, both personally and professionally, in richer and truer capacities. I once heard Cornell West say that the heart of a strong, liberal education rests within the ability "to be prepared for the conversation and to be prepared to be changed by it. Courageous Conversations have allowed me that sort of preparation."
-- Ellanor N. Brizendine, Head of School

"The work Glenn is doing through Courageous Conversations About Race will stir you intellectually and move your personal beliefs beyond what you knew possible. This is the first approach I've seen that moves everyone along on their journey based on where they are personally first. The application is Glenn's work goes beyond education and into many sectors of our society and industries. I am excited to see how his work can impact the advertising industry. Writing mission statements, policies and coming up with programs are all boxes many companies check. That part is too easy. And I think many companies will admit to feeling stuck. Glenn's approach takes true courage to get real about one major obstacle which is - the belief system I have that may block my perspectives on diversity. Cheers to Glenn for challenging the conversation!"

-- Keesha Jean-Baptiste, Director of Human Resources

Glenn Singleton has devoted over thirty years to constructing racial equity worldwide and developing leaders to do the same. Author, thought leader, and strategist, he is the creator of Courageous Conversation a protocol and framework for sustained, deepened dialogue, and Beyond Diversity, the curriculum that has taught hundreds of thousands of people how to use it. Glenn is the Founder and President of Courageous Conversation TM, an agency that guides leadership development in education, government, corporation, law enforcement, and community organizing. He is the award-winning author of Courageous Conversations About Race; A Field Guide for Achieving Equity in Schools, Second Edition; and of MORE Courageous Conversations About Race.

Glenn has consulted executives at Wieden + Kennedy (W+K) Advertising, Google, Amazon, Procter & Gamble, the New York Department of Education, the New Zealand Ministry of Education, the Stavros Niarchos, Lyndon B. Johnson Presidential Library and the Bill & Melinda Gates foundations. Along with W+K, he received the 2017 Most Valuable Partnership (MVP) Award by AdColor. He is the recipient of the George A. Coleman Excellence in Equity Award by the Connecticut State Education Resource Center. Cited in the June 2018 edition of the Hollywood Reporter for his work with 21st Century Fox Animation, most recently, Glenn was awarded the AdWeek/AdColor 2020 Champion Award, and the 2020 National Speech and Debate Association Communicator of the Year Award. In 1995, Glenn founded the Foundation for A College Education and continues to serve on its Board of Advisors. He is also the founder and Board Chair of the Courageous Conversation Global Foundation, which develops partnerships to promote racial justice, interracial understanding and human healing worldwide.

Glenn has trained law enforcement leaders with the U.S. Embassy in Western Australia, and established the Courageous Conversation South Pacific Institute in Auckland, New Zealand. For eight years, he served as an adjunct professor of educational leadership at San Jose State University. Glenn has been a guest lecturer at Harvard University and has instructed faculty, students and administrators at the University of Minnesota, New York University School of Medicine, and the LBJ School of Public Affairs at the University of Texas. A graduate of the University of Pennsylvania and Stanford University, Glenn Singleton is a member of Phi Beta Sigma Fraternity, Inc. and 100 Black Men. He currently resides in Washington, D.C.

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Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools

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Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools [Singleton, Glenn E.] on Amazon.com. *FREE* shipping on qualifying offers. Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools

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In this stirring follow-up to Cultivating Genius, Muhammad builds upon the framework she introduced therein, adding the pursuit of joy to the four previously identified pursuits of identity; skills; intellect; and criticality, or "developing the ability to read texts to understand power, authority, and anti-oppression." It is through these pursuits, she argues, that educators can work toward making teaching and learning truly student-centered. The author begins by providing historical context for her framework, relying on the literary and educational practices of Black ancestors. From there, she offers practical examples and applications of the framework, including suggested texts, questions for reflection, and sample lesson plans. Muhammad emphasizes the importance of school and district stakeholders undertaking this work in community with one another. The book is firmly grounded in the need for genius, justice, and joy in education, but is also an example of what that can look like; woven throughout the text are poems, artwork, coloring pages, and curated playlists that encourage joy, creativity, and deep reflection. While the author does provide some discussion of her previous work, it is recommended that readers begin with Cultivating Genius. VERDICT Practical, inspiring, and joyous all at once. Outstanding and highly recommended!-Lauren Strohecker

"Hallelujah! Gholdy Muhammad has elevated the conversation about the education of Black and Brown children from detailing their deficits and sterilizing their instruction to creating curriculum that generates joy and genius-for all students, teachers, communities, and ourselves. Her own joy is palpable. She reminds us that we cannot 'harvest joy and genius' without attending to justice. This work does it all. Hers is a call to embrace our full humanity-in classrooms and in the world." She disperses literature, poetry, and classic song lyrics throughout this masterpiece that speaks to her passion for educating, nurturing, and tilling and watering the souls of our babies-the 'revolutionary petunias' and the beautiful 'Black orchids' who she loves so deeply." is THE most important book for educators in a climate that has betrayed the essence of teaching and learning. Through poignant insights, inspirational images, brilliant analysis, and practical examples, Gholdy welcomes us all to replenish the well that springs forth learning. This is a must-have book!!!" "culturally and historically responsive" theory and practice. Sheer genius!" is a celebration of life in the classroom through pedagogy, curriculum, and the power of the arts. As only Gholdy can do, she presents a breathtaking merging of history, theory, and practice that creates the conditions for joy to blossom and flourish, not only in our schools, but also in our everyday lives. Her book is an instant classic that will be read for years to come." is a clarion call for justice-centered, intellectually engaging teaching that is guided by love and joy." is a roadmap for celebrating the inherent worth in each student, and an indispensable treasure."Dr. Muhammad pushes educators into the next (and often, forgotten) steps of liberation-the pathways to joy and love. While most educators merely critique various forms of oppression, she teaches us how to use ancestral and community knowledge to complete all aspects of our humanity in schools. Without joy and love, humanity cannot exist, and schools cannot truly be spaces of liberation and justice." is revolutionary and revolution at the same time. If you want to (re)member the spirit and purpose of your work, read this book. It is layered with joy, wisdom, and practical ideas for creating the kind of curriculum that will not only save education, but also save those who teach, learn, and lead. Dr. Muhammad's clear-eyed framework will make you exhale anything that does not see the genius in Black and Brown children, and breathe in love and joy. Asè.". What Gholdy has created is a gift to our field that will inspire us all. You can't read this book without smiling, feeling loved, and unearthing your joy for teaching. Gholdy has done it again! She is the curriculum scholar of our time. She is in a lane by herself, and we all need to get behind her and follow because not only will our classrooms be better for it, but our world will be, too. In the words of Stevie Wonder, she is education's 'Golden Lady.'" what can happen in classrooms. It is a revolutionary call to action, as well as a text for healing and enriching the lives of its readers. From layered playlists to actionable examples, it is a revelation. Written from a place of deeply felt love for the possibilities in classrooms, Gholdy Muhammad's latest book demands that we sink our hands deep into the loam of pedagogy and start planting for a joyful harvest." is a soul-stirring, magnificently written book that every educator, policymaker, community organizer, caregiver, and family member should read. Centering the tremendously diverse and robust genius of young people, Muhammad shepherds readers into reflective spaces of the cognitive, the intellectual, the affective, the emotional, and the aesthetic to influence, transform, and shape. This is a transdisciplinary book about hope, healing, joy, imagination, design, love, and the human spirit that teaches as it inspires."is a beautiful blend of music, art, poetry, and educational excellence for teaching and learning in schools and classrooms. Revisiting the Black past, this book is helpful for teachers and leaders who seek to unearth the beauty, justice, and joy within each of their students."
-Lisa Delpit, Felton G. Clark Distinguished Professor of Education at Southern University, emeritus, and author of Other People's Children: Cultural Conflict in the Classroom " It is a privilege to spend time inside the beautiful mind of Dr. Muhammad. Unearthing Joy is a continuation of her unparalleled, pedagogical phenomenon, Cultivating Genius. -Derrick Barnes, National Book Award Finalist for Victory. Stand !, and Newbery Honor winner for Crown: An Ode to the Fresh Cut
"Unearthing Joy -Christopher Emdin, author of For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education " Brilliant. Beautiful. Humanizing. Joyful. These words describe Muhammad's Unearthing Joy, a book that asks us to locate joy at the center of teaching and learning because stories matter, human lives matter, and the literacies of Black students matter. This book is -Valerie Kinloch, Renée and Richard Goldman Endowed Dean of the School of Education at the University of Pittsburgh; President of the National Council of Teachers of English Unearthing Joy -Yolanda Sealey-Ruiz, Professor of English Education, Teachers College, Columbia University; author of Love from the Vortex & Other Poems
and The Peace Chronicles Unearthing Joy -Sonja Cherry-Paul, founder of Red Clay Educators; author of Breathing New Life Into Book Clubs: A Practical Guide for Teachers and adapter of Stamped (For Kids): Racism, Antiracism, and You Unearthing Joy -Andrea Davis Pinkney, New York Times bestselling author of
Because of You, John Lewis Unearthing Joy, -Muhammad Khalifa, Professor of Educational Administration, The Ohio State University; author of
Culturally Responsive School Leadership Unearthing Joy -Cynthia B. Dillard, Dean and Professor, Seattle University College of Education; author of The Spirit of Our Work: Black Women Teachers (Re)member Unearthing Joy -Bettina L. Love, author of

"Everything we need to tap into the greatest sense of our humanity can be found in this book. Drawing upon the brilliance of the ancestors to inform her own genius, Gholdy creates the melody for (re)imagining curriculum, instruction, and ourselves to cultivate educational spaces where all children thrive. We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom "Unearthing Joy
is so much more than a book about -Antero Garcia, Associate Professor, Stanford University; author of Civics for the World to Come : Committing to Democracy in Every Classroom Unearthing Joy

"Gholdy Muhammad has delivered an essential gift to all of us who care deeply about the importance of revealing brilliance in every child. She presents a fascinating cultural history, as well as an interactive guidebook that revolutionizes how we embolden children. -H. Richard Milner IV, author of Start Where You Are, But Don't Stay There:
Understanding Diversity, Opportunity Gaps, and Teaching in Today's Classrooms Unearthing Joy -Joyce E. King, Benjamin E. Mays Endowed Chair for Urban Teaching, Learning & Leadership, Georgia State University

"Our children need every single word of

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Unearthing Joy: A Guide to Culturally and Historically Responsive Curriculum and Instruction

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Unearthing Joy: A Guide to Culturally and Historically Responsive Curriculum and Instruction [Muhammad, Gholdy] on Amazon.com. *FREE* shipping on qualifying offers. Unearthing Joy: A Guide to Culturally and Historically Responsive Curriculum and Instruction

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Review

“A book that brings together kids, families, teachers, and administrators in conversation. Tough, vulnerable, important conversation.” ―Matthew Winner, The Children's Book Podcast
"STARRED REVIEW: A guidebook for taking action against racism. The clear title and bold, colorful illustrations will immediately draw attention to this book, designed to guide each reader on a personal journey to work to dismantle racism. In the author's note, Jewell begins with explanations about word choice, including the use of the terms "folx," because it is gender-neutral, and "global majority," noting that marginalized communities of color are actually the majority in the world. She also chooses to capitalize Black, Brown, and Indigenous as a way of centering these communities' voices. Organized in four sections—identity, history, taking action, and working in solidarity—each chapter builds on the lessons of the previous section. Underlined words are defined in the glossary, but Jewell unpacks concepts around race in an accessible way, bringing attention to common misunderstandings. Activities are included at the end of each chapter; they are effective, prompting both self-reflection and action steps from readers. The activities are designed to not be written inside the actual book; instead, Jewell invites readers to find a special notebook and favorite pen and use that throughout. Combining the disruption of common fallacies, spotlights on change-makers, the author's personal reflections, and a call to action, this powerful book has something for all young people no matter what stage they are at in terms of awareness or activism. Essential. (author's note, further reading, glossary, select bibliography)―
Kirkus Reviews
“WOW. Have you ever wanted to better understand who you are? What’s happening to us in this racially-divided world, and what we can do about it?
This Book Is Anti-Racist is bold in its honesty, and brilliant in its illustrative breakdown of an essential vocabulary on race and identity. This racial and intersectional literacy tool models what creative anti-racist work can look like. It has renewed us to keep up the fight.”―Winona Guo and Priya Vulchi, student activists, authors of Tell Me Who You Are: Sharing Our Stories of Race, Culture, and Identity, and co-founders of Choose.org
“I was so fortunate to have my kids learn about social justice in Tiffany’s classroom, so I know firsthand the profound impact her teachings have. Now young people everywhere can benefit from Tiffany’s wisdom with her debut title,
This Book is Anti-Racist. This book is a gift to our future.”―Jarrett J. Krosoczka, National Book Award Finalist and author of Hey Kiddo
"STARRED REVIEW: Using clear, compelling language, Jewell employs four sections to deftly explain progressive understandings of identity, history, action, and solidarity as tools to encourage antiracist reflection, thought, and action. From the author’s note introducing the idea that “racism is a problem, a very serious problem,” to the volume’s explorations of “spending that privilege” and “calling out and calling in,” Jewell offers readers at various points in their activist journeys a necessary primer on antiracist thinking (a glossary helpfully defines underlined terms used throughout, including cisgender, neurodiverse, and femme). Thoughtful, energizing calls to action and journal prompts encourage readers to check in with themselves and to “grow from our discomfort.” Durand’s stylish illustrations punctuate the text-heavy pages; robust supplemental materials, including notes on the text and suggested reading, point toward ongoing learning."―
Publishers Weekly, Starred Review
“…help[s] young people learn in a gentle, thoughtful way.”―
USA Today
“…equip[s] young people with the tools they need to be actively antiracist.”―
TIME Magazine
“…empower[s] teens and young adults to undo racial oppression.”―
ESSENCE
“…a clear guidebook for how to stop racism in our own hearts and minds.”―
TODAY.com
“Writer and educator Jewell successfully combines personal experience and social and historical issues in this colorful and informative guidebook. Each chapter contains exercises to help readers conceive of their own identities, recognize how society allocates power to certain people, and learn how individuals can stand up to injustice while keeping themselves safe from harm. Durand’s vivid, dynamic illustrations are as crucial to the book as the text itself. Though the formatting, which involves pull quotes, font changes, shifting columns, and other graphic elements, may be confusing to some young readers, the information is written clearly and thoughtfully. Concepts like institutional racism and internalized inferiority are relayed in concise language without talking down to the audience. Several terms are underlined and defined in the glossary. Footnotes and a bibliography also appear in the back matter. A further reading list includes a mix of adult, teen, and children’s materials. The work will particularly resonate with fans of Anastasia Higginbotham’s Not My Idea: A Book About Whiteness. VERDICT A visually exciting and well-crafted antiracist guide for all children. A work that fills a much-needed gap between the feel-good but vague messages of empathy and acceptance in some picture books, and the advanced terminology and theory in young adult nonfiction on racial justice. Recommended for any juvenile nonfiction collection.”―
School Library Journal, Starred Review

About the Author

Tiffany Jewell is a Black biracial writer and Montessori educator. She spends her time baking bread, building LEGOS, watching British detective shows, and dreaming up how she can dismantle white supremacy. She lives in Western Massachusetts with her two sons, her husband, and a turtle she's had since she was nine. This is her first book for children and young adults. Find her on instagram: @tiffanymjewell
Aurélia Durand is a French illustrator based in Paris. Her work is dedicated to representing people of color in society, and she uses bold art as a vivid demonstration. "I use vibrant colors and joyful music to spread good vibes to talk about diversity and open a conversation about why it matters to include more color in our society." She wants to create more nuanced illustrative stories by portraying women of color standing proudly and fiercely. Her work has been featured in advertising campaigns, galleries, and editorial magazines. Her clients include Apple, Refinery29, and Tinder. She shares her work online on different platforms, mainly Instagram, where she posts daily illustrations, live paintings, and animations. Find her on Instagram: @4ur3lia.

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This Book Is Anti-Racist: 20 Lessons on How to Wake Up, Take Action, and Do The Work (Empower the Future, 1)

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This Book Is Anti-Racist: 20 Lessons on How to Wake Up, Take Action, and Do The Work (Empower the Future, 1): Jewell, Tiffany, Durand, Aurelia: 9780711245211: Books

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Racism Is Real • Systematic Racism Explained • Black Lives Matter • BRAVE NEW FILMS (BNF)

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Implicit Bias: Peanut Butter, Jelly and Racism

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Some tactical advice from our most recent podcast episode. The four agreements for having courageous conversations around race and identity. Tune into Goodbets Unplugged at https://t.co/ulZw5ns8h2

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Some tactical advice from our most recent podcast episode. The four agreements for having courageous conversations around race and identity. Tune into Goodbets Unplugged at https://t.co/ulZw5ns8h2 https://t.co/YjQoTsV9q2

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Some tactical advice from our most recent podcast episode. The four agreements for having courageous conversations around race and identity. Tune into Goodbets Unplugged at https://t.co/ulZw5ns8h2 pic.twitter.com/YjQoTsV9q2
— Goodbets Group (@GoodbetsGroup) January 31, 2020

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Some tactical advice from our most recent podcast episode. The four agreements for having courageous conversations around race and identity. Tune into Goodbets Unplugged at https://t.co/ulZw5ns8h2 https://t.co/YjQoTsV9q2

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Some tactical advice from our most recent podcast episode. The four agreements for having courageous conversations around race and identity. Tune into Goodbets Unplugged at https://t.co/ulZw5ns8h2 https://t.co/YjQoTsV9q2

# data[].attributes.attachment_link.metadata.attachment_props.text
Some tactical advice from our most recent podcast episode. The four agreements for having courageous conversations around race and identity. Tune into Goodbets Unplugged at https://t.co/ulZw5ns8h2

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Article: Beware of Equity Traps and Tropes

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Article: Beware of Equity Traps and Tropes

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Vol. 78

No. 6

Abstract

Equity Traps and Tropes

1. "Doing" Equity

2. Siloing Equity

3. The Equity Warrior

4. Spray-and-Pray Equity

5. Navel-Gazing Equity

6. Structural Equity

7. Blanket Equity

8. Tokenizing Equity

9. Superficial Equity

10. Boomerang Equity

Avoiding the Traps

Equity Traps at a Glance

How shortcuts and default practices can get in the way of meaningful school equity efforts.

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Abstract

Equity Traps and Tropes

1. "Doing" Equity

2. Siloing Equity

3. The Equity Warrior

4. Spray-and-Pray Equity

5. Navel-Gazing Equity

6. Structural Equity

7. Blanket Equity

8. Tokenizing Equity

9. Superficial Equity

10. Boomerang Equity

Avoiding the Traps

Equity Traps at a Glance

Ensuring high outcomes for all in schools is not a task that can be checked off a list. Equity isn't a destination but an unwavering commitment to a journey. It can be easy to focus on where we hope to land and lose sight of the deliberate daily actions that constitute the process.

There are no shortcuts for true equity, and yet the pressures of the job leave educators constantly trying to find those shortcuts. Day-to-day fires and the weight of the system make it enticing to hold others, and not ourselves, accountable.

Instead, educators need to reorient themselves to working toward equity. This requires us to:

Acknowledge that our systems, practices, and narratives are designed to perpetuate disparities in outcomes for Black and brown students-thus, there is no path to equity without a consistent antiracist approach.

Deliberately identify barriers that predict success or failure and actively disrupt them.

Consistently examine personal identity, bias, and both personal and collective contributions to the creation and/or reproduction of inequitable practices.

(Re)allocate resources (tools, time, money, people, support) to ensure every child gets what they need to thrive socially, emotionally, and intellectually.

Cultivate the unique gifts, talents, and interests that every person possesses. 1

Equity Traps and Tropes

In the journey of working toward equity, educators have to be careful not to be detoured by "easy fixes" or changes that don't get to the root of the problem. It takes a radical shift to propel the kind of instructional transformation needed to get to deep, equitable, and culturally sustaining learning. And there are many traps and tropes that act as land mines to deter educators from this goal. A trap is a mechanism or device designed to catch and retain. It offers a quick entry but does not allow exit. A trope is a recurring theme we've seen happen before, a cliché of sorts. Over our years as educators, we have found ourselves, and have watched others, unintentionally fall victim to the very circumstances we are trying to change-stepping into unsuspected traps and replaying oppressive tropes.

Let's look at 10 common equity traps-and a few tropes we find within them-and deconstruct what it looks and sounds like to fall into these traps.

1. "Doing" Equity

Sometimes educators treat equity as a series of tools, strategies, and compliance tasks versus a whole-person, whole-system change process linked to culture, identity, and healing. We've been taught to find the framework, the new observation checklist, or the new teaching approach and to implement it without deeply understanding what we are doing and how it connects to our overall goals. Working toward equity does not come with a pre-set program or toolkit that simply needs to be implemented. The work requires us to understand the specific ways inequity plays out in our context, to engage in praxis-the integration of constant reflection and action- and to engage in a continuous cycle of learning. "Doing equity" reduces the complexity of the work to a set of straightforward tasks without thinking about the school as a complex ecosystem requiring a holistic approach to change.

2. Siloing Equity

Look at the strategic plans of many organizations and schools working toward equity. You will likely find a policy, a new "equity" vision statement, or a newly formed task force designed to increase equitable outcomes. These task forces may generate good ideas and even strong plans, but they are often disconnected from the overall work of the school or system. For example, if the equity task force sets a priority of increasing staff diversity, but the broader staff cannot articulate those goals, then working toward equity in the task force is likely a siloed effort. If the task force meets as a unit, but never engages with any other body in the system- especially those related to instruction-the work toward equity is likely siloed. Siloing equity leads us to believe that equity is separate from instruction, which is separate from culture, which is separate from every other aspect of student experience and learning.

3. The Equity Warrior

The Equity Warrior is an incredible educator, often treated as a martyr to the work. This person is eager to push their colleagues and school forward and willing to take on significant additional work to bring the team along. Unfortunately, the Equity Warrior can easily become the default holder of the school or system's vision for equity, allowing colleagues to opt out, stay inside their comfort zones, or refuse to invest in their own equity learning, which is critical to the change effort. When "siloing equity" is at play, this person is often asked to be the lone voice. Equity Warriors can be elevated for their contributions or sometimes obliterated for them. In either scenario, the work rests on their shoulders and if they are not present, the work tends to fizzle out.

Not all Equity Warrior experiences are created equal. We find two tropes within this trap, each of which are difficult for the persons involved. The first is the Lone Ranger of Color and can be hard to spot in early stages. A school team is excited to elevate the leadership of a staff member of color and shower him or her with praise for taking on the work. As time goes on and the work gets deeper, the burden on the Lone Ranger of Color begins to increase. The Lone Ranger asks colleagues to demonstrate collective and cross-racial leadership for equity, only to have white colleagues treat these requests as an add-on ("I already have too much on my plate."). Meanwhile, the Lone Rangers are asked to be the resident culture and behavior specialists when white colleagues are unsure what to do. In the worst-case scenario, they are encouraged to bring ideas to the table, but when they step into their power and express a dissenting view, they have the devastating experience of being subtly or overtly reprimanded.

The second trope, the Great White Hope, rests in a savior mentality-the belief that it is this person's responsibility to rescue students of color from an oppressive situation, or even from themselves. This leader has been to anti-racism conferences, read equity literature, and is committed to the cause. The problem arises when we view this leader as an equity "expert" rather than a dedicated, lifelong equity student. We are in dangerous territory when this leader is elevated for her warriorship while silencing the leaders of color around her. This leader may be well-read, but most books, curriculum, and resources that guide her approach come from white authors.

This leader must be vigilant in developing awareness of how unchecked privilege can undermine equity efforts, as she has the potential to undermine this work under the guise of heroism. White leaders must be careful of their approach to leadership and see much of their work as uplifting the voices of others, holding other white people accountable, and taking action in coalition with people of color.

4. Spray-and-Pray Equity

Many school leaders are convinced that if they just get the right trainer, everything will be "fixed." The staff will become more equity-centered. A common refrain we (as trainers ourselves) hear is, "If we just train our teachers around their implicit biases, then they will treat students better." While such training may benefit staff, training without a commitment to ongoing learning and development will likely result in temporary or no change. Sleeter found that even when teachers receive long-term daily training for a full six weeks, any change in their practice dissipates within three months. 2 Authentic commitment to working toward equity requires a comprehensive approach to capacity-building, including coaching, reflection, and collaborative learning processes, not a spray-and-pray approach.

An example of navel-gazing equity is when staff members complete training around bias, privilege, and identity, but never take that work into any other domain of the school. How do bias and privilege show up in our academic counseling systems, disciplinary procedures, grading, and other areas? Transformation requires investment in personal and interpersonal development, awareness and creation of shared cultural practices, and the redesign of inequitable systems-all at the same time. It is easy to spot navel-gazing equity when a group of staff members participate in bias training and then proceed to engage in instructional and leadership planning in a business-as-usual fashion without applying the personal work aimed to transform the system.

6. Structural Equity

Structural equity is the converse of navel-gazing equity. Many eager educators are so ready to radically change their systems that they make the biggest shift they can to disrupt an inequitable system-for example, exchanging the use of suspensions for restorative justice. There is clear research that suspensions can cause great harm to students, 3 and making systematic shifts to counteract those effects is a courageous move. However, if you make a seismic shift without recognizing the political, social, and cultural impact of the change, then that change is doomed to fail. Ask yourself: Does our staff understand and agree with this new approach? Are we well-grounded in both the theory and the practices? What instructional and leadership practices will we need to change to make this more than a cosmetic shift? How much time will we need to invest in starting and reinforcing the shift? How will we need to engage our families in the change process? People don't accept changes simply because they are executed at a structural level. There must be an equal investment in the interpersonal, cultural, and social dimensions for all of the players involved in the process. We set ourselves up to flounder if we fail to align structural changes with the deep learning our teams must do to actualize them.

7. Blanket Equity

Ever heard the phrase, "There's an app for that"? Well, if you want to achieve equitable outcomes, there is apparently a curriculum for that. Students aren't learning at similar levels? Great, this new curriculum will fix that. Students don't feel safe and valued? Great, there is a program for that. While curriculum can be a helpful tool, schools across the country have made sweeping investments in buying new curriculums, hoping that if educators just follow the material, all students will achieve. This trap can cause leaders to become hyper-focused on accountability and implementation. There is no substitute for planning with your students' interests, needs, and identity development in mind. There is no curriculum for considering the specific antiracist practices you are (or are not) engaging in based on the intersections of your own racial, economic, or gender positionality. Whether you opt to use curriculum as a tool or not, our work requires stitching together a quilt with many different textures and features. A blanket will not do.

8. Tokenizing Equity

When one school leader who I worked with mentioned his mostly white staff had hired a new dean of culture, my racial antennae went up. I was worried that the school had fallen into a trope that can emerge from the mental model of the Great White Hope leader: "I know everything about leadership and instruction, but culture, climate, and the behavior of our students?

We'll leave that to you." The school appoints one of the few people of color on staff, often a Black or brown person, into the "culture" role. This may be the security guard, the parent liaison, or the teacher who is given the "difficult" class. These cultural leadership roles are extremely important positions, but when a school's staff is predominantly white and the few leaders of color have to play these roles, a dangerous, implicit message is sent: "You are responsible for dealing with 'these' students." The roots of racism run deep.

Tokenizing equity can also look like asking a staff member of color to take on the equity initiative because we assume it is personally important to them. "I know how much equity work means to you. You've helped us realize a lot of our missteps, so I am wondering if you'd be willing to lead our equity task force." We've heard this type of refrain too many times, and it does nothing but deplete our colleagues' internal resources, reinforce racism and oppression, create Lone Rangers, and leave educators who have racial privilege with little responsibility to change.

9. Superficial Equity

Superficial equity essentially amounts to grasping any equity-centered practice with little understanding of its origins, its purpose, and how to engage in it with depth and authenticity. One team we worked with, for example, decided to "do" culturally responsive teaching (CRT). CRT isn't something to "do"; you cannot and should not attempt to engage in culturally responsive teaching or any practice without understanding its history, building deep knowledge of its meaning, and practicing the work on your own. In this particular school, CRT was reduced to practices on an observation checklist, which created a superficial attempt to move toward equity. In another school, educators developed a vision for an equitable, community-based school that served 94 percent Black students, but led the school with a 90 percent white staff. It is nearly impossible to demonstrate to families, students, and staff that your pledge is authentic when your behavior is anti-Black and demonstrates a lack of understanding of what you are committing to doing.

10. Boomerang Equity

Boomerang equity may be one of the hardest traps of all to disrupt. It feeds itself back to the econometric, test-driven education frame we seek to dismantle. Many organizations and schools may actually arrive at a deep understanding of why they are facing equity challenges. However, boomerang equity happens when we move from a deep understanding of our challenge (increased suspensions for Latinx students) to immediately brainstorming solutions that mirror everything we've ever tried before. "Our Latinx students are being suspended because they aren't engaged. To help them get engaged, we must increase their confidence in school and the support we offer." And then it boomerangs to: "Let's pull them out for intervention. This way, we can help them read more. We will assess them every six weeks and by the end of the year, we should see less suspensions and higher achievement on the state exam." In this example, we've gone from promising analysis to reactive decisions, leaving the team who did such thoughtful work back where they started. We have leapfrogged from problem to solution without taking time to reimagine our approaches.

Avoiding the Traps

The dominant narrative about what schools are and how they should treat students-especially those of color-has many school leaders stuck in a painful cycle of traps and tropes. Our sense of urgency gets in the way of understanding complexity, and it feels too hard to disrupt the current state of things. We ingest such a constant prescription of how to create equitable change that we sometimes miss the forest for the trees.

But if leaders are aware of the equity traps and tropes, they can see the ways in which the system has set us up for false starts. Our intentions may be spot-on, but if we aren't aware of the moves we are making, we are liable to reinforce the system we seek to dismantle. There are no shortcuts when it comes to leading for equity. If we hope to transform our institutions into vibrant spaces of learning for every student, we must revisit the fundamental purpose of education and commit to a long-term change process.

Equity Traps at a Glance

Description

Doing Equity

Treating equity as series of tools, strategies, and compliance tasks versus a whole-person, whole-system change process linked to culture, identity, and healing.

Siloing Equity

Locating equity work in a separate and siloed policy, team, or body.

The Equity Warrior

Nesting equity with a single champion and holder of the vision.

Spray and Pray Equity

Engaging "equity experts" to drop in for a training with no ongoing plan for learning or capacity building.

Navel-Gazing Equity

Keeping the equity work at the level of self-reflection and failing to penetrate the instructional core and school systems and structures (such as instructional planning, student tracking).

Structural Equity

Redesigning systems and structures (such as master schedule) without investing in the deeper personal, interpersonal, and cultural shifts.

Blanket EquityTraps and Tropes

Investing in a program or curriculum, rather than building the capacity of your people to address equity challenges as complex and ongoing places of inquiry.

Tokenizing Equity

Asking leaders of color to hold, drive, and symbolically represent equity without providing support and resources, nor engaging the entire staff in the work.

Superficial Equity

Failing to take time to build equity-centered knowledge and fluency, leading to behavioral shifts without understanding deeper meaning or historical context.

Boomerang Equity

Investing time and resources to understand your equity challenges, but reverting back to recycled, status quo solutions.

Note: This article is based on a chapter of Street Data: A Next Generation Model for Equity, Pedagogy, and School Transformation (Corwin, 2021) by Shane Safir and Jamila Dugan. Reprinted by permission of SAGE Publications, Inc.

Reflect & Discuss

➛ Which equity traps and tropes sound or feel familiar to you?

➛ How can you and your colleagues become more aware of equity traps and tropes?

➛ What might be the converse of the traps or tropes you identified?

End Notes

1 Our definition of equity is adapted and amended from definitions offered by Promise54, National Equity Project, and the work of many researchers in this field.

2 Sleeter, C. E. (1992). Restructuring schools for multicultural education. Journal of Teacher Education, 43(2), 141-148.

3 Losen, D. J., & Gillespie, J. (2012). Opportunities suspended: The disparate impact of disciplinary exclusion from school. Civil Rights Project/Proyecto Derechos Civiles.

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How shortcuts and default practices can get in the way of meaningful school equity efforts.