![]() Part I, Passion: An Essential Characteristic of Anti-Racist Leadership, contains: (2) What's So Courageous about This Conversation? (3) Why Race? and (4) Agreeing to Talk about Race. The book commences with a Foreword (Gloria Ladson-Billings), Preface, Acknowlegments, About the Author, and Chapter (1) Breaking the Silence: Ushering in Courageous Conversation about Race. This book comprises three parts and thirteen chapters. Only when educators have established both a language and a process for addressing the intersection of race and achievement, will they be able to restructure their schools in ways which improve student performance and fulfill the promise that every child has a right to learn regardless of their race, culture, or class. ![]() ![]() Practical features of this book include: implementation exercises prompts, language, and tools that support profound discussion activities and checklists for administrators and action steps for creating an equity team. To help guide policy analysis and instructional reform, the authors present a systemwide plan for transforming schools and districts. Considering the rapidly changing racial composition of student populations, how can educators reach a level of cultural proficiency necessary to eliminate this disparity? Examining the achievement gap through the prism of race, this comprehensive text explains the need for candid, courageous conversations about race so that educators may understand why performance inequity persists, and learn how they can develop a curriculum that promotes true academic parity. To be really clear, this is NOT apologising for what you said, but rather making sure that what you said didn’t impact them more than it needed to.Educators are acutely aware of the statistical gaps in achievement between different racial groups. “My intention was absolutely not to upset you by saying this, and I think you are one of the good guys, but it’s really important to me that I feel able to say what I need to and to be heard.” “The last thing I wanted to do was to make you feel like you’re under attack, and I do really like working with you, but I really want to make sure that we’re building a working environment where everyone feels equal, valued, and respected.” You don’t want to hurt them with what you’re sayingĪnd that you do really value them as a personīut that you need to be heard on this issue because it is important to you This structure lets you reassure the person that: So how can you help them to feel safe so that you can have this conversation calmly and reach a successful outcome? USE ‘DON’T, DO, BUT’Ī structure you can use to calm down any defensiveness is ‘don’t, do, but’. When people become defensive, it’s rarely because of what you’re saying, it’s because they don’t feel safe they fear that they are going to be humiliated or verbally attacked. Most of the time, the likelihood is that actually the perpetrator will just be embarrassed and apologise, but what if they get defensive?
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