Webinar: Lessons from National Protests: Strategies for Curriculum and Community Engagement
Office of Diversity and Inclusion
Author
06/18/2020
Added
81
Plays
Description
Utilizing the current national protests for foundational engagement and learning, this webinar will provide strategies to incorporate anti-racism and race-equity into curriculum and community action, providing resources needed to facilitate dialogue and learning through socio-political activism.
Introducing race as a framing lens through elements of critical race theory, this session will introduce approaches to inform teaching methodology, cross-cultural communication, connection, interaction, and engagement – during this period of national and global disruption.
This session will be led by Dr. Nkenge Friday, Assistant Vice Chancellor for Strategic Initiatives in the Office of Diversity and Inclusion and Dr. Helen Fagan, Director of Leadership Engagement for Rural Futures Institute at the University of Nebraska, and Assistant Professor of Practice.
Searchable Transcript
- Use the text input to search the transcript.
- Click any line to jump to that spot in the video.
- Use the icons to the right to toggle between list and paragraph view.
Toggle between list and paragraph view.
- [00:00:00.030]thank you so much for everyone I was
- [00:00:02.820]able to join us today this is our
- [00:00:06.089]webinars lessons from national protests
- [00:00:08.280]studies for strategies for curriculum
- [00:00:09.870]and community engagement this webinar is
- [00:00:12.719]being sponsored by the office of
- [00:00:14.400]diversity and inclusion at the
- [00:00:15.990]university of nebraska-lincoln the voice
- [00:00:18.779]you've been hearing thus far in the
- [00:00:20.100]Faceman
- [00:00:20.730]are you probably looking at as well that
- [00:00:22.890]my name is Anne Kenji Friday
- [00:00:24.090]I'm the assistant vice chancellor for
- [00:00:25.529]strategic initiatives in the office of
- [00:00:27.630]diversity and inclusion and I went to do
- [00:00:30.210]which as my colleague to introduce
- [00:00:31.859]herself as well hi everyone my name is
- [00:00:35.010]Helen Fagan I'm the director of
- [00:00:36.660]leadership engagement rural futures
- [00:00:38.940]Institute and an assistant professor of
- [00:00:40.920]practice in the agricultural leadership
- [00:00:43.110]education communication department at
- [00:00:45.270]UNL so we would have thank you for
- [00:00:49.620]joining us today when we first talked
- [00:00:51.809]about this webinar there was a
- [00:00:53.449]resounding number of emails a lot of
- [00:00:56.699]interest that we received and we're very
- [00:00:58.410]grateful for that because I think that
- [00:01:00.989]especially as we're framing this topic
- [00:01:02.730]and as we're thinking about where is our
- [00:01:04.979]place in this conversation on
- [00:01:06.830]anti-racism race equity but most
- [00:01:09.090]importantly as we're looking at these
- [00:01:10.619]national protests unfold we wanted to be
- [00:01:13.080]a part of that conversation and she
- [00:01:14.700]provided resources so as we get started
- [00:01:17.040]just to let you know we are of course
- [00:01:19.280]representing this being sponsored by the
- [00:01:21.450]Office of diversity inclusion this
- [00:01:23.250]offerings provides the vision leadership
- [00:01:24.900]and advocacy in fostering inclusive
- [00:01:26.810]peccable and welcoming campus of central
- [00:01:30.030]to the land-grant mission of UNL and
- [00:01:33.240]what you're seeing there is a piece of
- [00:01:35.189]the statement that was released by a
- [00:01:36.810]back I brush answer a few days following
- [00:01:39.810]the burning of the national protest and
- [00:01:42.030]part of it we're going to frame this
- [00:01:43.770]commercial this conversation as we're
- [00:01:46.259]promoting the this time we're living in
- [00:01:49.320]these moments and to just indicate to
- [00:01:51.600]you first and foremost that as we're
- [00:01:53.100]thinking about this as Nebraskans but as
- [00:01:55.409]an institution our goals or our
- [00:01:57.390]resources for a campus for our community
- [00:01:59.579]to engage in these conversations
- [00:02:00.979]generally but also with the guys that
- [00:02:03.329]you need so as we're thinking about that
- [00:02:05.759]just know that that link right there on
- [00:02:07.740]your screen
- [00:02:08.399]goes by you and L dot edu slash echoing
- [00:02:11.790]call this will be a
- [00:02:13.590]resource in an actual webpage that that
- [00:02:16.500]is evolving that we filled with
- [00:02:18.420]resources from across the campus free
- [00:02:20.459]resources from across the globe designed
- [00:02:22.800]to help you and grab your respective
- [00:02:24.330]roles our faculty staff student
- [00:02:27.090]community leader so that these
- [00:02:28.890]conversations that we're starting to
- [00:02:30.480]frame that they you have the support
- [00:02:32.640]that you need
- [00:02:33.090]you're also backed by some of the most
- [00:02:34.920]recent I should say the most recent
- [00:02:37.140]research but also on the ground
- [00:02:39.500]information available for time such as
- [00:02:42.690]this so this is of course offered by the
- [00:02:45.269]offset versus inclusion but also members
- [00:02:47.459]of our campus and so many of our leaders
- [00:02:49.829]as well next slide please
- [00:02:53.360]so today as we're framing this the
- [00:02:56.790]national protests of course in support
- [00:02:59.220]racial justice have escalated and
- [00:03:01.950]there's been significant increase for
- [00:03:03.510]calls for education surrounding anti
- [00:03:05.640]racism and race equity standards and for
- [00:03:08.910]many of you perhaps you've heard the
- [00:03:10.290]term anti racism but this is for many
- [00:03:13.709]that could be a new phenomenon and so as
- [00:03:16.079]we're thinking about this our goal is to
- [00:03:17.819]design to find some key terminology for
- [00:03:20.100]you provide a framework based on the
- [00:03:23.310]current social socio-political climate
- [00:03:24.959]and then we also want to start helping
- [00:03:28.049]you think about providing an internal
- [00:03:30.569]assessment that's going to be needed for
- [00:03:32.400]you to effectively comprehend but also
- [00:03:34.680]prepare to have these own your own
- [00:03:36.569]dialogues your own strategies to
- [00:03:38.609]actually incorporate this into your
- [00:03:40.260]respective areas of work or even your
- [00:03:42.269]personal professional lives so that you
- [00:03:44.340]can impact that change especially again
- [00:03:46.260]as these situations have now become more
- [00:03:48.630]global that's one of my key some
- [00:03:50.760]strategies to incorporate anti racism
- [00:03:53.250]and race equity principles into
- [00:03:55.919]standards of community engagement
- [00:03:57.239]community communication and the
- [00:04:00.299]curriculum so before we get started with
- [00:04:05.730]all of this information what is your
- [00:04:07.889]role at UNL we had quite a bit of people
- [00:04:10.620]to sign up so we're going to give you a
- [00:04:12.269]few seconds and a poll will be indicated
- [00:04:15.150]on your screen a few seconds what is
- [00:04:17.250]your role at UNL are you faculty staff
- [00:04:20.959]student other such as a postdoc or are
- [00:04:25.050]you afraid of UNL which would be a
- [00:04:26.640]community member
- [00:04:27.389]as far as Montana or as closest Lincoln
- [00:04:30.569]so what is your role of you know faculty
- [00:04:33.360]staff student other or trend of you and
- [00:04:36.629]I'll give you a few more seconds to
- [00:04:38.749]complete this poll and there we go it
- [00:04:50.789]seems it's 25% of our attendees are
- [00:04:54.330]faculty 60% our staff 5% of student 3%
- [00:05:00.590]others such as postdoc and then we have
- [00:05:03.930]7% considered friend of UNL thank you so
- [00:05:07.710]much for that and now we're going to do
- [00:05:16.289]some definitions and then reframing of
- [00:05:18.270]course of this situation so I've
- [00:05:23.099]mentioned this a little bit earlier
- [00:05:24.150]which is anti racism and as we're
- [00:05:26.370]thinking about anti racism for many of
- [00:05:28.169]us our automatic defaults to perhaps
- [00:05:30.599]think of anti racism and it's the
- [00:05:32.430]opposite of racism but in actuality we
- [00:05:35.069]want you to start thinking about it's
- [00:05:36.900]anti existential anti racism as being an
- [00:05:39.330]actual action so being a racist or
- [00:05:42.180]anti-racist it's not about who you are
- [00:05:44.399]it is about what you do so part of what
- [00:05:47.729]we're going to talk about a lot today
- [00:05:48.870]it's more so action based and removing
- [00:05:51.750]ourselves from definitions such as or as
- [00:05:54.509]categories such as racism or etc we're
- [00:05:57.149]going to think about this more when our
- [00:05:58.349]actions will follow and then how we can
- [00:06:00.870]be more of course everyone Aaron
- [00:06:02.909]thinking of phrase and being more
- [00:06:05.009]advocates and not just passive or
- [00:06:07.050]thinking about this and so we're also on
- [00:06:09.360]top of limit framing is in terms of
- [00:06:11.129]critical race Theory critical race
- [00:06:13.409]theory is essentially a lens to
- [00:06:16.050]deconstruct oppressive policies and
- [00:06:17.969]practices and essentially in short
- [00:06:20.189]you're thinking and you're looking with
- [00:06:21.389]everything through phrase meaning you
- [00:06:24.029]have to analyze even policies based on
- [00:06:26.520]how how does it affect race etc and then
- [00:06:30.360]of course racism we're thinking about
- [00:06:32.129]that definition is a system of advantage
- [00:06:34.830]based on race and this is perpetuated
- [00:06:37.800]through institutions policies
- [00:06:40.639]this is etcetera and then race equity
- [00:06:43.310]and then systemic racism and we've this
- [00:06:45.770]probably running here this term a lot of
- [00:06:47.330]terminology systemic racism but
- [00:06:49.909]essentially it's a system in which
- [00:06:51.319]public policies institutional practices
- [00:06:53.900]cultural representation the entire
- [00:06:55.849]system itself has been obviously used
- [00:06:59.270]used in reinforced ways to perpetuate
- [00:07:01.699]racial group in equity which benefits of
- [00:07:04.279]course or disadvantages those within the
- [00:07:06.830]entire system and there are some
- [00:07:09.080]examples here as to how we can think
- [00:07:10.879]about this or how this applies to our
- [00:07:12.469]current our current society our email
- [00:07:16.189]structures that exist but these
- [00:07:18.020]definitions be critical to think about
- [00:07:19.669]as you're thinking about race and as
- [00:07:21.770]you're framing it for your own personal
- [00:07:24.169]or your professional lens it's so
- [00:07:26.060]important to think about these
- [00:07:26.960]definitions and how they manifest in
- [00:07:29.000]different ways
- [00:07:32.620]that's slide please so why are these
- [00:07:37.570]protests different there have been many
- [00:07:41.230]conversations at this point and their
- [00:07:43.300]framing of the of what's happening is
- [00:07:45.400]largely based on where you're sitting in
- [00:07:47.710]the way you're looking at the
- [00:07:49.270]socio-political system or the climate
- [00:07:51.510]but in short these protests have been
- [00:07:54.370]they it's different for a number of
- [00:07:55.870]reasons there has been significant
- [00:07:57.910]uprisings in the past three weeks we've
- [00:08:00.370]seen over all 50 states there have been
- [00:08:03.820]at least one at least one protest held
- [00:08:06.610]each day now and then we're also
- [00:08:08.380]starting to see this shrivel into course
- [00:08:10.630]the length of college campuses but in
- [00:08:13.750]short these protests feel and look
- [00:08:15.760]different for people just because these
- [00:08:17.590]conversations have been of course at the
- [00:08:19.570]cusp of what we do thought about but
- [00:08:22.030]these these uprisings uninsured are so
- [00:08:24.550]different because of the attention that
- [00:08:26.350]is now been given to these protests but
- [00:08:28.990]also the conversations that have
- [00:08:30.400]followed it's forced many of us who
- [00:08:33.130]perhaps never thought about or talked
- [00:08:34.930]about race Edlund to really start to
- [00:08:37.089]examine the reasons behind them and also
- [00:08:39.610]to start confront that own that own
- [00:08:41.110]issue but it has received some of our
- [00:08:43.000]own students perhaps even probably even
- [00:08:45.790]members of our family take their own
- [00:08:47.620]stance regarding this it has forced us
- [00:08:49.900]in the United States in particular to
- [00:08:52.000]really start to think about a race and
- [00:08:53.680]what it means for those based on one the
- [00:08:57.850]color of our skin but also the
- [00:08:59.440]inequities that are associated with that
- [00:09:00.820]and as you're seeing this being top of
- [00:09:03.460]course with a current health pandemic
- [00:09:06.370]called Kovach maintain this is only
- [00:09:08.770]exasperated that as well so those
- [00:09:11.080]inequities have now manifested have
- [00:09:12.940]taken hold of the racial inequities that
- [00:09:15.430]we have seen Kovic
- [00:09:16.780]for seeing over 24 percent of those
- [00:09:18.580]deaths that are being reported our
- [00:09:20.470]African Americans yet African Americans
- [00:09:22.870]make up less than 13% of the population
- [00:09:24.630]now increases that fervor increases the
- [00:09:29.080]call for an examination of policing in
- [00:09:31.390]the US and those policies are now coming
- [00:09:34.089]in as head is now we're adding social
- [00:09:35.770]media we're adding an additional context
- [00:09:38.380]so these protests may may seem like they
- [00:09:41.140]are what we've seen in the past but
- [00:09:43.330]there's been so many people so many
- [00:09:44.800]areas have said these protests
- [00:09:47.019]because it's now force this conversation
- [00:09:48.850]into the homes of so many individuals
- [00:09:51.610]but also into corporations into places
- [00:09:55.029]that we've not seen these conversations
- [00:09:56.889]and now there's been more attention
- [00:09:58.450]being paid to more so black lives matter
- [00:10:00.730]what does that mean as we move forward
- [00:10:03.160]as a country next slide these
- [00:10:11.290]conversations are different just because
- [00:10:13.389]it's for framing this in higher
- [00:10:15.040]education context we also think about
- [00:10:17.440]this impact on some of our colleagues
- [00:10:18.970]and as we're watching this unfold
- [00:10:21.730]they've now been viral movements notably
- [00:10:24.519]on Twitter where there was a hashtag
- [00:10:27.579]black in the ivory that was started less
- [00:10:30.459]a month ago then end up populating over
- [00:10:33.910]60,000 tweets and there were there were
- [00:10:37.420]people from the African - for black in
- [00:10:40.089]the ivory who started to charge higher
- [00:10:43.060]education in particular with
- [00:10:44.800]perpetuating the exact same inequity
- [00:10:47.260]that we've seen historically throughout
- [00:10:49.660]so many systems of the of the u.s. in
- [00:10:52.240]particular and this hashtag was utilized
- [00:10:54.820]to recount their own personal
- [00:10:56.589]experiences with racism and ways that
- [00:10:58.930]it's manifested even in academic spaces
- [00:11:01.120]where academic freedom and a broadening
- [00:11:03.670]of who we are in cultural diversity have
- [00:11:05.800]been of course champion for years but
- [00:11:07.990]that have not been the case for so many
- [00:11:09.730]people this hashtag action became so
- [00:11:12.490]popular it was covered by the Chronicle
- [00:11:14.260]of Higher Education but one of the
- [00:11:16.000]reasons why this is introduced now on to
- [00:11:18.010]frame where our thinking is because as
- [00:11:19.930]many of us may be higher education
- [00:11:22.300]professionals this too something we're
- [00:11:24.640]seeing as far as a reclaiming of not
- [00:11:28.120]only a message but a need to also place
- [00:11:31.500]institutions of higher learning uh
- [00:11:33.430]notices to say that this very system is
- [00:11:35.920]being fought out in the streets as far
- [00:11:38.230]as the national protests are now
- [00:11:39.699]trickling into parts of our society
- [00:11:41.860]including higher education and that
- [00:11:44.319]these are issues that we have to start
- [00:11:46.300]to address in order for us to really
- [00:11:47.790]become that institutions or become
- [00:11:50.319]institutions in which we not only value
- [00:11:52.660]academic freedom but we value the
- [00:11:54.399]diversity and the aspects of who makes
- [00:11:57.160]up of course those institutions not just
- [00:11:59.290]wherever
- [00:12:00.220]but there are our actions and the
- [00:12:02.560]progression of people color next slide
- [00:12:06.760]and then finally the students the
- [00:12:10.930]university brats the Lincoln actually
- [00:12:12.430]released each year a Husker student
- [00:12:15.010]power survey last year was distributed
- [00:12:17.740]to over 4,000 first-year students and
- [00:12:19.990]this is no more just because some of the
- [00:12:22.360]responses especially for the response
- [00:12:24.760]that indicates the racial ethnic or
- [00:12:26.890]cultural background will receive 156
- [00:12:30.820]respondents actually responded to this
- [00:12:32.680]question saying I sometimes feel alone
- [00:12:35.320]or isolated because of my racial ethnic
- [00:12:37.630]or cultural background indicates to us
- [00:12:39.820]one the disconnect between a racial
- [00:12:42.880]ethnic and cultural background to those
- [00:12:45.130]feelings of belongingness and so as
- [00:12:47.230]we're thinking about this and is
- [00:12:48.580]reframing the international protest or
- [00:12:50.710]think you're not coded I want to think
- [00:12:52.420]about some of these elements this is why
- [00:12:54.220]this movement that have finished earlier
- [00:12:56.080]this is why I feel so different notably
- [00:12:59.050]because we're adding all these elements
- [00:13:01.600]just to indicate systemic inequities and
- [00:13:04.930]how they have perpetuated so many
- [00:13:06.940]different areas and how can we start now
- [00:13:09.010]start as those who are really interested
- [00:13:11.320]in perhaps developing curriculum
- [00:13:13.420]engaging community in larger
- [00:13:14.950]conversations on anti racism and ways to
- [00:13:17.890]strategically think about how we move
- [00:13:19.870]forward to actually include others in
- [00:13:22.000]this conversation and to create
- [00:13:23.800]opportunities and of equity next slide I
- [00:13:29.850]do want to hand it over now at this
- [00:13:32.140]point my colleague dr. Fagan all right
- [00:13:35.470]so thank you so much dr. Friday for just
- [00:13:39.220]that was great just setting the
- [00:13:41.200]groundwork in terms of why is this
- [00:13:43.420]happening what's the language and
- [00:13:45.160]helping us understand where all of this
- [00:13:47.530]is coming from so I really appreciated
- [00:13:49.360]that information what we're gonna do now
- [00:13:51.760]is move into hole number two so we're
- [00:13:54.760]asking you to tell us what describes you
- [00:13:57.370]most accurately when it comes to talking
- [00:14:00.700]about race so we're asking you to fill
- [00:14:04.330]this out and we want to hear from you
- [00:14:23.950]there is no right or wrong answer he is
- [00:14:28.070]honest and sincere as you can
- [00:14:39.500]all right so it looks like we have no
- [00:14:44.610]one that would rather not talk about
- [00:14:45.959]racism or race we have one percent that
- [00:14:50.730]says I'm very uncomfortable talking
- [00:14:52.680]about race or racism eight percent who
- [00:14:55.230]are uncomfortable 43 percent of you the
- [00:14:59.520]majority are I'm sometimes uncomfortable
- [00:15:01.529]and then 36 percent that says I'm
- [00:15:05.040]usually comfortable talking about race
- [00:15:07.260]racism and then 11 percent that say I'm
- [00:15:10.080]very comfortable talking about race or
- [00:15:12.000]racism so as we move into this next
- [00:15:15.450]section I think it's really important
- [00:15:17.850]for you to be able to say what is it
- [00:15:21.390]that causes my cunt discomfort or my
- [00:15:24.240]comfort level when it comes to talking
- [00:15:26.010]about race or racism next slide please
- [00:15:32.779]inclusion shows up in how people feel
- [00:15:35.160]about their workplace or their classroom
- [00:15:37.350]where they invite the community that
- [00:15:38.760]they live in but I think a lot of times
- [00:15:41.100]people misunderstand and think diversity
- [00:15:44.790]and inclusion are synonymous terms
- [00:15:46.790]diversity represents the differences we
- [00:15:49.440]possess as human beings based on a
- [00:15:52.110]variety of things an inclusion is how we
- [00:15:56.040]take all of our differences put them
- [00:15:58.620]together and become a cohesive team to
- [00:16:01.470]be able to work well together and
- [00:16:03.930]accomplish things that we set out to do
- [00:16:06.510]and do it while we honor and respect one
- [00:16:09.540]another so the key is we have diversity
- [00:16:13.290]in our communities in our organizations
- [00:16:15.690]in our schools
- [00:16:16.860]how do we become inclusive and that has
- [00:16:19.980]a lot to do with who we are as educators
- [00:16:23.610]as leaders as colleagues as friends
- [00:16:26.730]neighbors and just how we show up into
- [00:16:29.850]the different spaces that we interact
- [00:16:31.500]with people next slide please
- [00:16:34.050]the reason inclusion is so hard is
- [00:16:37.620]because our brains are wired for bias so
- [00:16:41.279]if you're familiar with dr. Akana men's
- [00:16:44.130]book Thinking Fast and Slow
- [00:16:47.370]or dr. Milano's the subliminal book he
- [00:16:51.300]basically talked about the idea of the
- [00:16:54.540]brain as being multiple parts but the
- [00:16:57.750]two parts that affect how we think and
- [00:16:59.910]how we make decisions our limbic system
- [00:17:02.640]and our frontal lobe our limbic system
- [00:17:04.800]is the oldest part of our brain
- [00:17:07.580]neurobiologists would tell you this is
- [00:17:09.570]from our reptilian this is what remains
- [00:17:12.300]from our reptilian days so this is also
- [00:17:14.640]called our reptilian brain this part of
- [00:17:17.370]our body is designed to keep us safe
- [00:17:22.170]so it works automatically fast it's
- [00:17:25.140]emotional not surprisingly it's
- [00:17:28.910]stereotypic so what that means is that
- [00:17:32.210]information that I have received over
- [00:17:35.910]and over and over again has now been
- [00:17:39.180]internalized and moved into my limbic
- [00:17:41.580]system so that when I am walking down
- [00:17:44.400]the street and I see a person of color
- [00:17:46.260]approaching me I will automatically
- [00:17:48.960]cross the street why it's because my
- [00:17:51.720]fast brain is triggering danger why
- [00:17:56.370]because this is the message that I have
- [00:17:58.410]been told over and over and over again
- [00:18:00.840]since I was very young and I've begun to
- [00:18:03.540]believe it
- [00:18:04.470]so that's how racism shows up that's how
- [00:18:07.200]bias shows up without people really
- [00:18:09.870]consciously thinking about it now our
- [00:18:12.330]frontal lobe is our slower brain it's
- [00:18:14.820]our brain that gets us to really think
- [00:18:17.310]is that true the thing about the frontal
- [00:18:21.180]lobe is because it's the last part of
- [00:18:23.130]our brain to develop the research shows
- [00:18:25.350]in men it develops in their mid to late
- [00:18:27.900]20s fully develops in women in early to
- [00:18:31.980]mid 20s so what happens is because this
- [00:18:34.800]is the last part of our brain to be
- [00:18:36.360]fully developed it's the first part of
- [00:18:38.070]our brain that goes offline when we are
- [00:18:41.790]feeling uncomfortable and in the class I
- [00:18:44.460]teach and I call it emotional hijacking
- [00:18:47.640]when we feel emotionally hijacked our
- [00:18:49.820]ability to slow down and think through
- [00:18:53.100]logical things and make conscious
- [00:18:55.140]decisions is inhibited so what we do is
- [00:18:58.710]we act out
- [00:19:00.090]our limbic brain and so our brain is
- [00:19:02.580]wired for bias we have to work very hard
- [00:19:07.050]and be very intentional to ensure that
- [00:19:10.650]we're not operating out of our bias so
- [00:19:13.860]next slide please and the thing about
- [00:19:16.380]this right now this the challenge that
- [00:19:18.930]we're experiencing right now is a lot of
- [00:19:22.080]us are operating in a state where we are
- [00:19:27.840]emotionally hijacked because if we think
- [00:19:30.420]about our experience our thought
- [00:19:34.320]processes how we've come to think about
- [00:19:37.580]race diversity inclusion racism the
- [00:19:42.960]experiences we've had has created a
- [00:19:45.960]mindset for us so these differences
- [00:19:49.320]we've experienced we've begun to give
- [00:19:51.300]meaning to them and so that meaning the
- [00:19:54.450]way that we give meaning to it has
- [00:19:55.890]become our mindset this framework the
- [00:19:59.070]intercultural development continuum
- [00:20:00.900]which has an assessment that comes with
- [00:20:02.730]it is a wonderful framework for us to
- [00:20:05.190]understand how people give meaning to
- [00:20:09.210]difference so depending on where I fall
- [00:20:11.790]in this framework will depend on how I'm
- [00:20:14.610]experiencing the current events in our
- [00:20:17.370]country right now
- [00:20:18.570]so if I'm in minimization you might hear
- [00:20:22.770]people saying but we're all God's
- [00:20:24.750]children why can't we get along we all
- [00:20:27.510]want the same things human beings are
- [00:20:29.370]basically the same we bleed red
- [00:20:31.760]when majority of the employees the
- [00:20:35.340]leaders in an organization are in
- [00:20:37.260]minimization the policies in the
- [00:20:40.290]organization become Universalist which
- [00:20:43.320]means you have to fit into this box this
- [00:20:45.930]idea that we have otherwise you don't
- [00:20:50.400]belong in this space so when we think
- [00:20:53.160]about it and I'm working with our police
- [00:20:55.860]department right now our leaders in our
- [00:20:58.710]Police Department and saying how does
- [00:21:00.720]that lens of Universalist impact people
- [00:21:04.830]who behave differently than what we
- [00:21:07.230]expect because the Universalist lens
- [00:21:10.620]falls in the monocultural mindset
- [00:21:13.760]we have to be able to get officers
- [00:21:16.040]moving into the intercultural mindset of
- [00:21:19.190]acceptance and adaptation so what I do a
- [00:21:23.030]lot of times is I use this this model as
- [00:21:27.380]a way to help individuals begin to
- [00:21:29.570]connect with what is it that I'm
- [00:21:31.460]thinking that I'm feeling and speak out
- [00:21:34.040]of that and connect with each other from
- [00:21:36.110]that angle if you have not read the
- [00:21:39.080]article trauma-informed teaching out of
- [00:21:41.390]the Chronicle of Higher Education we're
- [00:21:43.280]gonna put the link for it in our Q&A I'd
- [00:21:47.810]highly recommend that you read that
- [00:21:49.820]because what you're seeing what you're
- [00:21:52.520]going to have is students who are going
- [00:21:54.680]to be coming into the classroom that are
- [00:21:57.380]not just coming out of the coab at 19
- [00:21:59.720]pandemic but if you've got students of
- [00:22:02.450]color biracial black international
- [00:22:08.270]students you've got people coming into
- [00:22:10.010]your classroom that are not white and
- [00:22:12.290]even some of your white students are
- [00:22:14.600]going to be dealing with some of the
- [00:22:16.280]issues of trauma so it's really
- [00:22:18.020]important for you to understand how do
- [00:22:20.420]we speak this how do we connect with
- [00:22:22.820]people next slide please
- [00:22:26.200]so using the assessment IDI assessment
- [00:22:29.690]one of the things that I've done is I
- [00:22:32.240]have given that assessment about 7,500
- [00:22:36.980]assessments since 2007 when I began
- [00:22:40.040]working with the assessment and are
- [00:22:42.950]usually when I talk about this I ask
- [00:22:45.290]individuals give me examples of places
- [00:22:47.870]where you have felt most included and
- [00:22:49.940]places where you have felt excluded and
- [00:22:52.580]the things that I hear have to do with
- [00:22:55.610]the two basic human needs they hate the
- [00:22:57.740]need to belong and to need to know that
- [00:22:59.810]you matter and your difference is matter
- [00:23:02.720]and that people see you fully so when
- [00:23:06.230]you hear someone say I don't see color
- [00:23:08.440]to the person who is brown or black
- [00:23:13.460]basically what you're saying a piece of
- [00:23:15.710]you doesn't matter to me that's what
- [00:23:18.560]they hear so it's really important that
- [00:23:20.690]you understand how people perceive
- [00:23:23.900]mattering and belonging what I see
- [00:23:27.430]inclusion is really difficult for people
- [00:23:30.440]to describe and very seldom have they
- [00:23:33.830]felt it so high rates of low mattering
- [00:23:39.350]and low belonging low mattering and high
- [00:23:43.340]belonging high mattering and low
- [00:23:45.500]belonging not very often do I hear
- [00:23:49.040]people say I feel like I belong and that
- [00:23:52.490]I matter and the language that people
- [00:23:54.440]use when they talk about that is leaders
- [00:23:58.190]whether that is the classroom teacher
- [00:24:01.030]that is the board member the leader in
- [00:24:06.650]the organization leader I feel like I
- [00:24:09.050]can be my whole self and I feel like
- [00:24:11.510]that because my difference exists I am
- [00:24:14.450]viewed as having value added that my
- [00:24:18.370]experiences add value to our team that
- [00:24:21.470]people want to hear things from my
- [00:24:23.390]perspective next slide please
- [00:24:27.490]and I'm gonna hand things over to dr.
- [00:24:30.050]Friday thank you so much dr. bacon it's
- [00:24:33.650]very important especially as we're
- [00:24:35.990]thinking about this in our own of course
- [00:24:37.940]our own cultural context as we're
- [00:24:40.370]watching everything unfold before our
- [00:24:42.170]very eyes it's very difficult to not see
- [00:24:44.780]that from your own perspective so I
- [00:24:46.550]think that adds so much balance and it
- [00:24:49.040]adds of course more context for us who
- [00:24:51.410]may be struggling to better understand
- [00:24:53.750]in ways that we do want to do more
- [00:24:55.550]inclusive in our thinking for Hekla
- [00:24:57.140]press we don't know how to move from
- [00:24:59.120]where we are to get to where we want to
- [00:25:01.310]be so I think that's very helpful and as
- [00:25:03.920]you're thinking about this and I know
- [00:25:06.140]that this earlier one of the things has
- [00:25:08.090]been rising in so much I should say in
- [00:25:11.090]interest is how do I now move from being
- [00:25:14.540]empathetic move move from just looking
- [00:25:17.780]at what's happening and how do I
- [00:25:19.400]actually move to be anti-racist and as I
- [00:25:23.000]said this is an action it's very action
- [00:25:25.190]based so there are a few things I would
- [00:25:26.870]like for you that we like me to think
- [00:25:29.150]about as you're thinking about this
- [00:25:30.850]which is first we want to stop thinking
- [00:25:34.100]of things in terms of black/white we
- [00:25:36.440]want to start thinking about this in
- [00:25:37.700]terms of stop thinking in terms of
- [00:25:40.400]not racist because it's the first thing
- [00:25:42.650]you think of it more so I said something
- [00:25:45.050]it's harmful but it's not enough to say
- [00:25:47.630]I'm not racist
- [00:25:48.800]what we want you to do is to stop them
- [00:25:51.290]so that's a reflex of course but it's
- [00:25:53.360]also it's a way to continue to hold us
- [00:25:56.120]back from moving from those thoughts
- [00:25:58.070]those feelings more to now going towards
- [00:26:00.200]the action so by reflecting our
- [00:26:03.050]reflectively defining that yourself as a
- [00:26:05.840]non racist you're essentially one beyond
- [00:26:09.650]racism from grip and you're making it
- [00:26:11.840]possible see how your own ideas your
- [00:26:13.550]thoughts your actions could be indeed
- [00:26:16.160]racist what we want to start thinking is
- [00:26:18.920]how can I champion anti-racist ideas and
- [00:26:21.800]policies so for example if you're
- [00:26:25.130]thinking about this how do I use my
- [00:26:26.630]current position of power I mean that
- [00:26:28.910]could be in a litany of ways how do I
- [00:26:30.770]start thinking about ways I can start
- [00:26:32.990]advocating for more inclusion I can
- [00:26:36.710]start becoming the ambassador the
- [00:26:38.780]advocate and the point of this is to
- [00:26:41.090]commit to some form of action of course
- [00:26:44.030]but also this has the potential to
- [00:26:46.400]actually change racist policies because
- [00:26:49.490]structurally those policies can exist in
- [00:26:51.710]in a number of ways that can be very
- [00:26:53.420]exclusionary for African Americans for
- [00:26:55.970]people of color in general and we want
- [00:26:57.920]to make sure that we're champion
- [00:26:59.390]anti-racist ideas and policies and to go
- [00:27:02.030]back to the stuff saying I'm not racist
- [00:27:03.740]one thing you can make that action-based
- [00:27:06.170]and the example provided is more so the
- [00:27:09.800]white liberal who considers themselves
- [00:27:11.390]not to be racist but again some of the
- [00:27:13.970]things that you refuse to do such as
- [00:27:15.680]sending your child to a local school
- [00:27:17.440]which is predominantly children of color
- [00:27:20.540]for example African American children it
- [00:27:23.210]can be high poverty etc and one of the
- [00:27:25.670]things that you can consider doing is
- [00:27:27.620]they can reframe whether you're even
- [00:27:29.390]thinking the way of sending your child
- [00:27:31.370]there I mean this is just an example
- [00:27:33.320]there's so many different things need to
- [00:27:34.910]start being and thinking about how to be
- [00:27:36.380]action based and of course identifying
- [00:27:40.160]racial inequities and disparities which
- [00:27:42.650]we can find throughout when we say
- [00:27:44.150]systemic we mean systemics are you
- [00:27:46.430]thinking of health care criminal justice
- [00:27:48.860]reform education income unemployment or
- [00:27:52.460]employment and at home
- [00:27:54.140]ownership I think we've all heard the
- [00:27:56.930]saying about when it comes to income or
- [00:27:59.030]more so the disparity in pay for for
- [00:28:02.000]example men and women there's a huge
- [00:28:04.430]difference in pay yet for every one
- [00:28:07.760]dollar being made by a white male for
- [00:28:09.620]example a white female perhaps make 76
- [00:28:12.950]cents which again is one of those
- [00:28:15.920]disparities that we see that exist but
- [00:28:17.720]then now we add another layer there we
- [00:28:19.970]intersect those identities and we're
- [00:28:21.290]thinking about black American women and
- [00:28:23.600]then we think about perhaps even Latino
- [00:28:26.270]women etc it goes beyond that seventy
- [00:28:28.640]six and we're thinking more so now going
- [00:28:30.830]below seventy percent it going to 63
- [00:28:33.620]cents on the dollar
- [00:28:34.940]etc so you want to look at those racial
- [00:28:37.370]inequities and disparities and I
- [00:28:39.290]mentioned a little bit earlier thinking
- [00:28:40.880]about kovat and its impact of course
- [00:28:42.800]it's impacting stem cells throughout the
- [00:28:46.370]globe as we know but there has been an
- [00:28:48.440]absolute disproportionate impact on
- [00:28:50.360]communities of color and if we think
- [00:28:52.310]about it looks like those layers how
- [00:28:53.960]could we start to advocate for for
- [00:28:56.920]excess with equitable health and looking
- [00:28:59.870]at the policies that currently exist and
- [00:29:02.480]then of course understand how your anti
- [00:29:04.580]racism needs to be intersectional it's
- [00:29:07.100]been thinking about this one of the
- [00:29:09.170]things that we've heard many times is it
- [00:29:11.210]when you're looking at it we're thinking
- [00:29:13.730]about intersectionality becomes to
- [00:29:15.380]gender gender identity we're also
- [00:29:18.350]thinking about sexuality we're thinking
- [00:29:20.570]about so many different components who
- [00:29:21.860]make people who they are so we're
- [00:29:23.660]looking at how our anti racism needs to
- [00:29:25.880]actually be equitable in the lens that
- [00:29:28.700]it's actually applied to and we provided
- [00:29:32.000]this graph which is a part of even
- [00:29:34.910]Candis how to do it in Thai racist this
- [00:29:37.520]graph is actually made by an individual
- [00:29:40.310]who read that book and created a graph
- [00:29:42.170]and we trimmed it that information to
- [00:29:44.510]them but this is a spectrum and it's
- [00:29:46.190]something that we have to continue to
- [00:29:47.390]think about so we're thinking about ways
- [00:29:48.650]to be anti racist because part of that
- [00:29:50.780]journey is to know that there is no
- [00:29:52.550]perfect anti-racist part of the beauty
- [00:29:56.360]of is that you continuously strive to
- [00:29:58.940]improve just because we know that
- [00:30:00.590]systemic Lee the issues the inequities
- [00:30:03.050]are quite deep and they are frequent in
- [00:30:07.190]may
- [00:30:07.670]spaces next slide please an apology so
- [00:30:14.960]you can hear it's that spender that's
- [00:30:16.640]coming outside we have another poll for
- [00:30:19.100]you this coal is um based in resources
- [00:30:24.250]do you currently possess the proper
- [00:30:26.930]resources literature that could be your
- [00:30:29.480]media to engage and anti-racism work yes
- [00:30:33.620]I have quite a few resources I have
- [00:30:36.590]resources but we use more from area
- [00:30:38.300]experts or I had limited you know
- [00:30:40.700]resources and don't know where to start
- [00:30:43.370]few more seconds for that poll do you
- [00:30:46.520]kind of possess the proper resources to
- [00:30:48.890]engage in anti-racism work
- [00:30:56.900]okay it seems we have 21% that says yes
- [00:31:02.690]I have quite a few resources 64% who
- [00:31:06.470]says who said I have resources like to
- [00:31:08.990]use more from area experts and then 15%
- [00:31:12.110]I have limited to no resources and I
- [00:31:15.050]don't know where to start
- [00:31:17.090]thank you so much for those that did
- [00:31:19.010]take that call again thank you and then
- [00:31:21.380]we'll start our next slide and now we're
- [00:31:27.440]going to talk a little about
- [00:31:28.130]facilitating that change all right thank
- [00:31:33.470]you you know what you were talking about
- [00:31:35.780]dr. Friday with the being able to have a
- [00:31:39.350]conversation and being able to look at
- [00:31:41.809]ourselves this is what I want my
- [00:31:44.210]students to be able to do when I work
- [00:31:46.160]with organizations when I work with
- [00:31:47.809]leaders this is what I want them to be
- [00:31:50.540]able to do I want to create
- [00:31:51.980]opportunities for them to do as much
- [00:31:54.110]introspection as possible when you look
- [00:31:57.290]at this picture are you looking at the
- [00:31:59.809]front view or are you looking at the
- [00:32:01.700]side profile you don't have to answer
- [00:32:04.820]the question to me but I just want you
- [00:32:06.500]to pop think about them a little bit
- [00:32:09.400]the reason for that question is because
- [00:32:12.530]we each see things differently and I
- [00:32:15.230]love the quote by a nice man who was a
- [00:32:19.370]19th century French American poet that
- [00:32:21.590]said we don't see things as they are we
- [00:32:23.480]see things as we are so giving people
- [00:32:26.840]the opportunity to be able to share
- [00:32:31.490]their perspectives with each other and
- [00:32:34.070]being able to suspend our judgment to
- [00:32:36.770]listen to people is one of the best
- [00:32:40.010]gifts we can give each other during this
- [00:32:42.800]season and beyond one of the things when
- [00:32:46.220]I work with individuals is to say don't
- [00:32:49.100]ask why questions why questions when
- [00:32:53.690]you're trying to create introspection
- [00:32:56.360]why questions create deflection what a
- [00:33:01.160]why question does is causes a person to
- [00:33:05.020]defend their position so when you want
- [00:33:09.380]someone to
- [00:33:10.680]lacked about something asked a question
- [00:33:13.890]of help me understand whatever or what
- [00:33:18.750]is it about this that makes you think
- [00:33:20.700]feel this way rather than why do you say
- [00:33:23.940]that why do you think that that puts
- [00:33:27.210]people on the defensive the other thing
- [00:33:29.310]I encourage people to do is to share
- [00:33:31.920]your story I call it the crucible moment
- [00:33:35.040]story the crucible moment story is a
- [00:33:38.310]season or something that happens in your
- [00:33:40.590]life that shifts you're thinking shifts
- [00:33:45.150]how you perceive things we all have
- [00:33:47.970]those crucible moments if we think about
- [00:33:51.330]it one of the questions I ask my
- [00:33:56.190]students actually it's the question the
- [00:33:58.050]frames with a class that I teach at the
- [00:34:01.080]beginning to the end who would you be
- [00:34:03.600]most afraid to bring home as your future
- [00:34:05.550]spouse I asked that question not because
- [00:34:09.030]I want them to think negatively of their
- [00:34:12.150]family or to say that your values or
- [00:34:14.130]beliefs are wrong but I want them to be
- [00:34:16.860]take their unconscious bias identify
- [00:34:21.030]where it comes from and sit with it and
- [00:34:23.910]begin to explore how that bias is
- [00:34:27.950]limiting their ability to lead their
- [00:34:31.890]ability to connect with people who are
- [00:34:34.080]different than that and so the entire
- [00:34:36.450]semester is is spent around the idea of
- [00:34:39.780]if you are going to be an inclusive
- [00:34:42.120]leader you need to understand yourself
- [00:34:45.000]understand your biases understand how
- [00:34:48.000]those are keeping you from creating that
- [00:34:50.790]inclusive environment then when you
- [00:34:53.610]understand that bias you need to hold
- [00:34:55.500]yourself accountable to it you need to
- [00:34:57.390]suspend judgment and you need to be able
- [00:34:59.670]to if you're in decision-making you know
- [00:35:01.800]you're gonna hire someone am I making
- [00:35:03.720]the decision to hire a person a instead
- [00:35:07.380]of person B because of my own bias what
- [00:35:11.670]is how what is the role my bias is
- [00:35:13.650]playing in this so I want people to be
- [00:35:17.520]able to sit with the questions that are
- [00:35:19.980]difficult as a way to gain introspection
- [00:35:23.640]into
- [00:35:24.150]themselves and who they are and how they
- [00:35:26.160]want to show up here's the thing about
- [00:35:28.170]asking these kinds of questions some of
- [00:35:31.140]the in my in my research when I did my
- [00:35:33.480]doctorate I found that leaders who were
- [00:35:37.620]supportive during seasons that are
- [00:35:39.990]challenging created an environment that
- [00:35:43.470]allowed the employee to grow to feel
- [00:35:45.600]safe to want to explore those
- [00:35:47.910]challenging things so I would say for us
- [00:35:51.030]as educators it's a challenging season
- [00:35:54.210]we need to create a supportive
- [00:35:56.670]environment supportive environment means
- [00:35:59.130]who you are matters to me as much as
- [00:36:01.500]what you do that's what a supportive
- [00:36:04.230]environment does through my actions and
- [00:36:06.450]my words I am able to share that to be
- [00:36:10.230]there for individuals to say I want to
- [00:36:13.890]help you to succeed what is it that you
- [00:36:16.050]need and how is my bias getting in the
- [00:36:18.540]way of me being able to do that next
- [00:36:21.360]slide please
- [00:36:25.430]there dr. seuss 'la dr. henwood dr. Dale
- [00:36:29.070]out of Australia have been working in
- [00:36:32.070]the area of multi braining and basically
- [00:36:34.920]helping us to understand the link
- [00:36:36.990]between the gut brain the heart brain
- [00:36:39.810]and our cognitive brain so our head
- [00:36:42.840]brain basically what we know is when
- [00:36:45.930]people when I ask questions that are
- [00:36:48.510]challenging of my students and of
- [00:36:50.310]leaders that I work with it's not that I
- [00:36:52.620]want to make them feel bad but it's that
- [00:36:54.510]I want them to begin to tune into their
- [00:36:56.460]gut reaction
- [00:36:59.010]dr. Breslin who's an intercultural says
- [00:37:01.800]done work in the area of intercultural
- [00:37:03.090]communication says we have our strongest
- [00:37:07.260]gut reactions when our values are either
- [00:37:11.630]violated or ignored our cultural values
- [00:37:16.320]whether that is I want people to treat
- [00:37:18.930]each other with respect my idea of
- [00:37:20.880]respect might be very different than dr.
- [00:37:22.860]Friday's idea of respect I might think
- [00:37:25.200]respect is you don't make direct eye
- [00:37:27.060]contact with me so when someone makes
- [00:37:29.100]the rekd eye contact with me I have this
- [00:37:30.840]gut reaction that says Auto something's
- [00:37:32.610]wrong what I need to do is to pay
- [00:37:36.000]attention to that
- [00:37:37.710]and use that as a way to learn about
- [00:37:39.869]myself when I encounter situations that
- [00:37:44.069]are going against what my thoughts are
- [00:37:46.260]what my beliefs are again this is a way
- [00:37:48.720]for us to do anti-racist
- [00:37:50.730]work internally we do the anti-racist
- [00:37:53.819]work in here as we are doing it out
- [00:37:56.730]there so none of us ever arrived at that
- [00:37:59.160]place of we're not racist anymore next
- [00:38:03.390]slide and I'll hand things back over to
- [00:38:04.890]dr. Friday thank you so as we're
- [00:38:10.079]thinking about this especially in terms
- [00:38:11.640]of community action or community
- [00:38:14.130]building one of the things that we want
- [00:38:16.770]to note is community strategies to end
- [00:38:19.349]structural racism support and we're
- [00:38:23.160]thinking on racial healing and
- [00:38:25.220]place-based initiatives to address these
- [00:38:27.780]are these systemic issues the systemic
- [00:38:31.890]issues are so important to enforce
- [00:38:33.710]because I want to note that because just
- [00:38:36.150]as much as it took to create these
- [00:38:37.859]organizations and create mind sets it
- [00:38:40.470]takes just as much effort to dismantled
- [00:38:42.930]so it's the start that that area not
- [00:38:45.900]only a collective understanding but
- [00:38:48.450]there may be that many times now how we
- [00:38:50.430]move from that more understanding and
- [00:38:52.680]think about ways that we can be
- [00:38:54.750]ambassadors for that so because one of
- [00:38:57.480]the consequences of inequities are
- [00:39:00.200]thinking about this has been structure
- [00:39:02.970]of racial inequities we want to start
- [00:39:04.829]thinking about how we can focus on
- [00:39:06.630]change strategies and as I'm looking at
- [00:39:08.819]this graph that was provided by visions
- [00:39:10.440]Inc we're looking at it one as a funnel
- [00:39:13.680]meaning that all these areas are very
- [00:39:15.299]touching all of them are impacting one
- [00:39:17.099]another we're looking at this on a
- [00:39:18.839]personal level
- [00:39:19.829]interpersonal institutional and cultural
- [00:39:22.829]they're all connected and this the
- [00:39:26.010]different expressions of oppression are
- [00:39:27.690]mutually reinforcing and consequently as
- [00:39:30.839]we think of this each of these levels
- [00:39:32.400]needs to be addressed in order to
- [00:39:34.290]influence and implement change and now
- [00:39:36.690]even add a second little third one here
- [00:39:38.430]which would be to sustain that change
- [00:39:40.230]because we could implement we could
- [00:39:41.970]influence and it'll be a continuous
- [00:39:44.280]cycle but how do we sustain it and
- [00:39:46.290]that's been one of the reasons why that
- [00:39:48.059]question has been so frequent which is
- [00:39:49.920]how is his movement
- [00:39:51.540]and how will it actually continue that
- [00:39:54.210]change and as we're looking at they
- [00:39:56.130]serving all types of thought leaders if
- [00:39:58.020]they're thinking about this which is
- [00:39:59.670]notably this time it feels different and
- [00:40:02.490]that feeling that we may see is that
- [00:40:04.770]because collectively we all seem to be
- [00:40:06.600]now paying attention to what's happening
- [00:40:09.090]so community members served as the
- [00:40:11.070]foundation of for this theory of change
- [00:40:13.500]and how we need to think about it
- [00:40:15.750]community members must first experience
- [00:40:17.910]their own perspective transformation in
- [00:40:20.070]order for that to be that change and
- [00:40:21.810]that's why us doing the work for
- [00:40:23.100]ourselves before we can become these
- [00:40:25.200]investors before we can start up for
- [00:40:27.480]something others we need to think about
- [00:40:29.040]ways our own personal identities our own
- [00:40:33.000]personal experiences with the world and
- [00:40:35.370]how we proceed by the world and we can
- [00:40:37.590]then collectively start to think about
- [00:40:39.240]that movement next slide please
- [00:40:44.660]and so here are a few strategies that
- [00:40:47.100]you're thinking about how do we engage
- [00:40:49.400]essentially this little helps us to look
- [00:40:51.600]at this in a variety of ways but there's
- [00:40:54.930]nine different areas of ways that we can
- [00:40:57.510]start thinking about it instead of an
- [00:41:00.270]individual level on the individual level
- [00:41:02.340]how could we start to have these
- [00:41:04.080]conversations with those one who may be
- [00:41:06.660]open to those conversations and we'll
- [00:41:08.340]talk about this a little bit later as
- [00:41:09.480]far as what are the strategies to have
- [00:41:11.310]those conversations but how do I now
- [00:41:13.380]start a conversation with those who may
- [00:41:15.480]be open to it
- [00:41:16.290]because creating an ambassadorship
- [00:41:18.590]amongst your colleagues amongst working
- [00:41:21.540]groups etc helps you to then build the
- [00:41:23.940]political course you're going to need to
- [00:41:25.830]really get to the heart of it which is
- [00:41:27.090]an institutional kind of effort or
- [00:41:29.160]organizational um featuring community
- [00:41:31.980]dialogues includes all groups so not
- [00:41:34.590]just the people of color in your
- [00:41:36.030]organization but your goal is to start
- [00:41:39.150]relying on the explicit framing of how
- [00:41:41.010]structural and personal and racism
- [00:41:43.350]create and continue sustain these
- [00:41:45.540]inequities so essentially as we're
- [00:41:47.790]thinking about this creating a community
- [00:41:50.070]dialogue you can start with just to make
- [00:41:52.980]them keep saying different areas of
- [00:41:54.810]people to have these conversations and
- [00:41:56.610]have you burnt the ice we can even think
- [00:41:58.740]of
- [00:41:59.360]by utilizing some type of external
- [00:42:01.450]resource such as a book such as an
- [00:42:04.070]article things that you can start to
- [00:42:05.690]discuss or even an internal examination
- [00:42:08.210]which is very much I should say informal
- [00:42:10.820]in nature and just thinking about the
- [00:42:12.440]the organization or the community to be
- [00:42:14.900]impact so essentially one of the areas
- [00:42:18.050]of opportunities and let's talk about
- [00:42:19.520]that together we also want to start
- [00:42:21.950]thinking about how do we specifically
- [00:42:24.110]document how policies and programs that
- [00:42:26.630]created unexamined and unprivileged for
- [00:42:30.200]white people helping individuals to
- [00:42:32.090]understand how these privileges have
- [00:42:33.680]played out in their own lives and in
- [00:42:35.660]some steps how do you promote this shift
- [00:42:37.670]and again you're talking about policy
- [00:42:39.980]you - you're really going to have to
- [00:42:41.480]examine a lot of this historical context
- [00:42:43.430]but what this means is not only we think
- [00:42:46.820]about ways we can change the hearts the
- [00:42:48.830]minds but we also need to think about
- [00:42:50.660]the policy structure which creates these
- [00:42:53.000]inequities as well and then of course
- [00:42:55.720]communities that are seeking to undo
- [00:42:57.890]this place-based inequality and reducing
- [00:43:00.950]racial ethnic health inequities need to
- [00:43:03.350]understand and recognize the
- [00:43:05.170]institutional inertia
- [00:43:06.560]so essentially historically thinking
- [00:43:09.110]about the history the ideologies and the
- [00:43:11.260]individual barriers for perspective
- [00:43:13.940]transformation and then that requires us
- [00:43:16.460]to commit to long term change strategies
- [00:43:18.620]and just looking at this world one of
- [00:43:20.360]the things to note is that we also have
- [00:43:22.640]to acknowledge many many different ways
- [00:43:25.300]Explorer racism within the local context
- [00:43:28.250]which could be local could be again into
- [00:43:30.530]the organizational or community-based
- [00:43:32.180]lens and then growing from there but one
- [00:43:36.050]of the things that this this forces us
- [00:43:37.820]to do is to know that there are multiple
- [00:43:39.320]angles that you can take but as an
- [00:43:41.780]anti-racist you have to look at it
- [00:43:43.250]through this angle which is there has to
- [00:43:45.200]be a step taken because one of the
- [00:43:47.480]reasons why many times one can become
- [00:43:49.490]cynical or perhaps state that change is
- [00:43:51.680]not necessary is because there's
- [00:43:53.900]narrative staff to actually start the
- [00:43:55.940]process and as soon as we grow we can
- [00:43:58.010]gather more people who actually want to
- [00:44:00.650]do this work and understanding of the
- [00:44:02.210]work is long it is a tedious job but it
- [00:44:05.300]requires it requires a commitment and it
- [00:44:08.480]requires us to really examine ways in
- [00:44:11.240]which we can really start
- [00:44:12.330]take that change next slide please
- [00:44:16.730]we have our last poll for you
- [00:44:20.250]this poll is essentially as for thinking
- [00:44:23.430]about this as we return in the fall how
- [00:44:26.760]prepared are you to lead and to raise
- [00:44:28.740]some efforts in your courses or your
- [00:44:31.260]organization's you're better prepared
- [00:44:33.170]prepared not very prepared or not
- [00:44:36.780]prepared at all our as we return in the
- [00:44:40.590]fall how prepared are we to lead
- [00:44:42.380]anti-racism efforts in our courses or
- [00:44:45.590]organisations a few additional seconds
- [00:44:49.110]on this one thank you we can have 4%
- [00:45:01.100]noted very prepared
- [00:45:03.890]39% prepared overwhelmingly 53% with not
- [00:45:09.330]very prepared and 4% not prepared at all
- [00:45:15.890]which I think we're thinking about this
- [00:45:18.330]in terms of our level of preparedness I
- [00:45:20.460]think that the failure to make parts
- [00:45:22.410]even agree with me you had a
- [00:45:23.310]conversation yesterday are we ever
- [00:45:25.770]really prepared to have the conversation
- [00:45:27.390]to start the work because I separate
- [00:45:30.660]from the resources and it's more so now
- [00:45:32.310]thinking about what are we contributing
- [00:45:33.990]and look and how do we become more
- [00:45:36.510]prepared but at the end of the day as
- [00:45:39.390]we're looking at this are we actually
- [00:45:42.000]ever prepared so preparing to facilitate
- [00:45:46.260]and to teach because we do want to talk
- [00:45:48.720]about ways some strategies to actually
- [00:45:51.240]incorporate into your courses because
- [00:45:53.430]one of the realities of teaching about
- [00:45:55.230]race is that there is a challenge and I
- [00:45:57.390]do want to add this this part because I
- [00:46:00.780]think it's very important to note is
- [00:46:02.220]that there is there is a lot of
- [00:46:05.310]preparation that one can undertake to
- [00:46:07.320]have these conversations not to just
- [00:46:10.050]have conversations but to teach to
- [00:46:12.960]implement certain structures policies
- [00:46:15.420]strategy etc but the reality is that
- [00:46:18.120]it's a difficult task
- [00:46:19.830]just because especially we're thinking
- [00:46:22.470]of course of us cultural context this
- [00:46:25.230]has been an issue
- [00:46:26.400]this has been a driving force for not
- [00:46:28.740]only division but in the u.s. we talk
- [00:46:32.010]about race but I think many would
- [00:46:33.600]probably agree we don't want to talk
- [00:46:35.220]about race so one of the things that to
- [00:46:37.410]know that as you're preparing to
- [00:46:39.210]undertake this as a journey but this is
- [00:46:41.460]going to be a very difficult journey one
- [00:46:43.320]that is awkward and one that's going to
- [00:46:45.450]cause us many times to feel our own
- [00:46:47.340]levels of anxiety but that's because of
- [00:46:49.890]where culturally where we are when we
- [00:46:52.170]not have these conversations or we've
- [00:46:54.450]not done this kind of work the other if
- [00:46:56.370]it is that it's a difficult thing to do
- [00:46:58.310]so there is significant movement that's
- [00:47:01.200]happening and momentum currently that's
- [00:47:03.930]calling for an integration of racial
- [00:47:06.420]justice education into our curriculums
- [00:47:08.310]and one of the challenges that we may
- [00:47:10.470]see is that many of our students are
- [00:47:12.210]coming to campus whether they're
- [00:47:13.500]first-year students or they're they're
- [00:47:15.360]seniors many students may articulate
- [00:47:18.120]very simplistic models of racial
- [00:47:19.950]identity meaning we're thinking of terms
- [00:47:22.050]of race in terms of course notably
- [00:47:24.590]either black or white or we're thinking
- [00:47:28.380]in terms of it doesn't really impact me
- [00:47:32.130]or etc and then white students in
- [00:47:34.710]particular may resist confronting issues
- [00:47:36.840]of race and racism and that's just
- [00:47:39.090]because it's in something culture that's
- [00:47:40.740]been taught for so many years and again
- [00:47:43.110]just because again I've talked about the
- [00:47:44.430]u.s. culture I don't want to be so
- [00:47:46.170]general and say US culture but there has
- [00:47:48.300]been by and large this limited desire to
- [00:47:53.460]have longer conversations just because
- [00:47:55.770]it's a complex history and then the
- [00:47:57.930]internalized oppression may complicate
- [00:47:59.640]this participation for students of color
- [00:48:01.320]who've had to confront these as not only
- [00:48:04.010]conversations throughout their entire
- [00:48:05.700]lives but because of their identity it's
- [00:48:08.190]been something they've not been able to
- [00:48:09.540]avoid just because of those measures and
- [00:48:12.150]so when we're adding in instructors
- [00:48:14.340]there may be a feeling of uncertainty
- [00:48:16.410]about whether it's best to win intervene
- [00:48:20.490]if you're having these conversations or
- [00:48:21.990]if you've even started to try to
- [00:48:23.640]facilitate Windows outburst or those
- [00:48:26.700]responses maybe do some course content
- [00:48:29.310]or just because it makes you very
- [00:48:31.020]uncomfortable and then of course on the
- [00:48:33.030]challenges we'll see is probably there
- [00:48:34.650]may be challenges to your own authority
- [00:48:37.320]and I mean clue
- [00:48:39.220]right here because it's important to
- [00:48:40.690]note the way race is seen in terms of us
- [00:48:45.280]culture again but one of the things to
- [00:48:47.500]note that they're going to be challenged
- [00:48:49.090]to teaching race and these are only a
- [00:48:50.830]few challenges but we do want to make
- [00:48:52.900]sure that you know that this is
- [00:48:55.570]something that we understand and it's an
- [00:48:57.760]insurance dr. Fagan would agree even as
- [00:49:00.130]people who do this right quite often for
- [00:49:02.980]not only for our careers but just
- [00:49:04.690]because of passion it does not mean that
- [00:49:07.359]there's a point that there is ever so
- [00:49:09.609]much comfort that it's easy to do but we
- [00:49:11.800]do it because the most important part is
- [00:49:14.170]inclusivity is our absolute goal next
- [00:49:18.460]slide so thinking about how you can
- [00:49:23.980]start to incorporate this into your into
- [00:49:26.619]your course I do want to think about
- [00:49:28.119]intentional course design which means
- [00:49:30.730]that you actually start to design your
- [00:49:32.260]courses to actually reflect race to
- [00:49:35.560]actually incorporate different ways or
- [00:49:37.990]different strategies into the curriculum
- [00:49:40.000]so that it's a part of what you do
- [00:49:43.119]so first anticipating some
- [00:49:46.060]misconceptions of course I noted earlier
- [00:49:49.290]students they have a very simplistic way
- [00:49:51.400]of thinking about rings so instructors
- [00:49:53.859]must anticipate preconceptions and
- [00:49:55.540]ideologies if students may hold and one
- [00:49:58.300]of the things you can do and you can
- [00:49:59.650]combat that is to start thinking about
- [00:50:01.030]readings discussions writing project
- [00:50:03.580]things that will lead students to start
- [00:50:05.500]to deconstruct how they be raised and
- [00:50:07.900]it's even in terms of thinking of race
- [00:50:10.450]in terms of only thinking of race within
- [00:50:12.460]poverty levels and even thinking about
- [00:50:14.980]in terms with what does a scientist look
- [00:50:17.349]like providing that kind of material
- [00:50:19.380]starts those conversations without
- [00:50:21.760]having to be of course it's more organic
- [00:50:23.770]and then thinking of course assigning
- [00:50:26.320]readings and potentials in additional
- [00:50:28.540]sequence of sequence that confronts
- [00:50:30.849]those misconceptions will which is
- [00:50:32.230]scaffolding and one of the most popular
- [00:50:35.290]things that we've seen is selecting the
- [00:50:36.970]diverse course material and this is the
- [00:50:39.880]across the disciplines meaning that the
- [00:50:42.010]course materials that you have not only
- [00:50:44.619]our reflective of of course different
- [00:50:48.339]students students for color etc but it
- [00:50:50.800]also speaks for inclusive learning and
- [00:50:53.559]so you can gauge students with
- [00:50:55.210]alternative texts explore new forms of
- [00:50:58.089]intellect emotional social development
- [00:51:00.970]which means you can use the arts you can
- [00:51:03.430]use theater video social media things
- [00:51:06.520]that you can incorporate that's diverse
- [00:51:08.230]in its packaging diverse in its
- [00:51:10.300]selection that indicates the students
- [00:51:12.430]again these conversations will happen
- [00:51:14.260]and again because it's part of what we
- [00:51:16.059]do it's a part of your course and right
- [00:51:19.180]here you see there's a graph here for
- [00:51:22.210]different things we can think about
- [00:51:23.230]which is intended in your expectations
- [00:51:25.270]of the ideal student because one thing
- [00:51:27.220]we want is you're talking about doing
- [00:51:28.450]this work as anti-racist is that it have
- [00:51:30.849]to continue to do this work for
- [00:51:32.230]ourselves as well so what are your
- [00:51:33.970]expectations of the ideal student and
- [00:51:36.609]how do we start to deconstruct that for
- [00:51:38.530]ourselves understanding that we we to
- [00:51:41.470]again have misconceptions stereotypes
- [00:51:43.630]and biases that can be perpetuated in
- [00:51:45.790]our classes without us being explicit
- [00:51:48.490]and then another one interrogate the
- [00:51:52.059]content in your course advise for
- [00:51:54.010]training programs right now as we're in
- [00:51:56.050]the summer months for many of you who
- [00:51:57.760]may be developing your curriculum how
- [00:51:59.530]can you start to think about your sizing
- [00:52:01.510]your training programs and make them
- [00:52:03.309]reflective of what currency and then
- [00:52:05.799]import of course employing
- [00:52:07.059]evidence-based braces anti-racist
- [00:52:09.040]pedagogy which we'll see as far as the
- [00:52:11.079]resources are being offering our office
- [00:52:13.480]has been working quite diligently with
- [00:52:15.280]the University Libraries and providing a
- [00:52:17.920]robust selection of resources which will
- [00:52:20.200]reflect of course he then goes RIT
- [00:52:23.230]speaking on but also some resources for
- [00:52:25.119]our faculty staff and students next
- [00:52:28.150]slide please
- [00:52:30.960]and then of course with intentional
- [00:52:34.630]course design thinking about creating a
- [00:52:37.180]concept centered syllabus syllabi that
- [00:52:40.119]adopting groups in the model focus on
- [00:52:41.950]individual groups in isolation and it
- [00:52:44.470]makes it more difficult for students to
- [00:52:45.730]integrate deeper more fundamental
- [00:52:47.170]concepts such as privilege structural
- [00:52:49.720]disadvantage there's been some talk of
- [00:52:51.790]course of evening modeling experience
- [00:52:53.829]you're learning thinking about ways we
- [00:52:55.059]can start actually even providing
- [00:52:57.760]students with on the ground learning and
- [00:52:59.170]then making models of students and using
- [00:53:02.319]those resources of our own identities as
- [00:53:04.420]a way of telling our own story
- [00:53:05.940]and then finally incorporating diverse
- [00:53:08.579]forms of assessment as we're thinking
- [00:53:11.160]about the way we're examining and
- [00:53:12.450]evaluating our classes and our students
- [00:53:14.609]how can we start to think about the
- [00:53:16.829]Kiley development in the typical
- [00:53:18.359]assessment strategies such as the quiz
- [00:53:20.250]Sam research paper and how they may not
- [00:53:23.010]be appropriate for all students in all
- [00:53:24.960]student learning but thinking about how
- [00:53:27.180]we can start deconstructing to even that
- [00:53:29.220]even allowing things such as field trips
- [00:53:32.400]learning objectives or such assessments
- [00:53:34.319]or reflections on student his patients
- [00:53:37.559]key reflections on those type of
- [00:53:39.720]opportunities not only allows students
- [00:53:41.339]to do that cross-cultural work it also
- [00:53:43.410]allows us to evaluate in a different
- [00:53:45.869]capacity which provides for more equity
- [00:53:47.730]based learning as well but then on your
- [00:53:50.730]screen and also C or e strategies to go
- [00:53:53.220]from learning to action and this is
- [00:53:56.520]imperative I think for us to think about
- [00:53:58.470]because what one of the things we're no
- [00:53:59.970]days of how do we incorporate these
- [00:54:01.319]changes in a matter of weeks some of
- [00:54:04.289]these changes are relatively easy and I
- [00:54:06.630]say relatively easy month and I said
- [00:54:09.240]that s what it was thinking about this
- [00:54:11.039]and time to be incorporated more
- [00:54:12.390]seamlessly and even one max of diverse
- [00:54:15.059]material that we're offering next slide
- [00:54:23.299]facilitating conversations I'm going to
- [00:54:26.460]hand this over to dr. Hagan all right so
- [00:54:33.589]let's see I actually think this is yours
- [00:54:43.940]how do we oh there we go now we're
- [00:54:49.079]thinking about critical conversations
- [00:54:50.910]and this is something we can see across
- [00:54:52.799]the sector it's not just education we
- [00:54:55.559]can see this in our own respective
- [00:54:56.869]fields and whatever we do how do we
- [00:54:59.430]start to have difficult conversations
- [00:55:00.510]and how we need hardly become those
- [00:55:04.170]facilitators to Knight initiate and of
- [00:55:08.099]course and even begin to help others
- [00:55:11.760]have those conversations so if we want
- [00:55:14.039]to be active participants in dismantling
- [00:55:15.839]systemic connect for these races
- [00:55:18.420]policies we need to
- [00:55:19.680]and above others to be active
- [00:55:21.329]participants as well I'm part of being
- [00:55:23.790]in diverse democracy is understanding
- [00:55:25.859]the need of course for us to teach to
- [00:55:29.430]learn but also can hear those
- [00:55:31.050]differences and to think about the
- [00:55:32.640]impact in ongoing structures that
- [00:55:34.440]prohibit equity so as we're thinking
- [00:55:37.079]about engaging in critical conversations
- [00:55:39.200]advocates must engage in a variety of
- [00:55:42.900]ways but some of the things to think
- [00:55:44.579]about before you even start that is an
- [00:55:46.800]internal assessment and internal
- [00:55:48.540]preparation for yourself which is laying
- [00:55:50.609]the foundation as to how to ignite
- [00:55:53.569]sharing and understanding and then of
- [00:55:57.270]course having some anchors are some
- [00:55:59.400]standards which is identifying
- [00:56:01.589]identities diversity justice as our
- [00:56:04.440]cornerstones for those conversations and
- [00:56:08.010]then of course this is so very important
- [00:56:10.140]consider your own identities
- [00:56:13.230]we talked about this a little bit
- [00:56:14.430]yesterday dr. Fagan tonight but the way
- [00:56:16.650]our own identities shape our
- [00:56:19.290]perspectives and it even shapes the way
- [00:56:21.630]we're engaging these conversations and I
- [00:56:23.880]know that this as we were talking
- [00:56:25.740]yesterday and I said that as an XP
- [00:56:27.960]merican woman who was born raising
- [00:56:29.700]herself a lot of my own perspective was
- [00:56:33.329]shaped primarily by my own upbringing
- [00:56:35.400]but then his then of course expanded
- [00:56:37.770]broaden it's been altered tremendously
- [00:56:40.290]because of my because of the work I've
- [00:56:42.599]done through the global things to live
- [00:56:44.970]living overseas to teaching and learning
- [00:56:47.099]overseas and a lot of it has not shaped
- [00:56:49.380]the way I engage the world so how do we
- [00:56:51.839]consider our own identities when we're
- [00:56:53.579]thinking about this work and then assess
- [00:56:55.829]your comfort level with these different
- [00:56:57.299]topics because there are some topics we
- [00:56:58.980]may be very comfortable talking about
- [00:57:00.660]just because of our own understanding it
- [00:57:03.690]could be because of our own identities
- [00:57:05.069]or it could be just because we're more
- [00:57:07.109]familiar with but what are those areas
- [00:57:09.270]that you're comfortable talking about
- [00:57:10.770]and then one of the heirs are not
- [00:57:12.510]because they can help you to start
- [00:57:14.190]preparing your own your own course
- [00:57:16.799]development and ways to engage the
- [00:57:18.510]larger context and then determine what
- [00:57:21.299]is holding you back
- [00:57:22.859]many times when I've had these
- [00:57:24.990]conversations with individuals there has
- [00:57:28.380]been a theme that I've heard many times
- [00:57:30.660]which is I'm afraid I'll say the
- [00:57:33.630]thing which then then I usually ask the
- [00:57:38.970]question tell me what the wrong thing is
- [00:57:41.359]because if we can talk about the wrong
- [00:57:43.710]thing is perhaps we can even start to
- [00:57:45.900]talk about how that conversation in free
- [00:57:48.119]unit facilitator or take that action is
- [00:57:50.190]so important so what is that so one of
- [00:57:54.000]the things that you think about is what
- [00:57:55.289]is holding you back and if we sweep this
- [00:57:58.529]is not a big I think a question that
- [00:57:59.940]should be answered aloud but we should
- [00:58:01.619]think about that internally because many
- [00:58:03.539]times what's holding us back is a fear
- [00:58:05.279]of perhaps saying the wrong thing not
- [00:58:08.009]being well versed but if we also think a
- [00:58:10.829]little bit deeper
- [00:58:11.869]how much preparing could one do we're
- [00:58:14.700]thinking about histories we're thinking
- [00:58:16.859]about cultural context that is not our
- [00:58:18.690]own we're thinking about perhaps even
- [00:58:21.180]societal issues that may not be
- [00:58:22.799]something that we we actively they
- [00:58:25.079]receive so as we're thinking about that
- [00:58:27.390]what's holding you back next slide
- [00:58:30.990]I was just add that to what you were
- [00:58:34.349]saying dr. Friday that we also need to
- [00:58:37.230]know what our hot buttons are what are
- [00:58:39.329]the things that really trigger us and
- [00:58:41.880]put us in that space where we don't
- [00:58:44.069]answer well or we can't engage in the
- [00:58:47.190]conversation and I think someone put in
- [00:58:50.220]the chat in regards to a person another
- [00:58:54.690]that you are interacting with brought up
- [00:58:57.210]the statement that Morgan Freeman and
- [00:58:59.940]little John are on Facebook saying we
- [00:59:02.279]need to stop talking about racism
- [00:59:04.349]because we're creating it by talking
- [00:59:06.089]about it and they haven't experienced
- [00:59:10.710]racism so why do we bring continue to
- [00:59:13.710]bring up that issue so the thing is when
- [00:59:16.470]if something like that you know triggers
- [00:59:19.200]you be able to know what it is you're
- [00:59:21.809]going to do what are your triggers and
- [00:59:24.240]what are you going to do when that
- [00:59:26.130]happens as a way to counteract that so
- [00:59:28.859]you're not getting into a contentious
- [00:59:31.829]divisive dialogue absolutely and there
- [00:59:36.960]is this many times a sentiment that many
- [00:59:40.109]people feel it is that if we don't talk
- [00:59:42.329]about it it's not a problem and I think
- [00:59:45.779]you covered this quite well
- [00:59:47.500]in some of the earlier parts but that's
- [00:59:50.170]avoidance it doesn't make the problem go
- [00:59:52.750]away and one of the things that happens
- [00:59:55.390]we don't talk about the problem it gives
- [00:59:57.220]us or it's an undue level or privilege
- [01:00:00.369]to say that we don't have to talk about
- [01:00:01.810]it because this is not a reality for
- [01:00:04.060]many people whereas it's a lived
- [01:00:06.190]experience it's for thinking about this
- [01:00:09.099]through our own lens what is that area
- [01:00:10.990]of issue for you for thinking about the
- [01:00:13.359]tag app if we're thinking about that
- [01:00:15.430]once you don't talk about the pit yet
- [01:00:17.050]will it go away or will we automatically
- [01:00:19.540]will women start to make more money the
- [01:00:21.760]same equity sources men so it's one of
- [01:00:24.250]those things really critical bit because
- [01:00:26.170]one of the things we don't want to talk
- [01:00:27.580]about because it makes us very
- [01:00:28.630]uncomfortable but that doesn't mean that
- [01:00:30.369]it's not a problem and one thing is to
- [01:00:33.369]start deconstructing way in which my ex
- [01:00:36.070]is earlier what's holding you back and
- [01:00:38.050]why are you afraid and it could be
- [01:00:40.030]because one of the things that we have
- [01:00:41.170]to start thinking about is why are we
- [01:00:42.700]afraid and that's part of that process
- [01:00:45.520]and it's a journey and so as we're
- [01:00:50.650]thinking about having these
- [01:00:51.400]conversations know that there's
- [01:00:53.109]preparation and must go into this just
- [01:00:55.660]because these are one of those kind of
- [01:00:57.160]like you know that these are some issues
- [01:00:59.410]that are very much there in the media
- [01:01:01.560]they're very much a part of our daily
- [01:01:03.849]conversation perhaps in our own
- [01:01:05.260]respective those social groups etc but
- [01:01:08.560]how do we start before the conversation
- [01:01:10.260]but thinking we think about it is as far
- [01:01:12.670]as of course how do you spend your class
- [01:01:14.260]for this discussion and do give you some
- [01:01:16.420]ways to set this up which is before you
- [01:01:18.849]start make sure you properly even
- [01:01:21.520]prepare your class or environment so
- [01:01:23.349]that everyone can see one another also
- [01:01:26.230]consider your goals from the
- [01:01:27.580]conversation what are our objectives
- [01:01:29.619]sometimes our dentists are not to teach
- [01:01:31.750]it's more so to be heard
- [01:01:34.270]it may be more so to shift mindsets but
- [01:01:36.970]consider what those objectives are and
- [01:01:39.160]to make sure that you go in with that in
- [01:01:41.170]mind is your goal for the conversation
- [01:01:42.880]it's very important and teach up to the
- [01:01:45.220]conversation we don't want it to start
- [01:01:47.410]immediately
- [01:01:48.160]until conversation about what do you
- [01:01:49.510]think about race is it real America or
- [01:01:51.190]people just complaining what you want to
- [01:01:53.109]do is teach up to a conversation
- [01:01:56.220]providing the right vocabulary in the
- [01:01:58.390]context because it can also help
- [01:02:00.970]human participants prepare as well and
- [01:02:03.880]then it also probably allows for there
- [01:02:05.740]to be a more robust conversation just
- [01:02:07.990]because there's been context and it's
- [01:02:10.599]inevitable you have to anticipate
- [01:02:11.980]stronger oceans as you plan for the
- [01:02:14.800]discussion we're going to make space for
- [01:02:16.720]all these emotions that may be felt and
- [01:02:18.760]as a facilitator one thing that's
- [01:02:20.859]important is that you may be triggered
- [01:02:22.869]as well because again we all have our
- [01:02:25.780]moments one of our triggers and that's a
- [01:02:28.030]point to remember how you want to also
- [01:02:30.390]take care of yourself and how you want
- [01:02:32.890]to respond if your buddies in fact are
- [01:02:34.480]pushed during that period and then of
- [01:02:37.390]course participants may get
- [01:02:39.400]uncomfortable but sometimes we have to
- [01:02:41.290]sit with thick uncomfortableness and
- [01:02:43.150]it's part of the work not that this is
- [01:02:45.460]going to be uncomfortable but sometimes
- [01:02:47.290]a discomfort alone isn't reason to in
- [01:02:49.540]the conversation next slide and then
- [01:02:57.340]opening open the conversation thinking
- [01:03:00.640]about how can you establish the norms
- [01:03:02.500]what are the expectations what are some
- [01:03:05.380]nodoz what are things you want to make
- [01:03:07.210]sure you you start off establishing some
- [01:03:09.700]goals you also want to offer a shared
- [01:03:11.800]starting point
- [01:03:12.849]sometimes that starting point to be
- [01:03:14.890]where you've enabled me to land back in
- [01:03:16.839]order to keep the conversation that may
- [01:03:18.700]go awry but doing these type of things a
- [01:03:21.880]credible topic it finds a way into your
- [01:03:24.580]class the connections may seem obvious
- [01:03:26.500]those people but how do you have a
- [01:03:28.510]starting point than maybe to go back to
- [01:03:30.670]in order to get back to a space where
- [01:03:32.260]everyone consent of recent in themselves
- [01:03:35.140]if needed so these are just ways you
- [01:03:38.170]want to make sure you're opening that
- [01:03:39.130]conversation next slide even during the
- [01:03:49.510]conversation so during the conversation
- [01:03:51.580]you ought to ensure that you're
- [01:03:52.300]structuring it planning a structure for
- [01:03:55.000]this critical conversation it ensures
- [01:03:56.890]that all the students will have an
- [01:03:58.150]opportunity to contribute empower you're
- [01:04:00.700]going to make sure that all the students
- [01:04:02.140]are contributing are all the people
- [01:04:03.130]trying to contribute
- [01:04:03.880]will this be something you're being
- [01:04:05.440]mindful of who is contributing who's not
- [01:04:07.510]who's holding etc and then you want to
- [01:04:09.730]play in some ways to support and check
- [01:04:11.650]in with participants on these restraints
- [01:04:13.900]or the
- [01:04:14.470]help communicate with one another with
- [01:04:18.190]you and with one another as well and
- [01:04:20.650]then navigating a polymerase classroom
- [01:04:23.109]or discussion um you want to make sure
- [01:04:26.140]you can contract some norms with
- [01:04:27.790]political rhetoric which means
- [01:04:30.040]establishing homes for your own
- [01:04:31.869]discussion you're asking the parties
- [01:04:33.849]consider how your conversation should
- [01:04:35.320]differ from political discourse so how
- [01:04:37.300]do we make this different from what we
- [01:04:38.650]see and perhaps we don't like creating
- [01:04:42.220]that as a standard because we don't want
- [01:04:44.290]to get the purse we don't want it so how
- [01:04:45.700]do we establish that and then you want
- [01:04:47.560]to also just stress the distinction
- [01:04:49.930]between identity and ideas intent impact
- [01:04:52.720]I one of my famous favorite things I do
- [01:04:55.150]is in ten verses in fact because
- [01:04:57.400]sometimes when we're thinking about we
- [01:04:58.960]say things there so one things one I
- [01:05:01.930]should redo or joint tempers affect is
- [01:05:04.240]it indicate the need to really start to
- [01:05:06.460]Center the impact because then we can
- [01:05:08.560]stop trying to make or trying to have
- [01:05:10.420]the other individual hear what we were
- [01:05:12.670]saying what we meant to say or even
- [01:05:15.040]trying to tell them how they should feel
- [01:05:16.000]or we're centering the person who was
- [01:05:18.250]infected and when we do that we can have
- [01:05:20.320]a robust conversation and we may be
- [01:05:22.780]starting to even understand each other a
- [01:05:24.280]little bit more so you want to
- [01:05:26.380]re-emphasize the difference between
- [01:05:27.640]those two and also don't be afraid and
- [01:05:29.830]drawing gridlines there gonna be some
- [01:05:32.230]times you'll probably step in address a
- [01:05:35.050]statement or pause something to redirect
- [01:05:37.599]this is going to be important especially
- [01:05:39.750]especially if there's now harmful
- [01:05:41.950]information things that a vigilant over
- [01:05:44.290]lines of perhaps even some harmful
- [01:05:46.690]information that's when you might want
- [01:05:48.400]to draw a red line and then also this
- [01:05:50.500]help reach out to some of your
- [01:05:52.240]colleagues consult with some experts
- [01:05:54.010]discipline-based
- [01:05:55.150]a lot of different areas for devoted to
- [01:05:57.160]these areas for assistance and of course
- [01:05:59.910]focus on commonalities
- [01:06:01.839]look for ways to highlight those
- [01:06:03.430]experiences from opposite in a spectrum
- [01:06:06.339]who might share things in common how can
- [01:06:08.560]we get the conversation back to be
- [01:06:10.630]centered if it has gone it's too
- [01:06:13.300]polarized or it's now become quite tense
- [01:06:15.690]etc next slide and then we wrap it up
- [01:06:22.740]and I don't say that in the middle so
- [01:06:25.359]these are going to be easy strategy
- [01:06:28.059]actually implement having these
- [01:06:29.439]conversations I have to keep someone I
- [01:06:31.479]want to reiterate that they can be
- [01:06:33.249]difficult um and they may not be solved
- [01:06:36.130]in one session and I guarantee they
- [01:06:38.709]won't be solved on one session but the
- [01:06:40.779]goal of this is to give you some very
- [01:06:43.089]practical ways to ignite those
- [01:06:44.949]conversations and to know that as as a
- [01:06:48.189]leader as a person who wants to take
- [01:06:50.199]this on these are some key ways to
- [01:06:53.709]really start those to start those
- [01:06:55.989]different conversations because I can
- [01:06:57.640]guarantee you as we're not having them
- [01:06:59.439]in our classes that does not mean
- [01:07:00.819]they're not happening elsewhere and we
- [01:07:03.670]want to make sure that if we're devoted
- [01:07:05.199]to this that we were providing the
- [01:07:06.430]resources providing the guidance as much
- [01:07:08.170]as we can even if it makes us
- [01:07:09.969]uncomfortable
- [01:07:10.689]so as you're wrapping up the discussion
- [01:07:12.670]and as a facilitator and you're asking
- [01:07:16.150]for anonymous feedback you've given them
- [01:07:17.769]ways to do that what makes here
- [01:07:19.359]summarize what you've heard what you've
- [01:07:21.400]learned yourself revisit the goals share
- [01:07:24.309]your appreciation for those who are
- [01:07:25.839]brave enough to speak and who and of
- [01:07:29.890]course some of them did that actually
- [01:07:31.630]emotional labor because some some
- [01:07:33.160]students especially those who may hold
- [01:07:35.469]that I did it all those identities I've
- [01:07:37.509]done emotional labor to continuously
- [01:07:40.140]advocate for themselves so share their
- [01:07:42.579]appreciation allow time and space to
- [01:07:44.979]debrief this is so important because
- [01:07:46.539]many times after we conclude the
- [01:07:48.400]conversation we allow two minutes or so
- [01:07:50.199]we dismiss but a long time to breathe
- [01:07:52.779]and debris and try to end it on what was
- [01:07:56.650]blown how can you let go of these
- [01:07:59.049]emotions what are our next steps what
- [01:08:01.269]are the strategies to help us to learn
- [01:08:03.009]from one another
- [01:08:03.880]leave them and provide them with those
- [01:08:05.739]tools because they will need those tools
- [01:08:07.509]and this list of enormous feedback
- [01:08:09.509]without penalty you want to hear back
- [01:08:11.619]from those participants in ways they
- [01:08:13.479]felt uncomfortable how did they
- [01:08:15.640]contribute and why were they we looked
- [01:08:17.739]into critique etc like allowed them in
- [01:08:19.839]space to write their feedback and then
- [01:08:22.779]of course plan to have follow-up
- [01:08:25.020]providing them with some resources such
- [01:08:27.159]as an article unquote a book to read a
- [01:08:30.699]documentary to watch that's always great
- [01:08:33.159]because you're giving them more to feed
- [01:08:35.020]that understanding to see that growth
- [01:08:37.509]and that learning that's going to be
- [01:08:38.859]imperative to continue on in the
- [01:08:41.440]learning
- [01:08:44.699]now we're going to share with you a
- [01:08:46.690]couple of examples of activities we're
- [01:08:50.799]going to provide these to you I use
- [01:08:53.049]these activities when I facilitate
- [01:08:54.940]dialogue whether it's with mice in my
- [01:08:58.540]class with students or with an
- [01:09:00.429]organization I'm working with it's a
- [01:09:02.980]wonderful way to have individuals
- [01:09:05.819]complete the complete the worksheet and
- [01:09:09.040]then think about it and come together
- [01:09:11.560]with another person talk about it and
- [01:09:14.529]then be able to come together as small
- [01:09:17.259]groups and talk in small groups about it
- [01:09:19.779]you know I think the the one that really
- [01:09:23.410]can help students or help individuals
- [01:09:27.900]feel the safest in talking about this is
- [01:09:31.179]when they can talk about the the
- [01:09:33.160]emotions that are generated in relation
- [01:09:36.429]to a piece of their identity and the
- [01:09:40.359]impact that it has on the team so I'll
- [01:09:43.060]use myself for example
- [01:09:44.620]I'm originally from Iran and English is
- [01:09:48.670]a second language for me and I arrived
- [01:09:50.679]here just two months as in two months
- [01:09:54.610]before the US hostages were taken and I
- [01:09:57.040]was an unaccompanied minor 15 years old
- [01:09:59.500]in a boarding school in the heart of
- [01:10:01.770]Central Florida KKK country so for me
- [01:10:06.820]when issues of language race ethnicity
- [01:10:13.050]national origin those kinds of things
- [01:10:15.429]come up I know that those are trigger
- [01:10:17.170]points for me and I know the emotional
- [01:10:19.600]reaction that I have and I go in a
- [01:10:21.670]shutdown mode or in a defense mode
- [01:10:24.010]so any I know that for me being included
- [01:10:27.280]is an important piece so inclusion is
- [01:10:30.580]important to me and when I feel I'm not
- [01:10:32.860]included it creates challenges for me
- [01:10:35.380]internally that I have to navigate
- [01:10:37.570]through so what I do is I use myself as
- [01:10:40.719]an example when I open up with this this
- [01:10:44.050]activity because I want to create a safe
- [01:10:46.570]environment for them to share their own
- [01:10:48.760]stories but before I do that if you go
- [01:10:52.179]to the next slide
- [01:10:53.740]this is something that I use it's a
- [01:10:55.840]framework that I used for creating what
- [01:10:59.140]I call healing conversations instead of
- [01:11:01.270]difficult conversations I want people to
- [01:11:03.610]walk away from conversations feeling
- [01:11:05.650]like that they've been heard they've
- [01:11:07.360]been understood and there's a part of
- [01:11:09.760]them that has healed as a result of
- [01:11:12.610]having someone there to hear them and so
- [01:11:15.250]these are the ground rules that I use
- [01:11:17.080]and it's also the ground rules that I
- [01:11:18.910]use in my classes so what is I always
- [01:11:22.330]asking ourselves what is it the what is
- [01:11:25.420]it that I want to accomplish from this
- [01:11:27.070]conversation do I want to build a
- [01:11:29.560]relationship do I want to hear their
- [01:11:31.660]perspective do I want to be heard do I
- [01:11:34.030]want to change their mind and I also
- [01:11:37.330]need to check myself because what I need
- [01:11:39.490]to know is what everyone is saying or
- [01:11:41.980]what someone else is saying while it may
- [01:11:43.960]be challenging for me to hear it may not
- [01:11:46.060]be a personal attack on me so what I
- [01:11:48.940]want to do is to be able to think about
- [01:11:51.430]these things these statements as a
- [01:11:54.420]precursor to any time we have these
- [01:11:57.670]conversations I was telling dr. Friday
- [01:12:00.070]yesterday that I'd post-election
- [01:12:05.440]there was different people in my sphere
- [01:12:08.140]of influence who voted differently and I
- [01:12:11.500]knew that if our friendship was going to
- [01:12:13.240]continue we needed to come together and
- [01:12:15.250]have a conversation about this so I
- [01:12:17.230]invited everybody to my dining room
- [01:12:18.850]table run to my house and we had dinner
- [01:12:21.970]together we're a group of women and we
- [01:12:24.460]are all different political views
- [01:12:26.140]different ethnic race religion
- [01:12:28.360]background but we were all friends and
- [01:12:30.210]so I said okay we're gonna use these
- [01:12:33.070]ground rules and we want to hear each
- [01:12:34.630]other's perspective in each other's
- [01:12:36.430]stories and we walked away very
- [01:12:40.180]different women than we walked in to
- [01:12:42.400]that environment so just needed to share
- [01:12:47.350]this story as a way to say that we can
- [01:12:50.920]open up opportunity for dialogue for
- [01:12:54.870]individuals to engage in difficult
- [01:12:58.330]dialogue but we can also the way that we
- [01:13:00.850]set it up and what we expect of each
- [01:13:02.740]other of ourselves and others that are
- [01:13:04.570]involved can create healing
- [01:13:07.019]all of this so I hope you can take this
- [01:13:09.269]content and we're gonna stop talking now
- [01:13:13.769]and answer additional questions that you
- [01:13:16.079]may have but I hope you can take this
- [01:13:18.089]content and apply it to your own
- [01:13:20.249]personal life as well as your
- [01:13:22.709]professional life and in the spaces that
- [01:13:24.929]you show up with people that you
- [01:13:26.309]interact with thank you dr. Fagan I will
- [01:13:31.319]do that next slide so we did have a few
- [01:13:33.569]of you that submitted some questions
- [01:13:34.469]online
- [01:13:36.359]once one make sure that we got to some
- [01:13:39.029]of those we hoping that they were answer
- [01:13:41.519]throughout but one of the questions that
- [01:13:43.229]we did have is if we have questions
- [01:13:45.359]about how to address an issue in class
- [01:13:47.609]is there someone we can contact for
- [01:13:50.189]advice such as an emergency email and
- [01:13:52.889]hotline of sorts this is a great
- [01:13:55.019]question I think because we think this
- [01:13:57.089]past few weeks our offices of course
- [01:13:58.999]we've received a lot of emails a lot of
- [01:14:01.439]requests for ongoing support training
- [01:14:03.959]etc and one of the things that we have
- [01:14:05.999]now and I'll actually show up out of
- [01:14:07.799]this a little bit few minutes is that
- [01:14:10.019]we've created many things the printed
- [01:14:12.510]resources we have a resource page and we
- [01:14:14.969]upcoming of course our office is
- [01:14:18.359]developed we have support measures in
- [01:14:20.519]place but we also have different working
- [01:14:23.039]groups through our office that are
- [01:14:24.989]designed to trickle this information
- [01:14:26.999]into those effective colleges what I'm
- [01:14:29.669]speaking on is the Council on inclusive
- [01:14:31.289]excellence and diversity that's made of
- [01:14:34.039]leadership throughout the institution
- [01:14:36.349]and their goal of course is not to only
- [01:14:38.999]receive that information but to also
- [01:14:41.359]spread that information across so one of
- [01:14:44.249]the things we want you to know is that
- [01:14:45.119]we do have different measures we have in
- [01:14:46.919]place coming resource specific source
- [01:14:49.049]page and there has been following this
- [01:14:52.289]we'll have a survey so we want to also
- [01:14:53.969]be able to see exactly what those needs
- [01:14:55.919]that we may not have addressed today but
- [01:14:58.469]they are but hopefully through these
- [01:15:00.239]different measures
- [01:15:01.139]this is offering the support you will
- [01:15:03.419]need and especially again like I said
- [01:15:05.909]these are ongoing conversations and as
- [01:15:07.709]they continue I will continue to expand
- [01:15:09.809]them as well and dr. Fagan do you want
- [01:15:12.029]to pick up on that too absolutely
- [01:15:16.139]I would say that I personally would be
- [01:15:19.979]available to
- [01:15:20.940]answer questions I'm not gonna be able
- [01:15:23.340]to talk to questions that are related to
- [01:15:25.560]what is University of Nebraska stance
- [01:15:27.930]but rather I'm gonna be able to answer
- [01:15:30.180]your questions in terms of how do I have
- [01:15:32.400]this conversation or where do I go for
- [01:15:35.010]this resource or what do I do in this
- [01:15:37.320]kind of situation so I would be happy to
- [01:15:39.989]be a resource to you if you have
- [01:15:41.880]questions and need to address an issue
- [01:15:44.000]whether it's in your class or in your
- [01:15:46.290]personal life one question that came up
- [01:15:48.600]was in regards to let's see was a health
- [01:15:53.160]care UNM see how to address instilling
- [01:15:55.680]inclusive language to all faculty who
- [01:15:57.900]are educators at UNMC for those of you
- [01:16:00.810]who don't know I got my start in this
- [01:16:02.460]work in health care and what I can tell
- [01:16:05.280]you is people are their most vulnerable
- [01:16:08.340]time when they seek health care and our
- [01:16:11.790]work in health care needs to be doubled
- [01:16:15.989]up and I would say the only way that you
- [01:16:18.930]can improve or make changes is to have
- [01:16:22.440]an office of diversity and inclusion
- [01:16:24.630]that's dedicated for UNMC just like we
- [01:16:27.690]have here at UNL and you enno has an
- [01:16:29.880]office you have to have efforts it has
- [01:16:32.370]to come from senior level down and it
- [01:16:35.219]has to be individuals who can speak that
- [01:16:37.350]medical language because I will tell you
- [01:16:39.750]in my years of working in health care
- [01:16:42.120]health care people are the toughest to
- [01:16:45.060]be able to have non healthcare people
- [01:16:46.830]talk to them so you want health care
- [01:16:48.870]people talking to healthcare people in
- [01:16:51.000]regards to this but unless you have a
- [01:16:53.190]systemic program set up to address this
- [01:16:57.360]it's just going to be on the wayside and
- [01:17:01.050]it's not going to move things forward so
- [01:17:02.969]thank you for that question
- [01:17:04.199]I would challenge you to go back and say
- [01:17:06.540]that to the senior leadership of unmc
- [01:17:10.190]another questioning us and sorry will
- [01:17:14.190]you be sharing lesson plans with faculty
- [01:17:15.810]or something similar for leading
- [01:17:17.520]discussions or assigning activities
- [01:17:19.170]which address diversity inclusion
- [01:17:21.199]hopefully this information receives of
- [01:17:23.430]course providing some of those resources
- [01:17:25.469]and I'll just reiterate again we're
- [01:17:27.510]working with the number of areas on our
- [01:17:29.429]campus and our you know pulling from
- [01:17:32.100]different areas of our own profession
- [01:17:34.190]to provide a robust webpage resource
- [01:17:37.580]page but I should say that a lot of this
- [01:17:40.370]work is ongoing our office in particular
- [01:17:42.790]we showed a few minutes after this but
- [01:17:45.080]we have a number of other resources that
- [01:17:47.210]you can use other virtual spaces that
- [01:17:49.190]you're hosting as a way of continuing
- [01:17:50.690]conversations and one thing we do want
- [01:17:52.970]you all to remember as well is that part
- [01:17:55.190]of this work of course is for us we'll
- [01:17:57.530]receive that feedback it's so critical
- [01:17:59.420]because then it allows us the
- [01:18:00.860]opportunity to then of course develop
- [01:18:03.710]and then replicate the the areas of
- [01:18:05.630]resources that you may need or just
- [01:18:06.800]centralize there's so many things
- [01:18:08.840]happening on campus in different
- [01:18:10.760]different colleges that have created
- [01:18:12.710]book clubs have created actual movements
- [01:18:15.230]in order to inform their own respective
- [01:18:16.790]areas so those will be available as well
- [01:18:18.980]because we want to make sure that we're
- [01:18:20.600]centralizing so many efforts are
- [01:18:22.220]happening across campus I'm gonna be
- [01:18:24.200]able to go to the entire institution and
- [01:18:26.240]of course some of those being open to
- [01:18:27.920]our community as well absolutely ok so
- [01:18:33.680]one question was how does a white male
- [01:18:36.740]get genuinely involved and make a
- [01:18:39.200]difference if you're not familiar with
- [01:18:42.230]the work of white men as full diversity
- [01:18:45.170]partner you can google that and find
- [01:18:47.480]their website I heard one of their
- [01:18:51.470]educators speak at a Leadership
- [01:18:53.720]Conference many years ago and they had
- [01:18:57.170]begun working in this space when I began
- [01:18:59.570]working in this space back in the 90s so
- [01:19:02.060]I know that there is genuine work
- [01:19:05.510]there's work that is genuinely happening
- [01:19:07.790]by white males who genuinely want to
- [01:19:10.220]puppy partners and allies and to help
- [01:19:12.650]create change so I would say look that
- [01:19:15.890]information up and there's some good
- [01:19:17.810]research that they have as well
- [01:19:20.900]another question that I'd like to answer
- [01:19:23.300]is in relation to third culture kids and
- [01:19:26.390]cross-cultural kids in our current
- [01:19:29.570]national global climate where we are now
- [01:19:32.000]beginning to see efforts incorporate
- [01:19:33.770]anti racism enter and race equity into
- [01:19:36.440]curriculum and community action
- [01:19:38.320]unfortunately most of this focus has
- [01:19:40.730]been on addressing monocultures leaders
- [01:19:43.430]administrators faculty and staff are
- [01:19:45.440]often unaware of the intersectional
- [01:19:47.240]challenges
- [01:19:47.940]like third culture kids and
- [01:19:49.260]cross-cultural kids how do we equip
- [01:19:51.930]faculty and staff to better understand
- [01:19:53.790]and support individuals that fall into
- [01:19:56.040]this I couldn't agree with you more a
- [01:19:59.640]lot of my students who are biracial
- [01:20:03.739]bicultural they are they are third
- [01:20:06.150]culture kids come into my class with
- [01:20:09.870]challenges with their identity and
- [01:20:12.030]struggling with how to connect with the
- [01:20:15.540]fullness of their identity in our system
- [01:20:18.870]we're asking them to self-identify as
- [01:20:21.030]one or the other but the reality as they
- [01:20:23.969]are both and they have been since birth
- [01:20:26.040]and so we need to understand their how
- [01:20:27.900]their experience shapes their upbringing
- [01:20:32.250]shapes their experience in our systems
- [01:20:36.510]whether that's our academic system or
- [01:20:38.219]our communities or organizations the the
- [01:20:41.580]book third culture kids is a great
- [01:20:43.469]resource I recommend it to people all
- [01:20:46.020]the time if you look up on the website
- [01:20:48.960]third culture kids you can find research
- [01:20:51.390]that was done by the professor so I
- [01:20:53.760]think just telling people that that
- [01:20:55.650]information is there and letting them
- [01:20:58.199]know that that is an issue is is a way
- [01:21:00.989]to add narrative to the dialogue one of
- [01:21:05.520]the things I do want to emphasize that
- [01:21:07.170]this webinar while we focused of course
- [01:21:09.570]a lot of mono culture what we do by and
- [01:21:13.140]large is intersectional it makes you
- [01:21:15.780]women make sure to be recover in so many
- [01:21:17.460]areas of course this is in direct
- [01:21:19.380]response to so much of the feedback idea
- [01:21:22.920]the request that we received you want to
- [01:21:24.480]make sure the office is a resource a
- [01:21:26.130]part of our work is to make sure that
- [01:21:27.989]we're being as inclusive and
- [01:21:29.310]representative as possible so please be
- [01:21:31.380]on the lookout we law we've offered with
- [01:21:33.030]webinars in the past few months and
- [01:21:35.070]which we've covered a lot of different
- [01:21:37.020]areas including ways to incorporate
- [01:21:38.610]these principles into your online
- [01:21:40.260]learning environments ways that we're
- [01:21:42.360]looking at students holistically meaning
- [01:21:44.100]all of their idea piece and so we've
- [01:21:46.410]done so much of this work but we're
- [01:21:47.940]continuously not only creating the
- [01:21:50.850]resources and also advocating for the
- [01:21:53.640]policies that you need to represent that
- [01:21:55.890]diversity we're making sure that it's
- [01:21:57.719]also something that's in
- [01:21:59.100]sectional we're looking at this from
- [01:22:00.300]different angles um and I do want to
- [01:22:02.820]input this we've received quite a few
- [01:22:04.800]questions about how do we start working
- [01:22:06.420]or how do individuals perhaps even see
- [01:22:09.180]organizations etc start to work with
- [01:22:11.690]respective departments to start
- [01:22:13.680]incorporating anti-racism into their
- [01:22:15.420]curriculum part of this is has started a
- [01:22:18.090]conversation is our larger come campus
- [01:22:20.850]level which is how you have start these
- [01:22:22.980]conversations so these are happening on
- [01:22:25.110]college of the college level we've
- [01:22:27.450]actually had even on this particular
- [01:22:29.700]webinar we've had some beans that
- [01:22:31.190]participate with an advocate so I say
- [01:22:34.140]this part of this change it will take
- [01:22:36.450]time and that's not to of course a that
- [01:22:38.430]all of these will be incorporating to
- [01:22:40.140]all the classes but this is something
- [01:22:41.760]where I think you you've probably seen
- [01:22:43.920]from our chancellor of the past few days
- [01:22:45.900]who's talked about this having a journey
- [01:22:47.550]towards anti racism so this is not an
- [01:22:49.920]institutional effort we're hoping that
- [01:22:52.110]as we continue this that this will be
- [01:22:54.540]something where we're starting to see
- [01:22:55.860]those changes or instructions of this in
- [01:22:58.320]the courses in the classrooms but part
- [01:23:00.450]of it is to say that as we're receiving
- [01:23:02.640]these requests we make sure that we're
- [01:23:04.590]always respecting your the need for an
- [01:23:07.140]enemy but we're also advocating on your
- [01:23:09.210]behalf talk about how can we incorporate
- [01:23:10.950]each of the spaces that are needed so
- [01:23:13.140]these are conversations that are ongoing
- [01:23:14.340]but hopefully you've seen on the
- [01:23:16.050]institutional level of the level of
- [01:23:17.940]commitment now that we were starting to
- [01:23:19.700]actually start to impact and next slide
- [01:23:24.480]because I do want to be respectful of
- [01:23:25.950]our time and know that this information
- [01:23:27.990]will be made available to you all in the
- [01:23:31.290]next day means the slides the links the
- [01:23:34.890]recording everything we made available
- [01:23:36.510]to all the participants tomorrow
- [01:23:38.460]by the close of business but a few
- [01:23:40.680]upcoming events they want to direct you
- [01:23:42.660]to in case you want to continue the
- [01:23:44.100]conversation or you want to know more
- [01:23:46.250]there are a lot of things happening on
- [01:23:48.150]on the campus level June 23rd which is
- [01:23:51.390]next Tuesday we're hosting our dish it
- [01:23:53.220]up special edition our last stitching up
- [01:23:55.710]on June 2nd head over 300 attendees a
- [01:23:58.370]lot of people wanted to have that
- [01:24:00.240]conversation it was an opportunity to
- [01:24:02.040]talk it's a heel I mean there are many
- [01:24:04.440]things offer there and one of those
- [01:24:06.660]other opportunities that'll be on June
- [01:24:09.210]23rd at noon we're also when I host
- [01:24:12.390]my Husker which will be held on June
- [01:24:15.570]30th at noon and this actual session is
- [01:24:18.420]designed I should say really to
- [01:24:20.580]highlight some of the very work that
- [01:24:22.860]we're doing but it's now going to be
- [01:24:24.510]showcased through the other actions of
- [01:24:26.760]our campus partners so we're talking to
- [01:24:28.680]some colleges who now started to
- [01:24:30.000]implement some work in the space
- [01:24:32.010]anti-racist or very race equity may give
- [01:24:34.560]them that platform to provide some
- [01:24:36.420]information to you and just a way for
- [01:24:38.820]you to see what's happening at the
- [01:24:40.440]campus level when it comes to this kind
- [01:24:42.270]of work not just in our office but it's
- [01:24:44.280]happening across the campus and look you
- [01:24:46.080]want to provide a platform for that so
- [01:24:48.480]that'll be June 30th at noon and then
- [01:24:50.940]we'll also have a screening alongside I
- [01:24:53.610]just say go aces alongside the Alumni
- [01:24:55.350]Association just mercy it's gonna be a
- [01:24:58.110]film session on June 30 for 6:00 p.m.
- [01:24:59.970]and then ways for you to get engaged if
- [01:25:03.990]you want to continuous conversations if
- [01:25:06.090]you're really ready to start this as an
- [01:25:08.220]ongoing journey for yourself we have an
- [01:25:10.440]upcoming community a community of
- [01:25:13.140]learners called
- [01:25:14.400]include this is going to be an actual
- [01:25:17.190]community of learners that are dedicated
- [01:25:18.300]to learning a little bit more a little
- [01:25:21.030]bit more our diversity inclusion
- [01:25:22.410]you'll be plugged into the office it's a
- [01:25:24.480]virtual space it's designed to be
- [01:25:26.490]inclusive and this virtual space will
- [01:25:28.380]provide you with an opportunity to be
- [01:25:30.510]engaged in diversity work learning from
- [01:25:32.550]our experts if you leave a number Karen
- [01:25:35.190]Kassebaum more information on that you
- [01:25:37.440]can sign up become learn more about the
- [01:25:39.300]actual upcoming community it's going to
- [01:25:41.130]be probably one of our most I should say
- [01:25:42.990]impactful one because it's designed for
- [01:25:45.210]all of you and then of course for
- [01:25:48.270]details on all these upcoming events
- [01:25:49.860]please visit that that link that's at
- [01:25:52.110]the bottom and there and if the thing
- [01:25:55.320]for include was also from the bottom as
- [01:25:57.210]well
- [01:25:57.590]next slide please and then finally thank
- [01:26:03.810]you sincere thank you all so much for
- [01:26:05.520]attending you will be receiving it was
- [01:26:08.250]in your chat box which also received a
- [01:26:09.990]link to a short survey tomorrow this
- [01:26:12.510]survey is so important I keep stressing
- [01:26:14.670]because it helps us to create the actual
- [01:26:16.920]resources the reflected a community and
- [01:26:19.680]visit our upcoming resource page you'll
- [01:26:21.870]see go about you know about a tu / echo
- [01:26:24.210]and call and
- [01:26:25.590]as always please contact us at diversity
- [01:26:27.870]and un-led you for any questions
- [01:26:30.330]concerns or just a general feedback
- [01:26:32.630]thank you so much for joining us we
- [01:26:35.190]truly appreciate you all again I want to
- [01:26:37.950]say we've had a lot of people in this
- [01:26:39.300]call
- [01:26:39.780]including some of our Dean's of our
- [01:26:40.920]College which I'm sure it indicates to
- [01:26:43.620]you all the work and in the amount of
- [01:26:46.530]work that's being done to really compare
- [01:26:48.300]our campus and then the actual
- [01:26:50.640]investment they have in this work as
- [01:26:52.410]well
- [01:26:52.890]thank you dr. Fagan anything else sorry
- [01:26:56.160]no thank you I'm excited that I could
- [01:26:58.890]join in I hope that this information
- [01:27:02.000]brings you hope that there's work going
- [01:27:04.890]on that there are people here who want
- [01:27:06.960]to help you and support you and then
- [01:27:09.330]excites you to want to engage in this
- [01:27:12.180]conversation while it's challenging it's
- [01:27:14.400]hard it is also extremely rewarding and
- [01:27:17.520]we're all here to support you and to
- [01:27:19.890]help you in any way we can thanks and I
- [01:27:22.170]really enjoyed this opportunity dr.
- [01:27:24.150]Friday thank you so much thank you to
- [01:27:26.550]dr. Fagan who was so so kind to bring
- [01:27:29.220]her expertise here thank you so much dr.
- [01:27:31.860]Kassebaum dr. combs
- [01:27:33.600]Charlie Foster who all surgeries on they
- [01:27:36.420]were filling those questions so so very
- [01:27:38.130]well we had our Vice Chancellor in a
- [01:27:40.200]little bit earlier dr. Barker and most
- [01:27:42.270]importantly thank you Gary Carter who
- [01:27:43.860]has been doing all the things you've
- [01:27:45.720]seen on the screen and assert is such a
- [01:27:48.270]great resource thank you all for joining
- [01:27:50.100]us thank you for your time and that's
- [01:27:53.010]our office and of course that survey
- [01:27:54.990]thank you so much enjoy the rest of your
- [01:27:57.000]day
The screen size you are trying to search captions on is too small!
You can always jump over to MediaHub and check it out there.
Log in to post comments
Comments
0 Comments