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1.  I love starting with this question, because it sends the message that actually it IS okay to talk about race, and reveals so much about what kids are curious and confused.  A follow up question I'd like to ask based on what my students shared this year is, "What is the difference between race and racism?"

2.  ASSETS:  My grade level team and my lower school colleagues who are invested in creating a truly inclusive community and anti-racist curriculum are huge assets in moving forward.  The leadership at our school genuinely trusts its teachers, which gives us space to engage in our own inquiry process to respond to students in their identity development. DEI leaders are essential!  Dori has been my mentor and cheerleader, and an endless source of research and thinking.
CHALLENGES: I think one struggle during the pandemic, is that conversations over zoom don't quite strike the same intimacy and trust that happens in a physical classroom.  Knowing that parents are listening off screen can be a little stressful. Also, the extra work that goes into finding, developing, implementing, or gathering resources for a new curriculum means woman hours that have to come from somewhere.

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I work at Oregon Episcopal School in Portland, OR but began my teaching journey in Philadelphia's Chinatown.  Fourteen years later, my work is founded on the belief that young children are constantly trying to make sense of the world around them, and therefore need actively anti-racist teachers to help identify, explore and interrupt the unjust patterns that exist in our classrooms, schools, and communities.   Reach me at leesu@oes.edu.

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1. This is a great entry point question.  I use it when I work with adults as they begin to build their consciousness about race and racism.  Race and racism are forever coupled in the United States of America.  As Ta-Nehisi Coates  writes in Between the World and Me:
"But race is the child of racism, not the father. And the process of naming “the people” has never been a matter of genealogy and physiognomy so much as one of hierarchy. Difference in hue and hair is old. But the belief in the preeminence of hue and hair, the notion that these factors can correctly organize a society and that they signify deeper attributes, which are indelible—this is the new idea at the heart of these new people who have been brought up hopelessly, tragically, deceitfully, to believe that they are white."

So, starting with why we can't talk about race is such a great way to understand what children understand to be true.  What wisdom do they have about the construct of race?  What misconceptions do they carry?  How conscious are they of race in their lives?

2. I love to draw!  As I talk with people at schools through my work with Folks of Color in Schools, I often draw a visual map of assets and challenges for them.  Their words and my drawing offer them an artifact to consider and act upon.

Please reach out anytime:
administrator@focisportland.com

Find more information about Folks of Color In Schools here.

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Fostering Positive Identities in our Children to Create Young Anti-racists

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Please add a column to share a little bit about yourself.  Take a quick selfie or video and tell us where you work, what you do there, and anything else you'd like to offer.

Reflect on the following:
1.  Suzanne uses this question to hear her students' understandings about race and racism, "It seems like we can't talk about race in schools.  Why is that?"  What question(s) will you use to begin or continue the conversation with your students?

2.  How would you map the assets and challenges for implementing anti-racist discussions and curriculum in your classroom or school for the remainder of the year?

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Resources to Support Your Work With Children

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Resources to Support Your Work With Children

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Thank you for sharing your work and your reflections!  I like the naming of the difficulty and giving space for people to acknowledge that.  I teach 5th graders and can't wait to use that as a tool to have courageous, tough conversations.

I also think that your use of noticing patterns is another awesome way to probe kids thinking about race, identity, and racism.  I look forward to using that as well!

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1st and 2nd Grade Teacher & Diversity Liaison for the Primary School

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1st and 2nd Grade Teacher & Diversity Liaison for the Primary School

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1. I think with my 1st and 2nd graders, we will need to start with understanding "What is race?"  Forming an understanding of what that word means, some of the different terminology, and ultimately deciding how we feel we may identify.  I'd also like to explore the question that you mention with my students, to see whether or not they've had conversations about race before and, if not, why not?  I'd like to explore "What might someone's race mean to them?" and "What might someone's race mean to someone else?"

2. I think assets are innumerable... having a deeper understanding and appreciation for our own identities and the identities of others, becoming more culturally competent, etc. The challenges are just how to convince other teachers that they are capable of doing this work, of having these conversations, of handling any parent push-back, etc. and that it can be done in a way that is student-led and inquiry based!

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2nd grade teacher at Keys School in Silicon Valley, Palo Alto, California. Love the idea of beginning a unit with an essential question and exploring!

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Thank you for the wonderful tools you shared.  I am in the Art Department at Carlthorp School in Santa Monica, Ca.  If possible will you share the slideshow presentation.

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1. I would be curious to try Suzanne's question as a starting point. I think students like to consider the "why" questions during school years than "how." I also think using other identities may help students contextualize their experiences.

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1. I would be curious to try Suzanne's question as a starting point. I think students like to consider the "why" questions during school years than "how." I also think using other identities may help students contextualize their experiences.

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K-8 Garden Coordinator at Hawaii Preparatory Academy - Waimea, HI.
knarol@hpa.edu kjnarol@gmail.com

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Second grade teacher at Charlotte Preparatory School. I am also the DEI Representative of the Lower School.

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Middle school counselor at Episcopal school of BR.
I'd like to find new/better ways to incorporate dialogue about race in middle school classrooms.  I liked the idea of explaining antiracism by using the opposite-  What is racism, then what would the opposite be? I also like the idea of trying to tie our work to our school's mission, and also verbage used in recent times.  it's so great that many of our schools are now looking at ways to be better with diversity and inclusion.

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I tend to ask the children if they notice anyone outside the school who is deciding who can come and who can't. I follow that up with- how does the school decide who can come? Can we look for similarities? (I'm going to evoke patterns - institutional patterns now! TY for the assist!)

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Pre-K -4th grade Art Teacher at The Agnes Irwin School outside of Philadelphia PA. Being the art teacher (as all the specialist teachers do) I am lucky to foster relationships with my students throughout their time in lower school. I aim for them all to feel like they belong.  I am much more comfortable now with having uncomfortable conversations now than when I first started teaching. Like anything, the more you do it the more comfortable you become. I hopet

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7/8 Humanities Teacher--I love using graphic novels to talk about race and identity development in accessible ways--and kids can make their own graphic novels about changemakers in their communities.

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Kindergarten teacher at The New School in Fayetteville, Arkansas
1. It is hard to talk to my students since they don't have the language to always express what they are seeing, so I tend to ask a lot of questions like "what do you notice?", "are things fair?", "what can we do?" and then using the language the produce to these questions to continue conversations with them.

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I think the hardest part is just to get the conversation going in the classroom.  There is so much fear and so much concern that people are going to get it wrong...but I think that holds us back from getting so much right by talking about race and patterns and these ideas with our students.

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Grade 8 History teacher in Orange County, California. I teach American History and I've been striving to incorporate more "hard history" as Hassan Kwame Jefferies puts it, with specific focuses on the legacies of slavery and Jim Crow, as well the the flaws built into the Constitution.
dan.kearney@smaa.org

1. One activity that I have used at the beginning of my unit about slavery is Four Corners, in which I put a series of statements on the board, such as "I feel comfortable talking about race", and students then move to different corners of the room based on how strongly we agree or disagree with the statement. Without fail, this activity elicits quality conversations And really opens students' minds to some of the hard topics we will be approaching.

2. One of the biggest challenges I'm facing this year is that some students and parents see any conversation about race as a reaction to the Black Lives Matter movement, and, therefore, they see the conversations as political. The goal is to show them that a deeper understanding of our nations racial history will actually empower them to tackle some of the biggest problems facing America today.

On the other hand, many students are keen to learn about and discuss issues around race and equity in this country. Tapping into this enthusiasm and directing it into positive and constructive conversations and activities presents a huge opportunity.

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5th & 8th Grade History teacher, History Department Chair, Montclair Kimberley Academy, Montclair, NJ

I love Suzanne's question about it seeming like students can't talk about race.  My students are a bit older, and we discuss race very often- since it is always present in our lives, it can be always present in our conversations.  I might ask why some people feel uncomfortable with discussions about race in classrooms and what we could say about our experiences to let them know why it is so important and meaningful.

MKA is an asset because our DEI coordinators and other admin are really supportive of us trying new things and working to create brave spaces for our students.  Sometimes I get pushback from parents, but like Suzanne said, I'm there for the kids in front of me and I know what I'm doing is best practice (when norms are set, etc.).  Occasionally I'll get pushback from a student, and in the past it has been White students who have asked why we need to talk about race.  I begin my talking to them about why they asked the question to begin with and then move from there to help them develop understanding!

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I am a school nurse at an independent school. My 6 year old son attends the same school (since PreK). He has expressed many of the same issues I had when I went to a parochial elementary school: wanting to be lighter, wanting toys/dolls that are white, etc.
The resources you shared are incredibly helpful to initiate but also to call out/speak to what his subconscious brain already sees...

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Permanent/ In-house Substitute Teacher, 1st-8th grades, St. Martin's Episcopal School, Atlanta, Georgia

Taught 7th grade English for several years in public school...I try to allow the kids in whatever class I'm covering to have a voice in what's being taught and how, but I DO find that I, sometimes, am caught off-guard by the extreme concreteness of some of the kids' perspectives in cultural/racial/religious matters...and, of course, there is the socio-economic component of working at a school where MOST of the families are well-to-do, with attitudes to match.

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K-3 Grade Music, MS Choir
Vail, Colorado

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I think the trick is to weave these conversations into the core material so that there is enough space to have them in a meaningful way and still keep them constant and relevant, so they don't feel compartmentalized or like some deliberate one-off. I teach middle school French so we come up against these issues all the time, but I am still working on a way of bringing up racial structures more directly, and to address what happens day-to-day (rather than just broader conversations about colonialism, for example).  Like the Valentine's Day activity, we've got to address these structures and their impacts over a range of levels, and apply those lessons over a range of topics. Thank you for helping me reconsider some of the ways I am not engaging directly!

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Director of Curriculum & Instruction
I loved the focus on noticing patterns especially hidden patterns!

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1. I teach theology at a Christian high school, so I think starting with a question about whether this is a topic that we as Christians have been having. Why or why not?

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1. I think a lot of the reason that feeling comes up because the adults in the community, parents and teachers alike, may not be able to talk about race in their own lives outside of schools. I grew up in a predominantly white area, and discussions of race were nowhere to be found in my education. I'm lucky enough to be working at my old elementary school as a TA now. I feel more comfortable bringing up the need for this discussion with my administrators because their school gave me the critical thinking skills and values that lead me to this conference today. I think reflecting on the lack of these discussions in my own schooling with my students is a great place to start with them. Growth and reflection are so critical to the discussion on race.

2.  Teaching at a Jewish Day school sometimes feels like a double-edged sword. On one hand discussing the persecution of Jewish people throughout history is fundamentally connected with other forms of oppression through colonization and white supremacy. On the other hand, many Jewish families are hesitant to connect this discussion to the Israel-Palestine conflict. It's part of the reason I'm having a hard time navigating starting these conversations at my school. But today's talks have been so encouraging and energizing - I'm excited to bring that back to the school.

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Francis Parker School - San Diego, CA
ascull@francisparker.org

I also work with University of San Diego's Global Book Bag program where you can find free lesson plans rooted in our global competence indicators.
http://calglobaled.org/

To begin this work with the four-year-old crowd, we talk about what groups we belong to. Students naturally throw out baseball teams, tennis, their classroom name/number. We then connect it to the book - what groups do the characters belong to? How do you how? Do they look like anyone in here? Could you be a part of the same group? Despite not looking alike, could you still be in some of the same groups? We use questioning a lot at this age.

Although I know I will always be supported in my institution, it does feel uncomfortable at times when deciding what to teach. At the end of the day, I always land on the idea that I could be excluding a member of our class community if I don't do the work.

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I teach third grade in NYC and found this session to be so applicable - thank you! This is my first year teaching this grade, before that I taught grades K-2. I find that there are actually more explicit racial identity curricula in my school in the younger grades, and have been trying to find ways to bring this into the classroom in third grade as well.

mfife@marymountnyc.org

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3rd grade Teacher at Hamlin Robinson School in Seattle. I work with students with Dyslexia and other Language Based Learning differences.

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Assistant Chaplain for Early Childhood and Lower School at St. Mary's Episcopal School in Memphis

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Assistant Chaplain for Early Childhood and Lower School at St. Mary's Episcopal School in Memphis

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mhthompson@stmarysschool.org

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French Teacher at the Webb Schools of California in Claremont, CA

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Teacher, Football Coach, and Director of DEI

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Teacher, Football Coach, and Director of DEI

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Howdy! I am currently at The Frederick Gunn School in Washington, CT. I teach U.S. History (11th grade), Race in America w/ a colleague, head football coach, and all the DEI things. Feel free to reach me at DrewL@Frederickgunn.org

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The Blake School
ahussain@blakeschool.org

I teach library classes and collaborate with teachers on lessons teaching and finding sources for their units. I just started last year at this school, so I'm just learning my way around units and missing voices/bias here.

I also do a lot of reading for committees/critical lens work for review publications and at hijabilibrarians.com. My colleagues and I look at representation of Muslims in kidlit.

1. I have asked students what they have noticed about different aspects utilizing Visual Thinking Strategies. I really liked Suzanne's discussion of patterns and asking students to unpack meaning and having those discussions.

2.  We're in the Minneapolis suburbs, so we have been able to have some open conversations with the students around race and equity, but there has been push back from families and students too. Fragility starts young.

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3-8 Art Teacher at Breck School, Golden Valley MN
I'm finding so much helpful conversations here- and it is difficult to do this work without practicing it. I am lucky to have colleagues and support in getting better at this. Talking about race and racism isn't going to get easier. Gotta get it going now!

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I am a Junior Kindergarten teacher and the Director of Diversity and Inclusivity at Community School in St. Louis, MO

Reflection:
Since I teach 4 and 5 year olds, I actually find it very easy to have conversations around race. We do a lot of work around what makes us special and skin color is a part of that conversation. We discuss the ways we are different and the ways we are the same. I always want to stress to them that being different is not only okay but it is to be celebrated. It's what makes you, you and me, me. I think my biggest struggle is getting other teachers to see the value in these conversations and to not be afraid to discuss skin color and race with young children. That diagram you showed from Dr. Andrew Ibrahim was a perfect illustration of what I see happening at my school. There are educators and parents in each one of those circles. I want to help our teachers and parents move forward.

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Grade Two Teacher at the Trinity School NYC

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Grade Two Teacher at the Trinity School NYC

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I am a 4th grade teacher at Charlotte Preparatory School in Charlotte, NC.

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Episcopal of Baton Rouge

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4th grade ABAR educator at The St. Paul's Schools in Brooklandville, MD 

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4th grade ABAR educator at The St. Paul's Schools in Brooklandville, MD 

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nkrayenenvenger@stpaulsmd.org

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1. Why do we have the idea that we're not "supposed" to acknowledge or talk about race?
2. Biggest personal challenge is that I've felt the need to be quietly subversive in this work, which keeps it small and within the walls of my classroom.    Assets include information and connections from this conference along with a team of colleagues participating, too.  Having supportive, student-centered leadership helps, too.

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1. I like the framework of noticing patterns, and would like to use Suzanne's question of "It seems like we can't talk about race in schools. Why is that?" with the idea behind patterning to support this work.

2.

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1. Teaching U.S. History to upperclassmen is actually a heavy lift on the conversation of race creation and development through legislation.  A question I start with is, "Who is in the room (zoom or otherwise)?" to help me develop a relatable conversation for as many students as possible.

2.  Along with my question in the answer to #1, I also cannot forget that I am also a part of the class, so just as much as Suzanne found ways to learn with her students, I provide that same level of vulnerability. What should the students know about me during this specific moment, and what could they learn about themselves as we talk about the development of the United States during its existence?

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4th Grade Teacher, Oregon Episcopal School

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4th Grade Teacher, Oregon Episcopal School

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I teach second grade at Dexter Southfield in Brookline, MA.

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I teach second grade at Dexter Southfield in Brookline, MA.

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Thank you for sharing this valuable information with us today. Speaking about race in the classroom is difficult if you don't make time for self reflection first. Thinking about implicit bias is so important in that practice. I also really enjoyed learning about how you discussed exploring patterns with your students Suzanne. I could definitely see incorporating that into my classroom. Thanks again for sharing!

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I try to have my kids read exclusively texts written by women of color, but this is only scratching the surface of DEI work. I'm so eager to learn more from everyone here about how to actively incorporate anti-racism into my curriculum.

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Art Teacher, Lower Division , Spanish Immersion (K-3)

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Art Teacher, Lower Division , Spanish Immersion (K-3)

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I teach art in spanish and the art department use contemporary artists of color in buildling our curriculum. We began this school year focusing on self identity, self portraits, skin color mixing and looking at the artwork of Angelica Dass Humane project.

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I welcome and enjoy uncomfortable conversations, but lately I have found myself shying away from it. This has re-charged me. Thank you!

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We use this thinking strategy a lot to practice careful observation which we call "looking closely." This year we introduced this routine by asking, "What's the difference between seeing and thinking?" to help students differentiate between what they actually observe and what they think is happening.

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I benefit directly from the work Suzanne and her Third Grade colleagues do with their students. I'm able to talk about race as a a feature of our lived experiences that both defines us and is deeply nuanced. We're launching into a study of farming in the Willamette Valley, including a focus on BIPOC farmers, and are able to do this work authentically because the kids are inquisitive and engaged in understanding about how race shapes our lives.

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1. I think I would be interested in staring with finding out what the kids know about race to begin with and then going from that point in making decisions about what work needs to be done.

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Several things I loved about this workshop:
1 - Start early and help kids build comfort and vocabulary to discuss race
2 - Integrate into curriculum so discussing race is not a one-off event
3 - Teaching kids how to have these conversations and navigate differences of opinion
4 - Grounding in values and facts.
Big obstacle I see is overcoming objections of parents who have a lot of fear. We are a predominantly white school and parents will react if they feel their child is being labeled as "racist" because they dont like brown construction paper. The whole community needs to read White Fragility in my opinion.

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My school year is different due to the pandemic. We are teaching in person in pods and I was assigned to work in a 3rd grade classroom. My co-teacher is doing the work ( I am learning so much her)
Self identity is the foundation and having students have conversations and  learn that are two sides of the story and history. Why are we always told one side?
This was a great worskhop! Thank you and we will continue to to do the work even if it gets messy and not be afraid to fail. Its through these we learn and grow.

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I teach middle school PE (6th-8th grade) and 9th grade health. Thank you for this wonderful workshop!
(The photo is of me and my daughter Valentina)

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I am a 6-8 science teacher striving to be a good human being and helping students to live a good life for themselves and in service to others.

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1) Since my students are a bit older, I begin the year telling them that one of my goals is to make sure that they feel safe in my classroom and that they are all able to see their identities represented in the material I teach. I also explicitly say that I am on a journey of anti-racist work, and I am doing my best to identify my biases and not teach to them. That it is a journey of learning and that I will make mistakes, and that I look to learn from them. I also ask them to "call me in" if/when I make a mistake if I don't catch it.
The guiding question I use in my work is "where is race showing up?". I find that if the answer is "it's not", then I am missing something and continue the work of understanding my biases.

2) 1 thing I often struggle with is feeling like I am further burdening students of color by bringing up trauma. For example, in our alcohol and other drugs unit we talk about how the criminal justice system has disproportionately incarcerated more black and latino men than white, and how that also impacts their ability to open a pot shop if they wanted to now. I have highlighted success stories of BIPOC, and I feel like that's not enough.

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...thinking

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Director of Curriculum, Good Shepherd Episcopal School  Dallas

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Director of Curriculum, Good Shepherd Episcopal School  Dallas

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I think the main reason  we shy away from talking about race at school is fear. Fear of messing up, fear of parent backlash, fear that we don't understand enough.  Our school is EC -8 , and our middle school students in particular are hungry for these difficult, but necessary conversations.  I love the idea of starting  the conversation  as an examination of patterns and employing a critical thinking lens.  Also the creation of conversation norms is a marvelous way to keep students and adults on track.

Our best asset is that the administration and our board support the work of DEI and we now have a fabulous DEI director.  The greatest challenge this year is that even though we have learning on campus, the small group discussions are difficult when you have to maintain 6 feet of distance and you have members of class participating via Zoom.  It feels harder to keep students engaged or willing to dig deep for conversations right now.

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I teach 5th grade students with language based learning differences at AIM Academy. I embrace your ideas of conversation norms and looking for and noticing patterns and using that as a beginning entry point for conversations.

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Resources for Supporting Adult Discussion of Racial Awareness in Children: Sesame Workshop Identity Matters Study

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Resources for Supporting Adult Discussion of Racial Awareness in Children: Sesame Workshop Identity Matters Study

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A recent study (2019) exposing how infrequently White children are talking about racial identity and how frequently Children of Color are discussing identity.  The study also exposes teachers being unsure of about these conversations about race being welcome in schools.

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Building a positive sense of identity is critical to children's healthy development and, ultimately, to their futures. Seeing characteristics like their race, gender, and religion in a positive light gives kids a pathway to success in school and in life-and research shows that valuing their own identities helps children grow into more confident and accepting adolescents and adults.

Celebrating differences and promoting a positive sense of self has been part of Sesame Workshop's DNA from the beginning. Fifty years ago, we broke new ground with the first multi-racial, multi-cultural cast in children's television. Ever since, we have been proud champions in promoting diversity of all kinds-committed to the idea that children across all races, ethnicities, genders, family structures, social classes, religions, and countries of origin are welcome on Sesame Street.

We wanted to know how parents and educators think-and talk-about children's identities in the rapidly changing social landscape of today, so we partnered with NORC at the University of Chicago to undertake the "Identity Matters" study, in hopes of gaining understanding and starting a national conversation on this important and complex issue.
Note: For an optimal viewing experience, please select the Fullscreen icon in the bottom right corner of the screen below.

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Building a positive sense of identity is critical to children's healthy development and, ultimately, to their futures. Seeing characteristics like their race, gender, and religion in a positive light gives kids a pathway to success in school and in life-and research shows that valuing their own identities helps children grow into more confident and accepting adolescents and adults.

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Resources for Supporting Adult Discussion of Racial Awareness in Children: Dr. Beverly Daniel Tatum Is My Skin Brown Because I Drank Chocolate Milk?

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Resources for Supporting Adult Discussion of Racial Awareness in Children: Dr. Beverly Daniel Tatum Is My Skin Brown Because I Drank Chocolate Milk?

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Is My Skin Brown Because I Drank Chocolate Milk? | Beverly Daniel Tatum | TEDxStanford

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Resources for Supporting Adult Discussion of Racial Awareness in Children: They're Not Too Young To Talk About Race

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Resources for Supporting Adult Discussion of Racial Awareness in Children: They're Not Too Young To Talk About Race

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Graphic that outlines children's racial awareness at different ages

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Racial and Ethnic Identity Models: Dr. Sandra Chapman

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Racial and Ethnic Identity Models: Dr. Sandra Chapman

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Dr. Chapman has delved deeply into the work of examining identity models.  She shared her knowledge via an illuminating and thought-provoking conversation with the folks from Embrace Race.

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Racial identity development models can help us to locate ourselves and other people in our development.  By locating ourselves and other people we can make choices about what will lead to our growth.
Credit to Rosetta Lee for all those late nights to summarize these models:

Identity Development Theories
Cross' African American ID Model
Helms' White ID Model
Kim's Asian American ID Model
Palmer's Transracial Adoptee ID Model
P P Root's Multiracial ID Framework
Ruiz's Latino ID Model
Wilson Indigenous Two Spirit ID Non Model
Race and Ethnicity Comparison
Phinney's Ethnic ID Model
Considerations in Gender Identity Development
Cass' Model of LGB Identity Development
D'Augelli's Model of LGB Identity Development

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Election 2020 Resources

Note: Many social identities were centered during the recent election season.  This selection of resources offers materials, plans, and ideas to support discussing identities and the election with children and teens.

The Greater Good Science Center has been doing a lot of work on dialogue between people that have different views.  Here is the link to the highlights from the Bridging Differences Conference (May 2020).  Great tools for high school and adult learners.

Open Mind is a great tool that offers the why behind bias, emotionality, and beliefs while also offering ways to sort through those emotions to get to  mutual understanding.

ICivics offers resources for understanding the presidential election process.

Leadership and Design 7-week Experience  is a critical thinking and design series for middle and upper school students.

The Classroom Law Project offers lessons comprising a unit on the current national and Oregon election choices.

Teaching Tolerance 2020 Election Resources offers materials and lesson resources.

Anti-Defamation League has a curated collection of lessons on topics ranging from the disparate impact of COVID-19 on Black and Latino/Hispanic people groups to a debate watching guide.

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Primary (pre-k) Teacher, Concord Hill School, Chevy Chase, MD

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Primary (pre-k) Teacher, Concord Hill School, Chevy Chase, MD

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It's never too early to have conversations about race & racism.

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Thank you for this workshop!

For the past 2 years, we've started off the school year with an Identity Unit.  We explore gender, skin color, hair color/texture/length, eye color, favorites, family, & heritage/culture. But I feel like we are just barely scratching the surface. And I would love to learn how to adapt your ideas for 4 & 5 year olds.

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7 / 8 Social Studies Teacher, All Saints' Episcopal Day School, Phoenix, AZ

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7 / 8 Social Studies Teacher, All Saints' Episcopal Day School, Phoenix, AZ

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I learned so much from your presentation from your approach with exploration, critical thinking, and a teacher's stance of listening to children's voices. I appreciate what you shared from your practice and aspects of your students' experiences. We are a pre-K through 8 school, and I believe your presentation's message, resources, and approaches will help me connect with teachers working with younger students as our school discusses DEISJ. (And first help me in my own practice.) Thank you.

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Questions have helped us open conversations and then guided our next steps.  Some of these questions are from years past and some are from this year's election:
Essential Questions