During last week’s TMC conference a lunchtime conversation was held on the second day that gave people a place to air the thoughts that followed from Grace Chen’s keynote. During this conversation notes were taken, a hashtag was spawned, and a number of avenues for further conversations were discussed. The entirety of the conversation was captured in the notes from Norma Gordon. This post contains some additional notes and threads from the conversation that may be valuable to some people. If it’s valuable to you, please leave a note in the comments.
- Tracking was a considerable problem in a number of schools. Black and Hispanic students make a disproportionate number of students in certain classes lower level. Many people present also spoke about the lack of Black and Hispanic in Physics and other advanced classes, in ways that were very disproportionate to the actually student populations.
- Bringing up the issues among adults at their schools sounded difficult for many. Having a real conversation about the issue in play in all of people’s schools is uncomfortable. However, sitting there and letting it happen is also uncomfortable. How do you help your staff step up to the challenge?
- “Pushing” and “Pulling” were terms used by a group of people. This was brought up by a teacher who worked at a school with primarily children of color before switching to primarily white students described. When he was working with Children of color, the pushing was advocacy for them. He was using his position of privilege to push their voices forward and up. Now that he is teaching primarily white kids, his advocacy work is one of using his position of privilege to pull in influences that they might not otherwise have seen or heard. Many other teachers referred to having to push or pull in their contexts.
- Another teacher who works with primarily white students said began to challenge some systems that many students are taking for granted. When students bring up news events, teachers could use this as an opportunity to help students understand the unacknowledged privileges they benefit from.
- Some teachers wondered what kind of things are microaggressions? On one hand, what are the thing we may be doing that we can change. On the other hand, what are things that students may face outside of school and how can we help them respond to those things.
- When and where can I use white privilege? When do I use it, when do I stand back, and how do I balance? When do I know how to validate or amplify or sit back and let others talk? Asking is the only sure way to know, so how do people know that asking is ok?
- Someone pointed out that rape is a problem that needs be talked about among men in order to be fully addressed. Similarly issues of race needs to be talked about and unpacked among groups of white people to ensure that they won’t continue to affect our communities.
- One teacher worked with her students on unpacking the stereotypes that students may have adopted around certain people or neighborhoods with students. Unpacking where these beliefs come form and how little is based in reality was valuable and sounded like an easier conversation to have with students.
Possible next steps
- A number of books were listed in the google doc. Teachers having a book talk on twitter was suggested.
- It might be good for us to also study stereotypes, and mabe use voxer to have a conversation, as spoken word may avoid the misunderstanding that can happen when only text is used.