The Hidden Curriculum: Uncovering Racism in Education How We Developed a Course that “Went There” Percy Brown, Middleton-Cross Plains Area School District.

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Presentation transcript:

The Hidden Curriculum: Uncovering Racism in Education How We Developed a Course that “Went There” Percy Brown, Middleton-Cross Plains Area School District Mandi Maurice, Middleton-Cross Plains Area School District Ramon Vasquez, UW-Madison Partner School Network

Middleton-Cross Plains Area School District UW-Madison Partner School Network Our Organizations

●MCPASD work with National Equity Project (NEP) ●Partnership between MCPASD and Partner School Network (PSN) ●Shared purpose: To develop a course for teachers and administrators who were ready to take racial equity discussions to the next level How did we get started?

●Different strengths ●Different perspectives ●Mutual respect ●Common vision ●Willingness to “go there” Instructors

●Voluntary participation ●Four Tuesdays 4:30-6:00 pm ●Four Thursdays 3:20-4:50 pm ●One joint Thursday with Dr. Gloria Ladson-Billings ●50 participants ●$22/hour stipend for teachers ●Attendance expectation ●Grad credit option included on-line journal/reflection requirement Course Structure

●Topics ●Readings ●Protocols ●Materials/Resources ●Guest Speaker Course Content

●Consistent attendance ●Small group discussions ●Challenging readings/topics What went well...

●The course helped me gain a deeper understanding of the impact of race on student achievement (social reproduction, bias, stereotype threat, etc.): 87.1% Survey responses

●This course helped me understand the historical construct of race and how it impacts the race-based achievement gap: 96.7% ●This course helped me learn what I, as an educator, can do to be a change agent as it relates to 21st century racism in America: 71% ●The readings in the course challenged my thinking: 87.1% Survey responses

●The class discussions gave me an opportunity to learn from others and discuss new ideas in a safe environment: 96.7% ●I would recommend this course to other colleagues: 93.6% Survey responses

●Less content and more processing time with constructivist listening structures in dyads ●More time to read and reflect ●2-hour sessions instead of 1.5-hour sessions (or more sessions) ●More connection to practices and classroom What we would do differently...

Constructivist Listening: Dyads Now, you try...

I agree to listen to and think about you in exchange for you doing the same for me. Constructivist Listening Guiding Principle

Constructivist Listening is for the benefit of the talker. Cognitive + Affective processing = increased understanding People are capable of solving their own problems given the right conditions Underlying Assumptions

Each person: ●Has equal time to talk ●Listens without interrupting, giving advice, or breaking in with a personal story ●Maintains confidentiality ●Does not criticize or complain about others during their time to talk ●Gives undivided attention: no food or cell phones Guidelines

Dyad: 2 people Personal Experience Panel: 3-6 people Support Group: 3-6 people Constructivist Listening Structures

What was an early experience with race that pained or confused you or made you wonder? How did that experience affect you later on? (2 minutes/person) Question for Dyads

How did it feel to have someone listen to you with their undivided attention for the entire two minutes? Processing Question

Questions?