Interrupting patterns of participation in staff meetings

You want to disruptpatriarchy and white supremacy in the curriculum and in our learning outcomes. But, these patterns of oppression start in our adult interactions, and boy does it show up in meetings. Although difficult, it is possible to take action with some critical reading, radical norms, and the use of process checks.

In order to change outcomes, your staff needs to talk about teaching and learning in different ways. This requires new mindsets, tools, and ways of being.

Many times, white male staff feel very comfortable speaking up, speaking first, and filling the time. Sometimes, this gets disguised as “the voice of experience” because many staff of color tends to be younger, newer to teaching, and more transient in large urban school districts. But, the result is that people of color and women are often quieted and marginalized.


It’s time to turn up the volume. But how?

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Can white leaders be culturally responsive?

Our identity has an incredible effect on our ability to make a change in schools. Whether you are a person of color or a white person, understanding of your culture, ethnicity, and race matters.  A lack of understanding creates intentional and unintentional harm. It can be a limiting factor and contribute to institutional oppression. In the meantime, students are failing and being pushed out of schools.  But, identity can also be a source of power.

It can be a tool, used to engineer for equity. How can you start building?

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