RISE: Educators Rise for Racial Equity Webinar 2 – Inquiry and Self- awareness to
RISE program is brought to you by….. v Barat Education Foundation and Citizen U in partnership with the Library of Congress Teaching with Primary Sources program v DePaul University
Purpose for RISE with INQUIRY AND SELF-AWARENES • Provide practical teaching strategies to use the Library of Congress Primary Sources for the purpose of ”acting” as an ally for racial equity • Teaching as an ally is effective using inquiry and self- awareness Leffler, W. K., photographer. (1963) Civil rights leaders talk with reporters after meeting with President John F. Kennedy after the March on Washington, D.C . Washington D.C, 1963. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2013649722/.
Today….. • 4 practical strategies to teach as a racial equity ally in the virtual or traditional classroom using inquiry and the Library of Congress primary sources. • 4 practical strategies to act as a racial educator ally . • Self-awareness is essential for personal and systemic change Halloran, T. J., photographer. (1963) African American school children entering the Mary E. Branch School at S. Main Street and Griffin Boulevard, Farmville, Prince Edward County, Virginia . Farmville Virginia, 1963. Sept. 16. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2011648793/.
Racial Equity Facilitators • In the chat, please share your greatest fear as we approach the Fall 2020 school year. • In the chat, please share your hope for the Fall 2020 school year. • (Opening experience to get to know your students)
Library of Congress Primary Source Analysis Tool
Let’s change the “talk”……….. • a This Photo by Unknown Author is
The Research that informed this presentation • When was the first time you realized that race matters? • How was race discussed in your k-12 experience? • How is race talked about in your schools today? • What can you do to teach as a racial equity ally? ( 1963) Young boys harassing the Horace Baker family, the first African American family to move into the all white Delmar Village neighborhood of Folcroft, Pennsylvania . Folcroft Pennsylvania, 1963. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/99402534/.
The 4 teaching strategies & 4 ally strategies of RISE : Inquiry and Self- Awareness • How do we use primary sources to truly rise up for racial equity in our schools and classrooms? • What does it mean to be an educator ally for racial equity who uses inquiry and self- awareness? • How can self-awareness and inquiry support systemic change using primary sources.?
We will present 4 teaching strategies and 4 ally strategies that will allow you to • Apply the Primary Source Analysis tool for self-awareness to examine beliefs about racism and equity • Use inquiry and primary sources from the Library of Congress as an essential resource to engage in racial equity practices . • Act as an educator ally for black students.
4 Teaching Strategies Library of Congress Primary Sources for Equity driven by inquiry and self-awareness
Strategy #1 – Affirmative Interview (Inquiry, Self-awareness – LOC PSA) • During Affirmation Interview, students practice verbal and non-verbal communication in the roles of “interviewer” and “interviewee.” Harrington, O. W. (1963) Dark laughter. Now I aint so sure I wanna get educated . , 1963. [Sept. 21 publication date] [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2016684946/.
How? • Have students create interview questions as follow up to the discussion (as whole class) • Take students through the PSA tool to model for them inquiry and self-awareness. • Have students interview each other and report back. • This Photo by Unknown Author is licensed under CC BY
Why? • Connection to anti-racism education • Affirmation Interview captures positive behaviors and encourages mutual support, respect, collaboration and community building and let students gain self- awareness of others. • The strategy also empowers learners by turning over responsibility of communication to students. This Photo by Unknown Author is licensed under CC BY
Strategy #2 - Artifact Add-ons • Artifact Add-on asks students to select and share real-life objects and events that illustrate concepts and ideas that come from the Primary Source Analysis. • Students can also go to the Primary Source Nexus to gather artifacts which interest them
How? 1. After going through a • How is the object related to the primary source the class used? Library of Congress primary • How does the object represent source analysis, ask the analysis of the class? students to gather their own • How does the object relate to artifact that relates to the the them? theme. • How can the object help you 2. Have students present their remember the message or theme of the primary source? artifact and share these questions:
Why? • Artifact add-on allows students to examine racism with self-awareness and their own inquiry as to what matters to them most. This Photo by Unknown Author is licensed under CC BY-SA
Strategy #3 – Save the Last Word for me • After using the PSA with a Primary Source, guide students to have discussions in small groups. • Save the last word is guided by having everyone use inquiry and self-awareness to complete three prompts. Frost, A. B. (1920) Fire Me! W'at You Mean, Chile? . , 1920. [?] [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2010715951/.
Save the Last Word for me • Students first reflect on the • I believe…………. discussion of the PSA during • I feel…………….. class and each person shares.. • I want………….. • I believe….. • What is my belief about what is • Then each person shares happening? (self-awareness) • I feel…… • What do I feel when I believe • Then each person shares what I have said? (inquiry) • I want for the future………… • What do I want to happen instead?
Why? Connection to anti-racism • education The strategy creates the structured • conditions necessary for equitable classroom discussion. Students who are typically reluctant to speak up and those who tend to dominate discussions both get to practice appropriate speaking and listening habits. Students practice sharing their own • thoughts in a low-stress situation, This Photo by Unknown Author is licensed under CC BY-NC-ND building confidence to speak in larger groups.
Strategy #4 - Brain Share • During Brain Share, small groups of students rotate through stations, discussing and recording concepts from primary source analysis. This strategy is a modified combination of gallery walks and jigsaw. • The strategy can be done virtually by created small groups with timed check-ins
• Choose 4 primary sources that the class has analyzed previously together How? • Create groups for students to work together to answer follow up questions of each analysis. Groups rotate through the four sources and come back together to • share. Theme: Children and Racial Equity What in the Primary Source is evidence of the importance of racial equity for children? Primary Source 1: Primary Source 2: Primary Source 4: Primary Source 3: Little Rock 9 African American Little Rock Rally at (1920) Slave Protest school children the Capitol Story. entering the Mary E. Branch School
Why? • Brain Share promotes inclusive class discussions of racial justice issues. • Students use the primary sources from the Library of Congress as a springboard for listening and speaking, and for making connections to themselves, their community and the world. This Photo by Unknown Author is licensed under CC BY-SA-NC
Becoming an educator racial equity ally 4 Strategies you can begin today!
Why use these strategies? Loving Rage • What ignites our passion to do this hard work of equity in our lives and in our classrooms? Bledsoe, J. T., photographer. (1959) Little Rock, . Mob marching from capitol to Central High / JTB . Arkansas Little Rock, 1959. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2003654358/.
What is an educator ally for racial equity? • The three pillars of being an educator ally: • Listen Deeply, • Unite Widely • Act Boldly. Matthews, G. L. (1979) Posse Leaving Eagleville California in Snowstorm . , 1979. October. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/ncr001370/.
Ally Strategy #1 - Listen boldly • Self-awareness is the key to listening boldly • Using the Library of Congress Primary sources to unpack beliefs that prevent us from listening
Ally Strategy #2 - Unite Widely • Reach out to a person or two across racial difference • Share your learning from this webinar • Invite them to the next one
Ally Strategy #3 - Act Boldly • Initiate conversations about race • Start an alliance with peers, family or friends to organize to fight systemic racism • Lead a book club on racial equity in your school • Speak up when you witness problematic behavior
Library of Congress Primary Source Analysis Tool
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