3 of 19

About Us

Race Forward is a national racial justice organization, and our areas of work are research, media, and practice. Our research takes an accessible, solutions-focused approach to race and a variety of issues. Our biggest media product is Colorlines, a daily news site where race matters, and in practice, our largest program is our biennial Facing Race convening.

4 of 19

Anti-Racist Practices for New Movements in the Classroom and Beyond

PRESENTERS:

Tara L. Conley

Social Media Manager, Race Forward

Doctoral Candidate, Teachers College, Columbia University

5 of 19

Welcome!

Purpose

Primary Question

Throughout the workshop, participants will tasked with the question: How can I better prepare and support young people to productively participate in new movements toward racial justice and encourage them to savvily challenge the status quo?

To provide educators and advocates committed to anti-racist practices with practice strategies, digital resources, and new media case studies that they can use in the classroom and beyond.

6 of 19

Intros

Name
Organization/Affiliation
Title/Role
What is inspiring you towards �racial justice at work?

7 of 19

Let’s Take a Poll

To respond, choose ONE of the following options:

Log on to PollEv.com/taralconley

Text TARALCONLEY to 37607

8 of 19

Pedagogical Creed

Theories and Frameworks

“[E]ducators need to analyze their own cultural attitudes, assumptions, mechanism, rules, and regulations that have mad it difficult for them to teach children effectively” (Gay, 2000).
Culturally relevant teaching “presumes that teachers themselves recognize social inequities and their causes” (Ladson-Billings, 1995).
Critical technology literacy promotes the ability to analyze and read the representations of technologies in active and reflexive ways in order to better understand power, inequality, and injustice (Selfe, 1999)
Antiracist pedagogy is a method of practice that promotes social justice inside and outside of the classroom and is explicitly in its instruction to confront racism “without risk or reservation” (Blakeney, 2011).

Culturally responsive pedagogy (Gay, 2000)
Culturally relevant pedagogy (Ladson-Billings, 1995, 2014)
Pedagogy of the Oppressed (Freire, 1970)
Critical technology literacy (Selfe, 1999)
Anti-racist pedagogy (Giroux, 1991; Roman 1993; Schick, 2003; Blakeney, 2011)

9 of 19

Anti-Racist Pedagogy: Questions to Consider

What impact does X have on communities of color?
How does X organize students of color?
How can I make history more present and visible in my pedagogical practices?
How is my student accessing knowledge—how can I make it better?
Who gets to teach about, research, and do education? Who doesn’t? Why not?

10 of 19

7 Harmful Racial Discourse Practices

Harmful Practice	Practice Defined
Individualizing Racism	Concentrating attention on thoughts or acts of personal prejudice
Falsely Equating Incomparable Acts	Drawing a parallel between an act or expression of racial bias without taking into account the power differential
Diverting From Race	Asserting that other social identities besides race are the real determining factors behind a given social inequity
Portraying Gov’t as Overreaching	Depicting government efforts to promote racial equity and inclusion as misguided, unnecessary and/or improper
Prioritizing Intent Over Impact	Focusing more on intention and far less, if at all, on the daily impact on people and communities of color
Coded Language	Substituting racial identity with seemingly race-neutral terms that disguise explicit and/or implicit racial animus
Silencing History	Omitting, dismissing, or deliberately re-writing history

11 of 19

Dimensions of Racism

Structural

Interpersonal

Internalized

Institutional

MICRO

MACRO

12 of 19

What Is Systemic Racism?

13 of 19

EXERCISE:

Take 15 minutes individually to identify how each of the 7 racial harmful discourse practices show up in your classroom or in your community work.

Break out into groups of 3-4 and share.

14 of 19

New Movements�(young people of color lead the way)

#MillionsMarch

Umaara Elliot (19)

#BlackLivesMatter

Synead Nichols (23)

15 of 19

#BlackLivesMatter

#BlackLivesMatter Purpose

A love letter to Black people
A call to action
A national organizing project
#BlackLivesMatter transported relationships between organizers
#BlackLivesMatter used as an organizing principle

“Black Lives Matter is simple and profound at the same time” - Alicia Garza, co-founder Black Lives Matter

16 of 19

#RenishaMcBride

#RenishaMcBride Case Study

A call to action
An organizing project
A transmedia story
#RenishaMcBridge transported relationships between organizers, feminists, etc.

(Conley, 2014)

“Black Lives Matter is simple and profound at the same time” - Alicia Garza, co-founder Black Lives Matter

17 of 19

Tools for Telling Stories of New Movement

Tools and Platforms

Tiki Toki (web based timeline software)
Infogr.am (web based infographic software)
YouTube, Twitter, Facebook, Instagram
Storify
Easel.ly

Transmedia Storytelling

Opertoon
Storycode
Instagram (We Never Met)
Small Fates (Teju Cole)
Inheriting Inequality: Austin’s Segregation and Gentrification

18 of 19

Tell the Story

How can you support and encourage your students to tell stories about new movements toward racial justice?
Where are these stories located? Who/what are the actors (think both human and non-human); can you trace the actors? What can you glean from these stories?
What different kinds of new media tools can you use to help your students learn through an anti-racist lens?

19 of 19

w RACEFORWARD.ORG

p @raceforward

e tconley@raceforward.org

RACEFORWARD