Podcast: From Woke to Work- the antiracist lifestyle with Glenn Singleton & JLove Calderon Glenn Singleton Webinar " Leadership for Racial Equity in Schools and Beyond " use email framework for conversations about race in schools (featuring Glenn Singleton)Īrticle "Beginning Courageous Conversations about Race" by Singleton and Hays Each Tier contains two of the six conditions:Ĭondition 1: Establish a racial context that is personal, local, and immediate.Ĭondition 2: Isolate race while acknolwedging the broader scope of diversity and the variety of factors and conditions that contribute to a racialized problem.Ĭondition 3: Develop understanding of race as a social/political construction of knowledge, and engage multiple perspectives to surface critical understanding.Ĭondition 4: Monitor the parameters of the conversation by being explicit and intentional about the number of participants, prompts for discussion, and time allotted for listening, speaking and reflecting.Ĭondition 5: Establish agreement around a contemporary working definition of race, one that is clearly differentiated from ethnicity and nationality.Ĭondition 6: Examine the presence and role of Whiteness and its impact on the conversation and the problem being addressed.Ĭult of Pedagogy (Podcast)- How one district learned to talk about race (with Glenn Singleton)- transcript Below you will find a variety of activities to engage with to deepen your understanding and continue your journey.Ĭourageous Conversations Compass JamboardĪs a reminder, the book Courageous Conversations about Race discuss the Six Conditions, and the one-day Exploration discusses the Three Tiers. It is recommended to go through the Three Tiers (Six Conditions) in order as outlined in Courageous Conversations Exploration.
They ultimately organized a school march downtown, where every student and staff member stood up to racism in support of their students and peers.Below you will find an additional journey through Courageous Conversations you can go through and experience yourself or join with colleagues, and continue the journey together. Students' suggestions were brought forward to a cabinet of student leaders. Crew leaders facilitated a dialogue about how hateful actions impact individuals and the community, and about what students could do to respond productively. After Atak told his crew about the incident, teachers didn't just expect him to move on or "get over it." They made a deliberate decision to set aside the regular schedule and hold courageous conversations in Crew groups. The incident compromised their safety and sense of belonging in the community. Although no one was badly injured, the boys were humiliated and frightened. As a freshman, Atak and some friends, all students from refugee families, were walking to their bus stop when they were attacked by a stranger who used racist language and physically assaulted them. In 2017, Casco Bay student Atak Natali was both informed and empowered by these schoolwide conversations, which served him well in a painful situation.
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