noice
Cruz Missiles
PB
>>15919737 Anti-Racist Learning in 2nd Grade
Ketanji fucking lied under oath.
There is no way she's unaware of the CRT at the school that she's on the board of.
Georgetown Day School
the Critical Racist Theory is all over their website.
muh microaggressions
https://www.gds.org/tenley-testing/story/~board/gds-news/post/change-begins-at-home
Change Begins at Home
Speaker for Change Begins at Home
Tools for Nurturing Anti-Racism and Anti-Bias Attitudes in your Child(ren)
Linked in this article:
GDS Anti-Racist Action Plan
Parenting Pathfinders
GDS Office of Diversity, Equity, and Inclusion
Image: Michelle Harris of Parenting Pathfinders.
Credit Rob Mostransky of REM Designs.
Upcoming Event
November 16, Change Begins at Home for parents with children grades 7–12. Look for a Paperless Post invitation from the Office of Diversity, Equity, and Inclusion (DEI).
On Monday, Michelle Harris of Parenting Pathfinders hosted an outstanding anti-racist parenting workshop for parents with children in PK–6th grades as part of the ongoing Dinner & Conversations series through the DEI office. Ms. Harris guided parents through essential conversations around implicit bias, intersectionality, and the importance of employing explicit counternarratives as part of our anti-racist parenting toolkit. She modeled the kind of language parents can use with children and identified opportunities anti-racist parents can take to interruptsystems of advantage/disadvantage and oppression.The evening event gave parents a chance to connect socially both in the larger group but also in smaller, brief breakout room activities.
Parents of older children (grades 7–12) will benefit from Ms. Harris’s workshop on Monday, November 16, where they can expectto think meaningfully about anti-racist teen parenting.
Learn more about how this work is part of our comprehensive anti-racist action plan.Do you have questions about this event or need help locating the invitation? Contact diversity@gds.org.
Parenting Pathfinders P.E.A.C.E Guide >>
Related Resources for Adults
How to Be an Anti-Racist by Ibram X. Kendi
"White Privilege: Unpacking the Invisible Knapsack," by Peggy McIntosh
"Racial Microaggressions in Everyday Life," by D. W. Sue, C. M. Capodilupo, G. C. Torino, et al.
Everyday Anti-Racism: Getting Real About Race in School by Mica Pollock
Related Resources for children
Social Justice Books (socialjusticebooks.org)
31 Children's books to support conversations on race, racism, and resistance (from EmbraceRace)
Stamped: Racism, Antiracism, and You by Jason Reynolds and Ibram X Kendi
Not My Idea:A Book About Whitenessby Anastasia Higginbotham
13 Children’s Books About Race and Diversity (from PBS Kids)
Something Happened in Our Town: A Child’s Story About Racial Injustice by Marianne Celano, PhD, Marietta Collins, PhD and Ann Hazzard, PhD
Anti-Racism
DEI
High School
>31 Children's books to support conversations on race, racism, and resistance (from EmbraceRace)
moar like Embrace Racism
How can we embrace race? Learn from this couple advocating for change
By Lisa Selin Davis
CNN: Can you talk about the "myth of racial innocence"?
Grant-Thomas: A lot of the existing work around kids' racial learning is for educators, mostly middle and high school educators. But children's sensibilities and attitudes about race start forming way before middle school.
At three months, six months, kids are able to distinguish hair texture and skin color and begin to show some preference toward the skin tone of their primary caregiver — for understandable reasons. That's not racism, but racial discernment begins very, very early, and will turn into more sophisticated, suspect discernment.
A lot of parents,especially White parents,say, "I don't want to stain my kids' innocence by introducing this conversation." But children aren't racial innocents for long. And, actually, our kids have much less of a problem talking about race than we do — until we teach them that race is taboo. What if we deliberately engage kids on race early, while their attitudes are relatively malleable?
Giraud: This is a real deficiency in the racial education of so many Americans. You can run the country, a company or university without knowing anything about how race works.
Updated 11:46 AM ET, Wed July 1, 2020
In 2016, Melissa Giraud and Andrew Grant-Thomas created EmbraceRace, an online collection of resources for parents, educators and kids that has grown into a community of people who care about race, justice and the future of our democracy.
>race has never been an issue, evil has been the isue
very true
https://www.gds.org/academics/diversity-equity-and-inclusion/anti-racism-action-plan
We at GDS have been engaging across the community to further define and deepen our commitments to being an anti-racist institution and staying true to our founding mission.
We have identified a path forward for the institution, and we want to transparently share how we have performed in meeting our commitments for the 2020-21 school year and beyond. Below you will find details of our work in the areas of community engagement, programming, professional development, and policy. Read ongoing stories from our anti-racist journey in the news slider at the bottom of this page.
>learn more about one of the texts used in this training
Coaching for Equity: Conversations That Change Practice
Elena Aguilar
https://www.thecollegefix.com/education-professors-win-award-for-literary-whiteness-book/
Kinnett told The Fix that it is common to see books like this being utilized in the classroom.
“In particular, [educational consultant] Elena Aguilar has a series of coaching books we were required to read at [Indianapolis Public Schools] that implored us to segregate our teachers and students,encouraging us to engage with them stereotypically,” Kinnett told The Fix via Twitter.
Kinnett also believes that this award winning book could be used as a way for teachers to learn and teach CRT in the classroom.
“Without question, CRT is nothing more than a lens with which you view everything as the product of white supremacy, so most race-essentialist material pulls from (if not directly cites) CRT authors & praxis,” Kinnett said.
>That hearing is unwatchable.
on mute. resisting punching my tv with Ben Sasse's punchable face on it even on mute
>Thanks for the Ted Cruz links.
o7
>Might try to do Kennedy when he is up.
that'd be great anon
Kennedy is almost always worth watching
Laura Yee
Assistant Head of School for Curriculum & Instruction
lyee@gds.org
School: 202-274-1671
Laura S. Yee, now serving as assistant head of school for curriculum and instruction, has the great privilege of working with inspiring, passionate colleagues in developing healthy, joyful, skilled, and informed social justice advocates, from pre-kindergarten to grade 12.
While completing her Ph.D. in education at the University of Maryland in curriculum and instruction, Laura focused on the preparation and support of equity-centered educators and contributed to the body of educational research. Specifically, her research explores how teacher beliefs, expectations, and perceptions of students invisibly influence student learning in patterned, inequitable ways. Laura’s career trajectory took an unexpected turn back inside the school building when she had the opportunity to work at GDS, first partnering with a devoted faculty team as Lower School principal, and currently supporting our teachers school-wide in curriculum alignment and development and professional development. Prior to her roles in school leadership, Laura received a master’s degree in teaching at American University and a master’s degree in education, special education at the University of Virginia. She taught in DC public schools and independent schools in the DMV and acted through the Potomac Theatre Project (PTP) at Olney Theatre in Maryland.
When not at work, Laura spends time with her three young children (two are current Hoppers and one potentially a future Hopper) playing outside, hiking, or adoring her very old dog, Mrs. Brisby. In her spare time, Laura enjoys long distance running, camping, gardening, cooking (and eating) and singing.
Intersectional Thinking as a Tool for Educational Equity
February 1, 2018KDP Blog
(L-R) Roderick L. Carey, Laura S. Yee, David DeMatthews
Today’s bloggers are Roderick L. Carey, University of Delaware;Laura S. Yee, Georgetown Day School; and David DeMatthews, University of Texas at El Paso, whose essay on intersectionality appears in The Educational Forum.
Anthony is an 11-year-old Black boy in Ms. Johnson’s fifth-grade classroom. Although he’s a contributing classroom citizen, well liked by his peers and eager to excel, Ms. Johnson struggles to sustain his interest in reading. She restructures reading groups, attempts to draw connections between popular television shows and the content of books, and even purchases titles portraying racially diverse children and topics that other Black boys in his class seem to find interesting: cars, machinery, sports. Shunning even books that portray Black boys, Anthony retreats further. “I still don’t see myself in these books!” he exclaims.
Mr. Richardson, the principal at a racially and ethnically diverse U.S. high school, noted that toward the end of the year, more boys than girls enrolled in advanced math and science courses for the following year. To remedy this disparity, he used a grant to create a summer enrichment STEM program geared toward girls. However, very few Latina girls enrolled. Yesenia, an enthusiastic Latina sophomore, declined to enroll in the program because of the overnight travel required. She noted, “I can’t take that time away from my job and family this summer.”
What similarities do Anthony and Yesenia’s school and social experiences reflect? What similar yet unsuccessful thinking did Ms. Johnson and Mr. Richardson use to engage their students?
Perhaps intersectionality, a concept more regularly taken up in women’s studies, political science, and sociology, can provide some insights into these school-based challenges. Intersectionality describes the co-relational forces of how oppressions such as (but not limited to) racism, sexism, and classism interlock and intersect simultaneously within the lives of individuals. Intersectionality has been adapted as a way to understand that forces like race, class, and gender (as well as ethnicity, sexuality, age, and nation of origin) may not stand alone in their impact on individuals’ lives.
OMFG The fucking word salad answers
she's getting sweaty