Leadership & Equity
California Teacher development collaborative, 2019-2020
History Professional Learning Community
Stanford educator Sam Wineburg asks in the title of his new book, Why Learn History? (When It's Already on Your Phone). To this we might add “how does the teaching of history change in light of new technology and new urgent questions?” As history teachers in the twenty-first century, we are grappling with ongoing reevaluations of the past, evolving conversations around equity and inclusion, and a complex landscape of online teaching resources and technology. This ongoing group provides participants with tools to step back from the weekly rigor of lesson planning in order to redesign curriculum and assessments in light of current scholarship; to deepen cultural competency in content and pedagogy; and to rethink the teaching of history to foreground humans’ relationship with the planet. Most importantly, participants will share, listen, and learn from each other as we build this professional learning community.
People Of Color in Independent Schools, 2019
Decolonizing the Humanities
At this roundtable, we will examine how our humanities classes reflect the legacy of colonization, and we will consider possible approaches and strategies for starting to decolonize the humanities. You will have the opportunity to share dilemmas you are facing and collaborate on your own lessons, units, or curriculum.
People Of Color Conference, 2016
Rethinking How We Teach the Civil Rights Movement in History and Literature
The Civil Rights movement is frequently presented in both history and literature classes as a triumphant series of marches and peaceful protests that turned the tide against racial segregation and discrimination in the South. However, recent scholarship offers us a number of ways to open up that interpretation to include a longer span of black activism, a wider array of rights movements, and the need for continued action today. This workshop will make a case for reframing the Civil Rights movement in our classrooms and provide teachers with tools to go beyond the standard textbook narrative to enrich and deepen students’ understanding of these struggles.
WHITE PRIVILEGE SYMPOSIUM, 2015
Storytelling for Systemic Change
Storytelling - and specifically telling our own stories – links individual experience with systemic power dynamics such as white privilege and white supremacy. We will demonstrate a well tested set of activities asking individuals to reflect on and share about their own racialization, which when processed collectively, allows us to work toward the freedom of self-understanding, restorative justice, and systemic change for equity.
SEED NEW LEADERS TRAINING
Attending the New Leaders training for SEED was a transformational experience, one that gave me a deeper understanding of myself and my journey, new analytical tools to recognize and grapple with inequity, and renewed determination to push for social justice.
According to the national organization, “The National SEED Project is a peer-led professional development program that creates conversational communities to drive personal, organizational, and societal change toward greater equity and diversity. We do this by training individuals to facilitate ongoing seminars within their own institutions and communities. SEED leaders design their seminars to include personal reflection and testimony, listening to others' voices, and learning experientially and collectively. Through this methodology, SEED equips us to connect our lives to one another and to society at large by acknowledging systems of oppression, power, and privilege.”
