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Equity and Justice Exemplars: Programs, Models, Best, Promising, Next Practices

  • Workshop Session A (Thursday, December 8 10:15-11:30 AM)
    • Diversity Leadership in NAIS Independent Schools: Model for Shifting From Diversity Toward Excellence Through Equity


      A313

      This workshop will unpack a recent study of NAIS diversity leaders in the context of co-ed independent schools and the resulting theoretical model that explains what contributes to effective diversity leadership. The study was guided by a central research question: How does school leadership ensure educational equity for students from diverse class, racial, and ethnic backgrounds? This question concentrated the study on the work of diversity directors and other leaders; the role and efforts of school heads; students of color; and the practices that contribute to educational equity.
      Presented By Charesse Ford, The Agnes Irwin School (PA)
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    • Hidden Among Privilege: The Experience of Low SES Students in Our Schools


      A402

      This workshop will share the results of an action research project that examined the ways socioeconomic status (SES) can exclude students from a school’s community and culture. Teachers and students collected data and developed recommendations to increase a sense of belonging for lower SES students. The resulting initiatives included an affinity group for lower SES students and a short film about the daily socioeconomic microaggressions that exclude non-wealthy students in subtle but profound ways. You’ll hear about some of the latest research, vocabulary, and best practices in addressing SES in independent schools.
      Presented ByNatalie Johnson, Lauren White, and Patrick Wallace, Chadwick School (CA)
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    • Supporting Our Asian American and Pacific Islander Students: Critical Race Theory, Affinity Groups, and More


      A401

      Asian American and Pacific Islander (AAPI) students regularly hear comments and questions that perpetuate the model-minority myth and the view of Asian culture as monolithic. These assumptions often reflect a lack of awareness about the history surrounding AAPI racial, ethnic, and cultural identities. How can you help AAPI students experience positive identity development and empower them to engage in our nation’s dialogue about race? Explore these challenges through critical race theory, affinity groups, curricular representation, and other techniques to create an inclusive culture where AAPI students can thrive and strive for a more equitable, just society.
      Presented ByTed Chen and Emily Chu, Lakeside School (WA); Howard Chang, Flint Hill School (VA)
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    • Viewbook vs. Reality: Diversity, Equity and Inclusion in the Admission Process


      A314

      Charged with increasing the diversity of our schools, admission professionals have the opportunity to lead the way in conversations about the complexities of this goal. We will present a new model for understanding the roles of community, school, and self in creating and sustaining healthy, diverse school communities. In this interactive workshop, we’ll explore together how the admission office can partner with the school community to shape a message around diversity that balances aspirations and accuracy. We will also discuss best practices in the admission process, community demographics, obstacles, and implicit bias.
      Presented By Kim Scott, Georgetown Day School (DC); Lisa Shambaugh, St. Andrew's Episcopal School (MD)
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  • Workshop Session B (Thursday, December 8 3:30-4:45 PM)
    • ¡No Más!: Integrating Topics of Social Justice into the High School Spanish Classroom


      B403

      Attend this workshop to learn specific strategies to incorporate topics of social justice in your Spanish classes. We will discuss Afro-Latin identity, Argentina’s Dirty War, Pinochet’s dictatorship, Bolivia’s Water War, and immigration routes to the north. The two presenters will share tried-and-true techniques to enhance students’ understanding of past and current world events in the context of their language class.
      Presented By Elena Tello and Ciara McGrath, University Preparatory Academy (WA)
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    • Changing the Race Dance Part One


      B404

      This workshop offers creative conversations that shift personal and group racism. By incorporating our human birthright practices of movement, voice, story sharing, and stillness, this workshop introduces an embodied education model called InterPlay that helps you both dignify and address the way racism injures and separates bodies. As we discover ways to breathe, shake out, move, sing, and share stories to liberate and transform the struggle, we find our way back to the wisdom of the body in the whole group, in smaller groupings, and in pairs. After playing, we’ll take time to notice and unpack what our bodies know and don’t know about racism.
      Presented ByCynthia Winton-Henry and Soyinka Rahim, InterPlay
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    • Changing the Race Dance Part Two


      B404

      In the second part of this workshop, we’ll continue to have creative conversations that shift personal and group racism. As in Part 1, we’ll incorporate movement, voice, story sharing, and stillness as we use an embodied education model called InterPlay to help ourselves both dignify and address the way racism injures and separates bodies.
      Presented ByCynthia Winton-Henry and Soyinka Rahim, InterPlay
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    • Creating Beloved Communities: The Mission of Justice in Faith-Based Schools


      A315

      As seen through his mission to realize the beloved community, Martin Luther King Jr.‘s particular religious identity demanded the pursuit of universal justice. What would it look like for faith-based schools to follow his lead? By examining case studies involving a humanities teacher, a chorus director, an admission head, and a chaplain, this session will discuss pedagogic and administrative strategies that help bring the work of justice and diversity into the foreground as a necessary expression of religious identity. Come participate in one of the small groups during this interactive workshop and exchange ideas on how your school can center its curriculum, chaplaincy, admission program, or administration around a faithful mission of justice.
      Presented By Timothy Seamans, Beth-Sarah Wright, Keith White, and Joel Thompson, Holy Innocents' Episcopal School (GA)
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    • Refugee and Immigration Stories: Strengthening Inclusive Community and Identity in a Polarizing Time


      A410

      This workshop will explore how one independent school, one community organization, and one public school district came together to create curriculum and programming around understanding refugee and immigration issues. Presenters will share practical examples from across K–12 education that focus on building empathy in order to reframe discourse in one of the most politically divided counties in the nation. You will also have the opportunity to dive into a case study about how a fourth grade social studies unit on immigration in American history was transformed into a year-long service-learning and inclusion curriculum that empowered students as change makers.
      Presented By Clare Sisisky and Carolyn Villanueva, Collegiate School (VA)
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  • Workshop Session C (Friday, December 9 10:15-11:30 AM)
    • Beyond Curry & Cows: Teaching South Asia


      A305

      Engage in interactive activities to explore the rich cultural diversity of South Asia. Discuss curriculum resources on geography, history, religion, language, and the arts. The presenter will also address some of the complexities of teaching a culture that is “your own” vs. one that is not, as well as student perceptions of teacher knowledge.
      Presented ByNayantara Mhatre, Bank Street School for Children (NY)
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    • Colorism in Islam: #BlackintheMSA #BlackMuslim


      A311

      For the last 15 years, society has focused so much on Islamophobia from the Arab and South Asian perspective that we often forget that African and African American individuals make up 25 percent of Muslims in the United States. In this workshop, we will explore exclusion of African Americans from this religion by Arabic and South Asian Muslims. We will examine how these unconscious biases play a major role on independent school campuses and communities.
      Presented By Khadijah-Ali Campbell, Phillips Exeter Academy (NH)
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    • Stories from Home: Inviting Everyone Into a Diversity Conversation


      A408

      Although it’s not always easy to identify with a particular affinity group, it seems that everyone can speak about the place(s) from which they come. In this workshop, we will demonstrate how to use the idea of “home” as the foundation for diversity work. We’ll guide you through a program that goes beyond storytelling; it uses project planning and tradition sharing to promote more authentic and open conversations about how we see ourselves, each other, and our schools. You will find a definition of home for yourself, use your personal exploration of home to better understand your students‘ stories, find ways to move the conversation beyond the classroom, and reimagine the way diversity is discussed in your own school community.
      Presented ByAngela Balcita and Ileana Imhoff, The Park School of Baltimore (MD)
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    • The Rise of Islamo-racism: Understanding, Teaching and Tackling Systemic Oppression of Muslims


      B403

      Students watch how we respond to terror attacks, the refugee crisis, the Israeli-Palestinian conflict, and the rise of hate crimes against Muslims and those perceived to be Muslim in the West. When we are silent, they learn from that silence — learning who to have empathy for and who gets our indifference. While the process of racializing Muslims is nothing new, it often goes unexamined. This workshop will give you tools to have more nuanced conversations about Muslims as a racialized group and propose ways to empower students to solve current world conflicts.
      Presented By Melissa Mirza, San Francisco University High School (CA)
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  • Workshop Session D (Saturday, December 10 10:00-11:15 AM)
    • The White Women's Guide to Teaching Black Boys


      B308

      Meet the forthcoming White Women‘s Guide to Teaching Black Boys. This online workbook was created to help white women teachers engage in concentrated, focused inquiry around their relationships with black male students and the impact that race and racism have on those relationships. Attend this experiential workshop — which uses video footage from interviews with both white female teachers and black men and boys — see how it helps generate new avenues of reflection and action for white teachers.
      Presented ByMarguerite Penick-Parks and Eddie Moore, The Privilege Institute; Ali Michael, University of Pennsylvania, Graduate School of Education
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