# data[].attributes.body
I love Darlene Clark Hine’s Shining Thread of Hope: The History of Black Women in America: https://www.amazon.com/dp/B002SE6460/ref=dp-kindle-redirect?_encoding=UTF8&btkr=1

Freedom is a COnstant Struggle by Angela Davis

book about Black women’s history: We Specialize in the Wholly Impossible: https://www.amazon.com/gp/product/0926019813/ref=dbs_a_def_rwt_bibl_vppi_i5

Black Women and Black History: I recommend Barbara Ransby's biography of Ella Baker (Ella Baker and the Black Freedom Struggle). Also any and all things written by Audre Lorde ^__^

# data[].attributes.body
(from the chat) Amazing website: https://www.melanatededucatorscollective.com/about-us

Here is the resource document that Tamara pulled together for us: https://docs.google.com/document/d/1W5vv0qJXPD5XwgIhaPMnOWsI1i__jMebwHRGKemGrVI/edit?usp=sharing

https://blacklivesmatteratschool.com/

explore ZinnEdProject and Teaching Tolerance and Rethinking Schools

something we are beginning to use for the next school year https://www.tolerance.org/sites/default/files/2017-06/TT_Social_Justice_Standards_0.pdf

https://www.tolerance.org/frameworks/teaching-hard-history/american-slavery as well as SEEing WHITE podcast and 1619 project

https://www.slj.com/?detailStory=an-educators-guide-to-stamped-racism-antiracism-and-you-Jason-Reynolds-Ibram-Kendi-lesson-plan-curriculum

Teaching for Black Lives by Rethinking Schools https://www.teachingforblacklives.org/

https://www.blackpast.org/african-american-history/combahee-river-collective-statement-1977/

Abolitionist Teaching Network - one week old!!https://abolitionistteachingnetwork.org/

# data[].attributes.headline
Suggested Donation Organization for tonight's discussion:

# data[].attributes.subject
Suggested Donation Organization for tonight's discussion:

# data[].attributes.body
Grassroots Law Project: https://www.grassrootslaw.org/

Here’s the donate page for grassroots law: https://secure.actblue.com/donate/glp-homepage?refcode=homepage_nav

# data[].attributes.body
Disclosure on Netflix is also a great resource

https://pushoutfilm.com/

https://vimeo.com/364560396

# data[].attributes.body
REMIX PROS/CONS: It is quick to read, but it leaves a lot for us as readers to fill in the blanks. Like a DJ, Reynolds might not play all our favorite parts.

HISTORICAL CONTEXT: If you only read this book, you will miss an opportunity to fill in the gaps.
E.g. Booker T. Washington's Tuskegee University pathway to a job and business ownership. He used money of white segregationists and funneled to use fight Jim Crow segregation. He saw money as avenue to build power. (we get the critique of his assimilationism in the remix but miss context)

ROLE OF BLACK WOMEN: Davis is mentioned a lot. A little of Wells. Mentions of others. Depth? Many are absent.

WHITE TERRORISM: A constant

RACIST IDEAS v RACISM

BLACK PEOPLE ARE NOT A MONOLITH: Role of class, colorism, respectability politics. The push for Black nationalism, Black power etc has always been a back and forth debate within Black communities. E.g. from the remix - Garvey going into NAACP office and wondering if it was white or Black org bc no dark-skinned people were there at the time.

BLACK BEAUTY/POWER/JOY: Providing the tools to stand up to white supremacy. Emphasis on resistance. Balance between harsh realities and joy. Cannot sanitize but must recognize the stress and trauma of the history.

# data[].attributes.headline
All of our schools, across states (MN,  CT,  PA)  are steeped in white supremacy and we talked about how we recognize the racist policies more now after we have been educating ourselves (How to be anti-racist, Stamped, https://nikolehannahjones.com/, Paul Gorski, Bettina Love). What is  the tipping point needed for these systems to change? For administration/board/teachers/parents/guardians/communities to change these racist systems?We  talked about the power of Black student voices through Instagram and how their sharing their experiencing racist actions in schools across the country is eye-opening to us, white  teachers,  and white teachers across the country.We also talked about the power of teachers working together (ex. BARWE),  in community, to affect change in schools.

# data[].attributes.subject
All of our schools, across states (MN,  CT,  PA)  are steeped in white supremacy and we talked about how we recognize the racist policies more now after we have been educating ourselves (How to be anti-racist, Stamped, https://nikolehannahjones.com/, Paul Gorski, Bettina Love). What is  the tipping point needed for these systems to change? For administration/board/teachers/parents/guardians/communities to change these racist systems?We  talked about the power of Black student voices through Instagram and how their sharing their experiencing racist actions in schools across the country is eye-opening to us, white  teachers,  and white teachers across the country.We also talked about the power of teachers working together (ex. BARWE),  in community, to affect change in schools.

# data[].attributes.body
Group???
Ethan, Gina, Ellen,  Liz

# data[].attributes.body
All reading, trying to learn -- admitted that our work in the past may have been performative – we tend to fall into assimilationist mode – on the path to participating.  Nevertheless we are participating.  We had a discussion on social media – if one is not involved and posting and re-posting, does that mean that one is not active in the antiracist movement?  Watch Kendi’s YouTube Videos.  Were women left out?  For sure, as with LGBTQ.  Intersectionality not addressed in book – or in society.  Lots of work to do.  How foolish to think that Barak Obama’s election would make a change!  Aspen Institute interview with Kendi:  racial progress is intertwined with problem of racism.  Voter suppression, for example.

# data[].attributes.headline
Group (?)- Jamel K, Marilyn D, Matt A, K Motyka

# data[].attributes.subject
Group (?)- Jamel K, Marilyn D, Matt A, K Motyka

# data[].attributes.body
The convo of race is starting earlier and earlier and all people--not just Black people--should share the burden of educating their families/children when discussing race at home. If you consider yourself anti-racist, you can't opt out of talking about it, and also, not getting "tired" of talking about it.

As the the term "anti-racism" term is being used more and more currently, we cannot let that definition get watered down or confused with assimilationist beliefs.

We agreed that Black women seem to be shut out of these conversations, in the book, and also in the movement (ie. Million Man March).

Marilyn also had a "fun" fact that the original "Welfare Queen" was actually white!

# data[].attributes.body
--> Participation looks like a seat at the table, advocating for students
--> Performance is symbolic, and potentially energizing for antiracist work
--> Participation is about resistance, and the doing of meaningful targeted work to impact policy change
--> Performance can feel vacant, where white people are clapping for themselves, but then disengaging when the real work needs to be done
--> We need to decide what our role will be in this deeper work.
--> Black history should infuse our curriculums.

# data[].attributes.body
Group ? (Abby, Maria, Liz, Nicola,  Carla)

Question 1

Participation can include getting comfortable with having conversations with parents (particularly for teachers of young students)

Preview of unit or upcoming theme, resources and ways we will approach

Also in response to how things are going in class

With young children participation can include building empathy

Antiracist work should be more about teacher education than a curriculum

It also needs to go beyond a “bandwagon” mentality/moment

Reflection (ourselves, with colleagues, but also with families)  is also necessary in this work

Tied to mindfulness- noticing

We are teachers- what we say is public (and though we control what we cannot control what students/ our audience hears)

Ageism is an intersectionality- parents are biased and think you are just gung-ho with new ideas when you are a young teacher

Curiosity and appreciating that everyone is a journey can help ease the trepidation of addressing content that may lead to uncomfortable conversations (with admin, parents, students)

Question 2

Many incidents of assimilationism in school (ex. grammar lesson)

Assimilation ideas are deceitful. They can initially look like good ideas...

# data[].attributes.headline
Danielle, Lindsay, Emily, Kari How has this book informed your view of what performance and participation look like? How will you participate going forward?               Recognizing and reflecting on what specific responsibilities that you have. Recognizing the ways that you have the power to change your own curriculum. Starting the change, not just talking about it-Being willing to make mistakes, but be transparent when you do and own up to it. -Putting your capital on the line-Having the courage.                                As you continued to read, how did it solidify or challenge your understanding of segregationist, assimilationist, and antiracist thinking and/or practices?                            The different definitions empower us & students to change. They give examples of how people changed their minds.                                 How did you see intersectionality (including LGTBQ+ people, Black women and Indigenous people) included or omitted in Stamped?-not a lot of LGBTQ representation-Touches on what Tamara said- not as many female leaders as in full version  

# data[].attributes.subject
Danielle, Lindsay, Emily, Kari How has this book informed your view of what performance and participation look like? How will you participate going forward?               Recognizing and reflecting on what specific responsibilities that you have. Recognizing the ways that you have the power to change your own curriculum. Starting the change, not just talking about it-Being willing to make mistakes, but be transparent when you do and own up to it. -Putting your capital on the line-Having the courage.                                As you continued to read, how did it solidify or challenge your understanding of segregationist, assimilationist, and antiracist thinking and/or practices?                            The different definitions empower us & students to change. They give examples of how people changed their minds.                                 How did you see intersectionality (including LGTBQ+ people, Black women and Indigenous people) included or omitted in Stamped?-not a lot of LGBTQ representation-Touches on what Tamara said- not as many female leaders as in full version  

# data[].attributes.body
Learning about the past is important in order to understand the present

Struggling to figure out how to participate in making the changes. Where can we find ways to bring this into the classroom

In terms of performance, if the world is a stage, am I acting this or really getting involved?

How can I be involved?

If its performance: how fake am i being in this work?

But how much can i fake antiracist before i make it

Am I an imposter doing antiracist work?

Going to protests but not sure how much  of it is real support

One hour thing and I've done my part “it isn't good enough”

“It's not safe to just go and teach if you don't know”

But still feel like I need more information on how to create a safe classroom environment to have these uncomfortable conversations

One way to approach things: through a point of humility

“I don't know this”

Teachers are expected to know stuff,  rather than a person who is inquiring

Admit to things you don't know

Discomfort- where is it coming from

How will you participate going forward?

Having books available in the classroom that diverse

Has books but it still feels performative

Include BLACK JOY in the classroom (books)

Segregationist, Assimilationist, Anti Racist

Segregation: RACIST

Assimilationist: Something is wrong with black people but they can be changed (book definition vs. "webster" or online definition

Silence can be harmful: letting children read books about

How did you see intersectionality included or omitted in Stamped?

Very few black women named in the book

LGBTQ: Book was just racism and only thought of it as a color element but it relates to this community

Feminist leanings brought her to antiracism

Can't compartmentalize any of this

***Always checking yourself for your actions

***Always reflecting about this

# data[].attributes.body
--Knowing the historical context is always important and that it is helpful to remember how this book needs to be read with a critical lens.
--A thought for participation over performance: "Have I done what I'm posting about?"
--Thinking about how participation and how this comes into our classroom through what we prioritize. Do we prioritize grammar over the exchange of ideas? How do we allow students to show their work and thinking? How, in the time of remote learning, do we work flexibly with families?
--The clear definitions of segregationist, assimilationist, and anti-racist were a valuable takeaway from the book. It challenged us to reexamine whether ideas that we hold are anti-racist or assimilationist.

# data[].attributes.headline
Group 21       Laurie, Taryn, Erica, Deborah, Robin                              1.    Participation- looking at teaching and practices with a new antiracist lens.At a recent BLM event,  seeing the activism, and thinking that if these people aren’t parents yet, they will be soon.  We have to start with younger people.  We have to start in our classrooms, helping kids make connections with each other, when kids are very young.  Book has made some people of color more aware of their assimilationist leanings.  We have fallen into the trap of “oh, those parents, they should do more”.  We have heard these comments from colleagues as well.  We need to be more assertive with colleagues who talk like this--  must address the issue but in a constructive way.  Even with students who have misunderstandings about race, need to find teachable moments to address race instead of running from those discussions.   Before reading book, we might have classified as antiracist, but really some ideas we have are assimilationist.  There’s a continuum.  Reynolds admits that people flow between the categories.  Students could use these three terms to analyze thoughts, systems, media…  Inclusion of women in the book-  Why did Ida B Wells only get one paragraph?  Intersectionality was mentioned.  Kendi has also been criticized-- women left out of both versions.         

# data[].attributes.subject
Group 21       Laurie, Taryn, Erica, Deborah, Robin                              1.    Participation- looking at teaching and practices with a new antiracist lens.At a recent BLM event,  seeing the activism, and thinking that if these people aren’t parents yet, they will be soon.  We have to start with younger people.  We have to start in our classrooms, helping kids make connections with each other, when kids are very young.  Book has made some people of color more aware of their assimilationist leanings.  We have fallen into the trap of “oh, those parents, they should do more”.  We have heard these comments from colleagues as well.  We need to be more assertive with colleagues who talk like this--  must address the issue but in a constructive way.  Even with students who have misunderstandings about race, need to find teachable moments to address race instead of running from those discussions.   Before reading book, we might have classified as antiracist, but really some ideas we have are assimilationist.  There’s a continuum.  Reynolds admits that people flow between the categories.  Students could use these three terms to analyze thoughts, systems, media…  Inclusion of women in the book-  Why did Ida B Wells only get one paragraph?  Intersectionality was mentioned.  Kendi has also been criticized-- women left out of both versions.         

# data[].attributes.body
BREAKOUT GROUP 7:

—How can I use this in the classroom (5th grade)? My students are ready to dive into sources. I’ve never used the terms Stamped uses: segregationists, assimilationists, and antiracists, and those terms helped me reflect on myself and where I am, and how I can decolonize my curriculum and make it the best environment for my students?

— I get the participation part, but the performance part is what I’m struggling to get past. I know what I know but I don’t know how to get it out into the world and make change. Those three terms from Stamped were helpful because I need to put labels on things sometimes. They’re like “three buckets.” Talking with my students about this is going to be uncomfortable no matter what, and I’m ok with that.

—I read White Fragility before I read this book, so to dive into really educating myself and really trying to self-reflect because I fell into that “color blind” category in terms of how I was raised. I can honestly say that I never felt racist toward anyone, but as you start to read and unravel and realize your implicit biases, it’s very eye-opening and uncomfortable. Like, oh my god! How did I not see it/recognize it? What things might have I said to offend? I feel as an educator, I’ve changed my bookshelves to include more books with diverse characters, etc. Now I want to read the original Stamped.

—Our faculty is also going to be using this book as a book-study. Some of the things that surprised me about it is raising my awareness about media and how some of these movies and media releases were timed in order to exemplify certain racist ideas during the times in which they were released. That sort of made me more skeptical about how our media influences us/how the media is influenced by those in power. Intersectionality: it’s mentioned toward the end of Stamped, and it’s something I’ve also learned about Dr. Betina (sp) Love—she talks about intersectionality a lot, so I’ve been aware of it as the place where everyone can win, how all the different populations/ideas intersect, how we can all win if we try to influence from that position. Antiracist as a category was more new to me than the other two terms.

—In terms of vulnerability and nervousness in bringing these topics into the classroom: I constantly need to remind myself to make mistakes. It’s so hard as a teacher to have that mindset that ok, we’re going to mess up sometimes. But if we can be more transparent about that, then that can be helpful in the classroom. That we as educators are on the same level as the students in terms of that vulnerability. It’s hard because I like control, I like order, I like knowing what’s going to happen, but it’s ok to take a step back and make mistakes.

—Many of my colleagues want guidance from administrators who are changing curriculum about what is safe within my classroom, what can I say? But that vulnerability, to show that transparency and discomfort with students, is so huge in terms of building that trust. For my young students, I’ve been turning to picture books that highlight diversity and that we’re all beautiful and show characters of all colors as well. So that has helped bring some of the conversation into the classroom because they’re seeing it reflected.

—For White Folks Who Teach in the Hood, Chris Emdin good for pedagogy and things you can do in your classroom. I had him as a professor and he’s amazing. He talks about the importance of having a community within your school: “The kind of teacher you’ll become is directly related to the kind of teacher [you’re surrounded with.…]” Finding your community within wherever you’re teaching will be really important and can be a way to get things going, and really lifting each other and helping each other get there.

—I want to go back to the point about the media: it got me thinking just now about who media really targets, how it targets kids and teenagers, and so when we think about these movies that are coming out that have these subtexts within them that are getting to our kids who are the ones educating the next generation, you start to see the cyclical nature of it. I know the next time a movie releases, it will be the first thing I think about: critiquing it and even critiquing it with my students. It could be really engaging for students to bring in the media. When it comes to decolonizing the classroom, the kids can help us do that. We don’t have to do that alone.

—When it comes to the release of movies and how long it takes movies to be made, I was surprised to see how those releases could intersect with moments of cultural relevance, as suppression, etc. Bringing this all to my attention makes me want to know more.

—I was having a discussion with my son, who’s 27, about Rocky. I was shocked when I read that. My son made a comment that Sylvester Stallone wrote the movie in three days, and my son doesn’t think that he had the “intelligence” to have all the subtext in mind. I go back to movies I have seen recently….

—I think this really shows that we have these implicit biases that we don’t realize. It’s not necessarily “I’m going to give this racist message.” It’s internalized. It’s probably more about how Stallone was raised.

—And how many people are involved in producing movies? And no one jumped into to say, “hey, what are we portraying here?”

—The Dark Fantastic, Ebony Thomas. She goes through speculative fiction, sci fi, fantasy, and the lack of representation of people of color or black people in that media and the impact. Each chapter focuses on a media sensation: Harry Potter, The Hunger Games, Twilight, etc. I highly suggest that book. It’s an academic read (her tenure book). It’s worth it.

—The last question about intersectionality: that is missing and needs to be a part of the conversation. And now I’ve started Kendi’s How to Be an Antiracist, there’s a Facebook conversation next Monday night if you’re interested. There is so much to be included, and to be an antiracist you have to consider everyone involved. I didn’t give a whole lot of thought to it until reading about it, nor to what might have been left out of the Stamped remix that needs to be included. I’m in that place of: So what can I do? My parents are educating themselves and they’re reading. I’m going to work hard in my classroom (if we’re back in the classroom!) but what else can we do? What is the next step? Bringing up the conversation and engaging friends in that conversation is a beginning. It’s not an easy topic and it’s hard for people to acknowledge it. Bringing in implicit bias and racist ideas that we all have: we’re all going to swing between racist and antiracist throughout our lifetimes.

—Intersectionality is how to create the safe space. It’s how to create an inclusive environment for all. In the past, students have come up to me and I think they’re testing me sometimes. I’m in a pretty white-majority school, and I’m a coach and I think I have students’ trust, and they’ve come up to me when issues about race have come up, and I haven’t always known how to handle it other than handling it like a “coach.”

—Intersectionality: Kimberle Crenshaw’s TED Talk. She really dives into the concept and the importance of it.

—I’m Still Here, Austin Channing Brown (sp) and Autobiography of a Transgender Scientist, about transitioning in the world of science (can’t remember the author’s name)

# data[].attributes.body
Breakout Group 22 Notes
•Concern how to address this book and racial issues with colleagues for whom this is the first real book/discussion they’ve had about race

•Concern about “filling in the gaps” that the book has left out - history, queer women, etc. - it seems that it would be better to use as more of a supplemental source rather than a primary source

•Question of performance versus participation - how does a primarily white system of educators continue learning themselves and take definitive steps to move forward? 
	•We can use these ideas from Stamped to 
	inform our curriculum

•Build a coalition and a community where you can practice conversations and admit you might be a complete mess when these things are concerned - you need to meet people where they are and welcome them in because someone did it for you - you can agitate in numbers and get representation from all kind of different groups 

•Always consider: what is the outcome of policy? It doesn’t as much of a difference of the ideas behind the policy

•How do we give students a voice for change?Where was the call to action in this book? Maybe that wasn’t what this book was about, but it did feel missing - maybe check out Tiffany Jewell’s book “How to Be Anti-Racist”, which is more of a call to action. Also, teach students to act even though they don’t have all of the answers - just like us!

# data[].attributes.body
We discussed the categories of segregationist/assimilationist/anti-racist: seeing them not as labels for people, but for people’s ideas & actions. We could see these being useful frameworks for teachers and students to think about various historical figures’ ideas & actions.

We also discussed the roles of policy, something that Kendi emphasizes a lot in Stamped from the Beginning: what are the different ways we can be influencing the policies that shape our present? And how can we assess the different effects of policies? Especially the policies within our schools: it can be a useful civics education for our students. We discussed questions of school policy regarding the role of School Resource Officers and lasting systematic (rather than ad hoc) anti-racist curricular change.

# data[].attributes.body
Chad, PJ, Jackie, and Jana:

1. Performance vs Participation:

1. Waiting for district for taking the lead in this way

2. But also want to organize staff into a community

3. How are we going to take a stand on this issue? - Waiting for administration to take the initiative

4. Start with openness-- you want conversations for the purpose of learning not argue or convince - talk about culture, race, history, etc.

5. Remember that IBPOC have a different perspective on race/racism

6. “Black people are not experts in race.”

7. Ask questions and then listen! - Dr. Heather Hackman, Hackman Consulting Group

8. Look for ways to embed this work into the curriculum

9. Focus on the internal self first!

10. Podcast On Being by Krista Tippet (based in Minneapolis)

11. My Grandmother’s Hands: Racialized Trauma and the Pathway to Mending Our Hearts and Bodies by Resmaa Menakem

12. Some of us have intersectionality with LBGTQ, first-generation college, or other paths.

13. Important to collect resources and to share them with everyone, anyone!

# data[].attributes.body
wanting to take action, but fear on a variety of levels (marches - violence, covid, etc.)

We are lucky to be in education as that is a place where we can take action is embedded in our work
Students listen to us and we are models for what is acceptable & we have to be very cautious of our words and actions

Need to be clear about the goals of reading this in school. Conversations about how to use.

Feels very 90s in many ways - something our student parents would like - how to get students interested?

Testing bias.

Opens up for a call to action.

Sorry - there was much more, but it's difficult to capture as our conversation was very free flowing.

# data[].attributes.body
In the afterward, Kendi and Reynolds assert, “We-all of us-have to fight against performance and lean into participation.” How has this book informed your view of what performance and participation look like? How will you participate going forward?

Gaps in knowledge in history for Black Americans → education ourselves more

History books that we use now are inefficient

Further Reading at the end

Use new understandings in classroom

Bring person life in career

Like Tamara already said, it’s necessary to connect history to today

Not being passive - intentionally learning to assess environment and speak up

“Pushing for racial justice into every facet of the Philadelphia School District”

Think about all circumstances to speak up actively

New lens to view things through

Stand up in spheres of influence

Asking questions to keep the conversation going

“How could we…?”

Teachers spend a lot of time writing curriculum, but plenty of learning takes place when circumstances (comments, situations, policies, etc.) present themselves, but teachers need to be educated to do that

Courageous Conversations

Roller coaster of feeling towards curriculum → interactions with children should also be a focus

Sometimes want to burn everything down and other times feel like most of it looks good and there are only minor changes needed

Reflection constantly important

Work is a journey, but not a destination

# data[].attributes.body
All of our schools,  across states (MN,  CT,  PA)  are steeped in white supremacy. We talked about being more aware of the racist policies within our schools and we are working with colleagues, educating ourselves (Stamped, How to be anti-racist,

# data[].attributes.body
Assimilationism in the context classroom routines.

Performance and participation, where do they overlap? What is problematic performance? How can performance be useful to motivate others?

In our own lives, how have we each been traveling between assimilationist and anti-racist and segregationist identities?

Now, just like it always has been, is the time to participate, but how can we avoid the impatience to “fix” the problem?

# data[].attributes.body
Reflection is huge

-Cant help but feel disappointed in the trust that I put in the community I grew up, the books I’ve read….

-community-talking about it is difficult and takes courage to those who haven’t experienced it

-performance: what can I do? How can I particiapte?

-use white privelage to make change (participate)

-Call people in, and not call them out

-Making teaching goals about kids, rather than about us teachers

-White people can check out easily and not think about race

-What was going on int he 60’s is different than what is going on now. We need to use our white privelage to help others and make change. Revisit sense of self.

-Recognizing that we haven’t done enough.

-Because we have learned from a broken system, we have to change… in order to fix.

Give students a voice

-Embracing what assets children have and believing children when they say something.. being heard

-Oral language: explain your thinking, explain your feelings, explain your experiences. Listen and believe.

-dialects are different. every family have different dialects. Can they explain their learning? Is it wrong because the facts are wrong? or because I didn’t like the way it was said….

-Register (code switch) ignoring it can be disrespectful

- Writing versus speaking. Grammar teacher: Job is to teach “standard english”

-Realizing so much as what motivates me as a teacher is assimilationist, trying to get them to be like the white majority.

-how am I as a teacher propagating these racist ideas?

-desks are lined up in a row, walk in line in hallways, ask yourself why? Do they learn best and can they learn form each other

# data[].attributes.body
Being an anti-racist in our everyday interactions

Participation is ongoing when no one is watching, performance is one and done for the purposes of an audience

Segregationist, Assimilationist and Anti-racist are elements of ideas, actions and policies that can change, not who we are in a fixed sense.  We have internalized racism and it takes being mindful everyday to engage in anti-racist practices.

“Respecting everyone’s belief” and “creating a safe space for white people” - these attitudes present a big stumbling block to making progress.

Intersectionality - if you target providing equity to black Americans through policy, everyone will benefit, equity for all groups.

We must continue to consider the experiences of all black people, rather than default to male, CIS gendered, able-bodied middle class black American citizens.

# data[].attributes.body
Role of multiple constituents in BIPOC.
How do we work w/anti-racist work & holding the institutions we work for accountable if using the framework.
Supporting critical conversations within the classroom - interface with parents and holding constructive conversations with individual students as well as a learning community.

# data[].attributes.body
-Great discussion talking about: the book how we may use it in our work and also individually.  We are participating through committee work and deeper conversations, updating and changing curriculum.
-It was mentioned how we consider myself anti-racist but understanding when defining the words where we may "see ourself".
-Helps with the language and analyzing who people have been in the past and who we are.
-The third question we felt it was more single identity focused. Maybe took a "lane" and specialized or focused only on that.

# data[].attributes.body
- We discussed the importance of taking the next step to fill in the blanks of what we do not yet know about history and historical figures
- We also talked about how to continue the conversation in our classrooms/teaching spaces so that it applies to our content, going beyond Black/Women's History Month content
- How to work with colleagues/families/students who are resistant to discussing antiracism

# data[].attributes.body
#38

Performance vs. Participation:

Performative based action and real participation.  Do something … to show we are doing something.  Have the tough conversations…advocate with local government; put yourself out there…not necessarily connected to the book

Easy to post on social media; gave to faculty to discuss for summer reading; but it is important to really discuss these areas…but to take on some specific areas (like, math placement) and filter through the lens; really look to see if we have hidden biases (in response to parents of students of color); trying to not do too much, but to really dig into something specific to create change.

There is a lot of performance with this type of work; speaking and listening…but all of these groups ARE white; so performance but a lack of participation…which would give us more voice.

Impediments and bias are in so many places…pervasive…can we dig in?  we can’t fix it all but we can do something about it…that’s exciting work.

The big book made me reflect on my own participation; you think you are helping…you are part of the solution…but are you?  Language?  Neo-liberalism?  Critical Race Theory?  (6 tenant’s…such as interest convergence… AND also critical whiteness studies…look at your whiteness)

These questions are a bit tough since we have all been reading so much (such as, White Fragility and Framed).  Also…so good – “Seeing White”   This has created something very impactful.

Faculties=mostly white faculty?  Pay attention to the fact that we are bringing to this work through/with our identities.

Did Black leaders choose to be assimilationists to soon?  Just a

Having read White Fragility helped before reading Stamped…helped us to be more open, listen, and hear…FIRST.

Is assimilation so engrained?  It is everywhere; not just our four participants; it is strong.  BUT NOW WE KNOW.  A chance to consider…we are perpetuating; but we can choose now for different themes

Three legs to the stool:  police, banks, education

These are our ethnographic realizations.

Every time something is given to POC…there is a threat to White People and then something less

How does this keep coming up?  How do these things look in the modern age?  We need to recognize these cycles…a step forward…then backlash.

LGBTQ+?

We are all getting ready to be in uncomfortable communities.

The remix is intersectional; but he doesn’t have speak to the power and work of Black women; and it is all connected…the dominant culture…white straight men…wiggles its way into every corner of society.

We put on Eurocentric White Males…but also White women aren’t with African-American women.

We need to flesh out, flush out, dig deeper all of these intersectionalities/ intersectionality issues.

Pride Month; the NFL football team in D.C.; the BLM movement is caring a lot of different groups.

Will there be a backlash?

We need to look at systems in schools:  placement?  Hiring?  etc.  Then question…has our work been effective.

# data[].attributes.body
Difficult to read, challenging to read from a traditional history background, required full concentration and engagement and the material was dense and best taken in through a lens. - more applicable to full book version

Gaps in the information on women and abolitionists.

Different reading experience to address historical points not otherwise presented to white people. Intentional in the erasure of black stories, and recognizing how much has been left out over the years. Increased recognition of how white privilege is still actively removing people of color from the narrative or removing them from acknowledgement to deprive them of power.

Some students may find Reynolds’ voice more engaging and accessible than traditional history books. Perhaps how you hear his voice depends on how you were trained and your reading experience from the past.

Not all information was historically accurate so important to have multiple resources before presenting things as factually accurate. Double check your information both on the narrative he is telling and his dates. - builds into black people not being a monolith.

Bell Hooks & Zora Neale Hurston have similar writing voices in their historical works. They and Jason Reynolds can serve as a good example of non-fiction writing in their own unique voice and lens.

Effective collaboration between Jason reynolds & Ibram X Kendi. How student collaborations can mirror that?

Participation vs. performance: difficult to figure out what you can do with the way you walk through the world. No clear road map of what to do to ‘fix white supremacy’. No checklist white people can check to be “a good antiracist”. Requires reflection and effort, discomfort, and constant re-examination. Important to sit with your discomfort and acknowledge that there are parts of your role in white supremacy you cannot see.

Does actively being a anti-racist allow for “meeting people where they are”? Want to be patient and coming from a place of love without shame/blame. But how to effectively challenge people to engage with these ideas without triggering their defensive attitude. Afterword addresses language to use to engage people not as far along on their journey while still staying true to anti-racist ides?

What can I take from this to move me forward?

How do you move from reflective thought to action? Hesitation to get it wrong. Have grace with yourself that you are in process. Have a sounding board or accountability buddy to help you improve. Have to model how to grow and lifetime pursuit of learning.

Promoting the growth mindset: sharing ideas that might not be right and be open and clear that you are growing and need to improve. You have to start though! Don’t stagnate when something feels wrong.

Acknowledgement of past harm, own it, apologize and grow. But being confronted with the harm you have done so far can really be the best opportunity to advance in your journey. Not centering to your own ego and own feelings.

# data[].attributes.headline
Hayley, Elana, Joelle All high school teachers-how to center resistance in history curriculum, how to help students see times when people tried to do the right thing rather than an endless tale of pain and oppression-to what extent do we bring in diverse voices in our classes-how to talk about race and racism with white students who live in nearly all-white environments -what do performance / participation mean?-ways that schools can address issues of racism and bias while ensuring students feel supported (Elana brought up optional forums that center students and include staff 

# data[].attributes.subject
Hayley, Elana, Joelle All high school teachers-how to center resistance in history curriculum, how to help students see times when people tried to do the right thing rather than an endless tale of pain and oppression-to what extent do we bring in diverse voices in our classes-how to talk about race and racism with white students who live in nearly all-white environments -what do performance / participation mean?-ways that schools can address issues of racism and bias while ensuring students feel supported (Elana brought up optional forums that center students and include staff 

# data[].attributes.body
Take Aways: Hard to separate the racist from racist ideas. There is anti-racist work being done and then racist acts re-emerge.  Most of us as white people grew up bubbled and manipulated by the systems in place.  Trying to find new literature and approaches to anti-racist work, which includes naming of the systems.

We also talked about choosing appropriate literature and diversifying our messages.  We need to be proactive in our messages, classrooms, and calling out things as they come to both students and colleagues.

# data[].attributes.body
* In the afterward, Kendi and Reynolds assert, “We-all of us-have to fight against performance and lean into participation.” How has this book informed your view of what performance and participation look like? How will you participate going forward?

We will use this book to help guide our convo with our loved ones

We want to come from the understanding that racism is 1) real and 2) everywhere

Stressing the importance of teaching these antiracist ideas to children, particularly white children

Using our whiteness to help create change - especially for students

* As you continued to read, how did it solidify or challenge your understanding of segregationist, assimilationist, and antiracist thinking and/or practices?

Explicit racism / segregationist vs what we typically see - assimilationists

we need to make sure to show diverse situations in our classroom

silence = agreement

it's also important to meet people where they are
* Recommended books:
* so you want to talk about race?
* A shining three of hope

How did you see intersectionality (including LGTBQ+ people, Black women and Indigenous people) included or omitted in Stamped?
We wish that there was more mention of black women. This seemed to be muted in the text.

# data[].attributes.body
How did you see intersectionality (including LGTBQ+ people, Black women and Indigenous people) included or omitted in Stamped?

Intersectionality – Who was left out? Why? Tension between a condensed YA version of book and who is being left out of history.

Books focus on critique of black leaders as assimilationists

Racist ideas and racism and the role power plays – is it productive to critique these black leaders and the role power plays.  Is this criticism counterproductive?  Context matters in who is being taught and who is teaching.

In the afterward, Kendi and Reynolds assert, “We-all of us-have to fight against performance and lean into participation.” How has this book informed your view of what performance and participation look like? How will you participate going forward?

Appreciated assimilationist framework – when living in white supremacy culture asks us to reflect on where/how we host assimilationist views. Dress code, lateness, etc. our role as teachers to enforce roles vs interrogating why we enforce certain rules and not others.

How can I put the burden on myself to do my own background research?  How do I find out on my own?  How do I break down assumptions and identify the spaces where I need to learn/unlearn?  Connected this to performance and participation.  “Performance starts where learning stops, participation is continual learning”.  Consistently assume that theres a lot I don’t know or am not aware of.

# data[].attributes.body
QUESTION #1: Performance is about words; participation is about action. This is like the distinction between allyship vs. co-conspirator. Action is about learning, unlearning, and collaboration with others. Work can’t be done in isolation; has to be some kind of collaboration with other teachers (otherwise it becomes performative). Advocate in workplace as opposed to the close you’re door and worry about your own classroom mentality. Thinking about whose voices are missing among colleagues/ who is asked to the table. Adult community at school. Action demands bravery. What’s the talk that I’m talking that I’m not walking yet? Incorporating authentic voices in a way that is meaningful/ accessible for students.

QUESTION #2: Performance is like assimilation. It is focused on attempting to please everyone. It fails to serve the intended audience. Antiracist action is about prioritizing the intended audience/ who is meant to be served by those actions. Teaching various voices through a Eurocentric lens is still rooted in assimilationist ideas. Striving to teach more accurate, less assimilationist versions of history, particularly when it comes to selection of sources. Civil Rights Movement often taught with an emphasis on non-violence without giving any airtime to barbaric white violence. Understanding historical figures as being on a spectrum between segregationist to assimilationist to anti-racist; some choices/ decisions were more anti-racist than others. There are no perfect historical figures. People change their mind. Kids can change their mind too. Shifting cultural norms and cultural acceptability. We used these words once, we don’t do that anymore; here is how it has changed.

QUESTION #3: Tamara helped us focus on how much is missing. There should be a scope and sequence for anti-racist education. What would that look like? Would it look different based on the racial demographics of your student population?

# data[].attributes.body
Breakout Room 26:
---Performative side of us wants it to feel good and to have a solution, but it's so complex and context is so important. Becoming more OK with the discomfort leads me into more participation.
---How do we go into participation with allowing ourselves to look at the nuances
---Talked about the argument of "losing" our culture...we aren't losing it but are truly analyzing it by asking "Where are the missing voices?"
---Renee Brown Daring Greatly, basically have to be in the ring and can't be on the sidelines. And the sidelines can't have anything to say about the people in the ring if they fail
---Trying to step up in places and disrupt the power structures when there's a hierarchy in the power structure
---It's easy to convince people that are like-minded to do this work. I am trying to personally step up my participation in calling in people to these conversations that are typically resistant
---We need both the groups of people that are going to push us and the people that we push
---We are reworking and pushing to recreate our curriculum to include voices of all and balancing meeting the state standards
---Talked about students, teachers, and administration acting on acts of racism when it comes up
---Creating the norms and vocabulary and history lessons for our communities
---pg. 246 quote about getting it right

# data[].attributes.body
- “good guys vs bad guys” isn’t nuanced enough to describe the history of this struggle

- impact of learning that media like King Kong was racist and retaliatory

- Remix as a taste of a larger text; “appetizer”

- performance vs. participation - how will teachers take the energy from this year into the fall?

- working with students of color and preparing them for entering a majority white school - what are we doing?

- “white supremacy with a hug” (Angel Acosta, Healing Pedogogy) - forcing Black students to conform instead of embracing difference. Is the work we are doing the right work?

- “Criminalization of Black Girls” - by excusing Black students from challenging work you are communicating that you don’t think they are capable

- hard, as a teacher, to learn something new about our practice that implies that we might have done harm; we shape and impact our students. How do we come to peace with this and move on?

- How do we weave anti-racist work into K-3 science content? Thinking about opportunities to integrate into the curriculum

- “Africa Yoga Project” opportunity to break barriers and communicate to Black students  that Black people do yoga too.

- intersectionality - were women and the LGBTQ community excluded intentionally or thoughtlessly?

- “Black Women are inherently valuable” - a powerful message that we need to teach to our children (Crenshaw, intersectionality)

- Black Women not lifted in the book

# data[].attributes.body
-We need to look at resources with a critical lens.
-The more we learn , the more we realize that we don't know.  We have to keep learning.
-Racist ideas (i.e. War on Drugs) are a way to keep racism going without sounding racist.
-Antiracist work is ongoing; movements don't stop.
-Moving forward, we want to continue participating in antiracism with intention and integrity.  We identified specific action steps that we could do moving forward in our schools and classroom. We want to keep the conversations going in our schools (not allow admin to "check the box" with a diversity training, etc.).
-We discussed how many parents might not want us to bring this into the classroom in order to "protect" the innocence of their kids and how that idea of "protection" is really a privilege.

# data[].attributes.body
QUESTION EVERYTHING!
*How do we bring our knowledge back to the classroom and incorporate it into our teaching?
*Need to re-educate ourselves--many of us started it in college--don't want our students to leave k-12 as ignorant as we were!
*One member saw "13th" at a library, and valued seeing it in community and with presenters that were able to ask really challenging questions and keep pushing people in their thinking.
*Ally vs. anti-racist is like performative vs. active work.
*What can we do as educators?
--speak up against policies that target BIPOC students
--feature BIPOC authors in classrooms and libraries--ditch the canon
--share aspects of history that have been left out before. Racist and assimilationist community members can't really push back against facts and primary source information

# data[].attributes.body
Felt like the intersectionality was really lacking. Even the Angela Davis chapter didn’t focus on her in the way that the previous chapters had focused on the men. The mention about the women who started the BLM movement felt like it was in passing as well.

Segregationist, assimilationist, anti-racist: distinctions weren’t made in school and as we were growing up. 

Dr. Beverley Tatum - You are on a moving sidewalk. Being antiracist is walking against sidewalk. Assimilationist is just moving with the sidewalk.

The spectrum and movement between the three positions. That almost everyone shifts between them, so you aren’t “stuck” as one and you can’t get complacent either.  Highlights the value of continuing to learn and work through things.

Performance vs. Participation:

In our own classrooms, multicultural literature, multicultural examples.
Anti-racist, anti-biased lessons and discussions in classroom
Amplifier website
So You Want to Talk About Race

Classroom Management- what does that language imply?
Recognize and granting dignity to students. What does it mean that we respect students?

# data[].attributes.body
Felt like the intersectionality was really lacking. Even the Angela Davis chapter didn’t focus on her in the way that the previous chapters had focused on the men. The mention about the women who started the BLM movement felt like it was in passing as well.

Segregationist, assimilationist, anti-racist: distinctions weren’t made in school and as we were growing up.

Dr. Beverley Tatum - You are on a moving sidewalk. Being antiracist is walking against sidewalk. Assimilationist is just moving with the sidewalk.

The spectrum and movement between the three positions. That almost everyone shifts between them, so you aren’t “stuck” as one and you can’t get complacent either.  Highlights the value of continuing to learn and work through things.

Performance vs. Participation:

In our own classrooms, multicultural literature, multicultural examples.

Anti-racist, anti-biased lessons and discussions in classroom

Amplifier website

So You Want to Talk About Race

Classroom Management- what does that language imply?

Recognize and granting dignity to students. What does it mean that we respect students?

# data[].attributes.body
Group discussion Room 8:

Performance v. participation

We exist within a system that provides natural order, so “Nothing can be done”

Virtue signaling - What are my motives for doing this?

The notion that “We can’t do anything” - How do we as educators navigate the idea of performance v. participation?

Discussion of pandemic making people more available, people are paying attention

Pandemic is exposing racism. Fear of going back to “normal”

Go beyond posting something on social media, how and what other things can be done?

Cycle of “virtue signaling” with liberal white people

We operate within a system with a set of competing demands

Respect our space as a white person, don’t overstep or over invite yourself, resist saviorism. Learn but you can never fully understand. We need your voice, but don’t speak over.

There is power in a white caucus group: Relearn what we’ve been taught, reflect on actions that we can do to support BIPOC, even if they aren’t in our space

It’s easy to intellectualize racist ideas and not fully participate

Is Kendi enabling white people to intellectualize?

Does intellectualizing racism let us off the hook for our own personal racism?

We are all adults, so we have the choice to confront and unlearn things we’ve been taught

Now, what will we do with the information?

Reading other anti-racist books: topics being repeated helps us learn and reinforce anti-racist ideas

Cycle: National catalyzing events around racism → Staff meeting → Black colleagues express fear, pain, frustration → Book clubs → No action → Next national catalyzing event happens

How will you participate going forward:

One person shared: Proposal of a series of courses, encouraging activism (required for graduation)

Arts based, civics based, environmentalism based

Frustration with - meeting people where they are / slow change

Silence feels complicit, and the fear of “doing it wrong” holds us back in anti-racist work- but isn’t being somewhat wrong better than doing nothing

As you continued to read, how did it solidify or challenge your understanding of segregationist, assimilationist, and antiracist thinking and/or practices?

Some of us hadn’t thought of these categories before reading Kendi’s book

Connection to visiting a foreign country and expecting people to speak English

Being assimilationist for survival

Take whiteness out of the center, but that is difficult given the history of the county, but we have to completely flip our thinking

Discussion of children watching Hamilton now, shaping their idea of history, and the need to talk to children about privilege

Assimilation in schools: What assimilationist discipline or curriculum practices are we enacting in schools? Immigrant families potentially see the role of schools in allowing their children to assimilate and be successful.

Honor parents needs and opinions, ask about their goal, while also acknowledging that the discipline practice could be harmful

Behavior management: Educators as perpetrators of violence via harmful discipline practices, for the sake of classroom management.

# data[].attributes.body
- Focus on curriculum to have students question privilege more directly.

# data[].attributes.body
-daughter who is passionate to continue the message through social media and reminding us of names and situations as things return to “normal”. Helpful to have a passionate young person in home.

-Drive through protests and messages written on cars has sparked discussion with friends and family. Helps us sit in discomfort. This feels important to do right now, especially for those of us that don’t have to feel uncomfortable very often.

-“upliftsuasion” is a new term from the book, even for those of us that are often a part of activist work.

-Jason Reynold’s style in the remix is helpful in engaging students in the book.

-Debra struggles with students in a predominantly white state, and how to help students of color not take this work on as their job.

-There is an enormous pressure on Black kids that are only one or two in the room during tough conversations about race. How can we support these students?

*Let these kids know this conversation is going to happen ahead of time, and see what they want to do about these conversations so they don’t feel singled out.

-How do you have these conversations over a zoom in our current covid world? Maybe calling or emailing ahead of time.

-Rape is a big part of slavery, how do you approach conversation of this in a classroom? As a white woman particularly how do I have these conversations?

-Understanding the difference between segregationist, assimilationist, antiracist has been powerful

-The book helped us make connections between historic events and also between history and the present. It is needed for kids that haven’t thought about this at all to get a new perspective.

-How do we support kids take action?

-We need to normalize kids having tough conversations and dialogue. Using restorative practices can help with this. We as educators also need help to speak up when we see other educators using assimilationist or segregationist language and ideas. How can we use things like the ADLs protocol for voicing that these ideas are problematic. (Ex. Say “ouch”) Having a code word for things that don’t sit right is a great idea!

-How do you respond to people who think that because of the civil rights movement everything is good? Maybe suggest they speak to Black organizations? Suggest they read resources already out there! Realize that this has been a journey for all of us as white people, sometimes sharing that journey with other white people is really helpful.

-This fall it will be important to say “this is hard, if you can’t have this conversation today on zoom that’s OK.” We need to normalize that it’s OK to not be OK.

# data[].attributes.body
Q1:

We need a Multi pronged approach and anti racists in power

Defunding police and reforming school alone is not going to make the change we need. We need anti-racists in power across the board. This feels overwhelming.

I want to do my part in my school and my community and in my classroom.

We are starting to organize teachers this year.

Just beginning the conversation in our school community and we’ve had zoom conversations but this is the extent. The word anti-racist was not present in any of the talks. We have focused on the history of racism. Next steps were discussed but it feels like it was not prioritized. Book helped me on a personal level, develop my own understanding of what next steps I could take.

Our school has an office of equity and inclusion - we have addressed cultural competency. This has mean accepting, understanding, and bring in but I now realize that this is not enough - it feels assimilationist. I need to be anti-racist.

We need to look within. This book has made me feel empowered.

Our work in the classroom seems a bit less challenging than engaging in the conversation with our families and friends - outside of the educational setting

Most white families are not diverse

More diversity in the classroom

Angela Davis - learning about her and her journey more was extremely compelling and drives me to learn more about this.

Go against the pragmatic approach

How is she not discussed further in certain communities?!?

We all understand our need to be re-educated, we were not provided the education

13th as a documentary has helped provide a visual of the racist policies that this book also shares

Q2

We grew up thinking we were not racist - we were colorblind. We grew up as assimilationists. Even in teaching, we teach students from other countries to assimilate. We need to value diverse cultures in our classrooms and push against the assimilationist mindset.

Next steps:
1. Continue to do the work and educate ourselves
2. Advocate for anti-racist curriculum not only in our own school communities but those of our children and across our respective states.
3. Learn more about how we can bring in our friends and family to these conversations - while keeping them in a receptive space to learn.

# data[].attributes.body
Q1: Social media as performance or participation? Social media has become an outlet for this.  Focusing on discussion as participation.
Q2: Assimilationist vs anti-racist -- are we all assimilationists as educators in an assimilationist system?
Where to find resources to be an anti-racist teacher?  Abolitionist Teaching Network, Teaching Tolerance.
Talking about race and identity with young kids, using diverse texts, moving away from traditional "social studies" curriculums.
Q3: Intersectionality in original Stamped vs. the remix -- noticed mentions of intersectionality at the end of both texts, but not throughout. Advocating for one but not for all.
Q3:

# data[].attributes.body
Marcia, John, Debbie, Sally

Participation is education. Learning history, and sharing that with students.
Introduce the concept of having nuance and many ways to look at a subject, bring that in to traditional U.S. History.
Current events have accelerated political education for young people about history. This gives us an opportunity to do more than admire the problem.
Educators can create space, share resources, LISTEN to students.
District/Educators have been holding knowledge back from students who are hungry to learn about these topics.
Teachers can look at systems such as discipline, testing, and curriculum to emphasize black resistance, beauty, and joy.
How teach from an asset perspective and build up students. Give them the tools to be free and stand up to oppression.

# data[].attributes.body
1. This book helped make some of us so much more aware about how many of these topics (such as assimilation and up-lift suasion) influence all these historical events and impact racism and current events.
2. History doesn't repeat itself, it changes name and is insidious.
3. A group member who is Asian feels the discomfort of being not Black but also not White and trying to find her place. Feels the struggle of Black/White false dichotomy.
4. The harmful reality of all White spaces (such as Vermont) feeling like it's a non-issue. Low diversity makes it easier to teach whitewashed versions of history. Or even to not engage.
5. The lack of women and intersectionality was stark. Does it serve students reading-- connect with the recognized names rather than have many names?
-Angela Davis's voice was much needed.
-middle school teachers most of what they read they wouldn't have known at all.
-also missed indigenous voices
6. How will this book inform our practice?
- What do i spend these hours for?
- There are so many times when teachers can intervene outside of content. Getting self more educated so you can be more aware around kids and respond to them. Don't let things go.
- Stuck with the experience of fighting the system while within the system.
- What are attitudes about grades/language/behavior? How do we change the policy? Policing kids as a problem.
- Wanting to respect where kids are coming from. Attendance vs jobs, family values.
- Thinking about abolitionist practices. Being unable to change a school as an individual.

# data[].attributes.body
ASSIMILATIONIST/SEGREGATIONIST/ANTIRACIST
- Reynolds made these terms more accessible
- Struggle for students' parents perhaps
- How are we being vigilant and trying to identify assimilationist ideas that we absorb? I work at an assimilationist institution.

INTERSECTIONAL VOICES
- Lots of voices are missing from this text
-Tiny section on Audre Lorde and James Baldwin - they did a lot on the movement
-Queer Voices
-More on Marcus Garvey - father of Black power - ends up being favorite in on of the classes

Working on identifying change in our school environments.

Centering Black students to avoid being performative. Following their lead.

White cultural production as racist backlash

# data[].attributes.headline
If you have any issues during the breakout room text me at: ‪(267) 551-0087‬

# data[].attributes.subject
If you have any issues during the breakout room text me at: ‪(267) 551-0087‬