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Rabbi Emily Meyer, Pittsburgh, PA
sheri - rockville md
Ariela Ronay-Jinich (Berkeley, Ohlone-Chochenyo territory)
Denise Moyes-Schnur from the Jewish Federation in the San Francisco bay area
Abby Aloni, Head of Early Childhood at Bernard Zell in Chicago
Maura, PIttsburgh, Pre-K reggio teacher
Kristina Carstens from Milwaukee, wi
Rachel Ahitow, Bernard Zell in Chicago
Sharon Sherry from the Jewish Federation of Greater Washington
Liz Sherman BJE Wilmette IL
Lisa Plotkin from the Weinstein JCC in Richmond, VA
Carla Friend from Tkiya in Brooklyn, NY
Ray Sherman @JCYS Wicker Park Chicago, IL
Rhianon, Seattle, Education Director
Shelli - Evanston IL
Kerin Robins, Marlene Meyerson JCC in NYC, NY
Bryce Tallon, Beth Shalom ELC in Pittsburgh PA, 2’s teacher
Rona Wolfe- Milwaukee, WI
Gittel Goodman, Gan Preschool Director, Bay Area
Dawn Kowal - Richmond VA
Shelli Patt, Early Childhood Director,Jewish Reconstructionist Congregation, Evanston IL
michelle mark- Pittsburgh, pa, beth shalom
Stephen Figurasmith, Tkiya Music, New York
Here is the link to learn more about the CoP: https://www.jparadigm.org/store/p41/Racial_Justice_in_the_Jewish_ECE_Classroom%3A_A_Community_of_Practice.html
Julissa Perez Chicago Il
Sireasa Martin-JCYS Wicker Park
Hi Megan! Hi Kate! So excited to “be here”. Thank you for doing this!!!
“we go slow to go fast”
In Milwaukee Public Schools we are 100% virtual for the first 30-45 school days.
hello from saint Louis!
“with all of these, you get to consent or not”
—spending time getting grounded, checking in with how we are feeling. Helpful in getting ready to talk about racism.
—Megan and Kate, I am doing some note taking in the chat; if I get anything wrong, do correct me!
—story of “hold your question for later.” realization that I sometimes push down feelings. I appreciate an invitation to notice and recognize feelings I experience.
—reflecting on the video: how is racism playing out in this scenario?
—Thank you, feelings! they give us so much information.
—Learning about race and racism by looking at Black people rather than at the self, the racial identity of white people
—looking back and knowing that something was wrong...with this missing piece.
—my relationship to my own identity, and to kids
—growing up in family risk averse. whereas kids will just go for it!
—oh my gosh—we can talk about ALL of this?!
—how I got here and why I do this work.
—being with 4 year olds, noticing (in their own words) structural racism
... and ableism, poverty, power
will you be able to send these notes?
the smarter you are, the fewer answers you think you have
—whereas we might not have answers (even with a PhD!), Megan has relationships with teachers, mentors, co-collaborators, esp Black women
—how did you get to your own self interest as a white person? why does that matter?
—“my self interest in ending racism”
—important time know why I am involved, not just to be a savior
—developing where I am today from my previous internalized ideas, what hearing from Black colleagues, how I can be a good anti racist.
—I actually have to stand up for
—Part of being anti racist meant i had to speak up from my own position, when I experienced sexism
—finding a place in my gut from which to speak
—helping me find the feeling, not holding back feelings
thanks, Sasha! you too! :)
—intersectionality—we all have a stake in undoing all forms of oppression
—if we want children to stand up, engage in attitudes that are anti bias, we have to do the work ourselves.
—the work is for adults and for children. a teacher on her own anti bias journey is the most powerful.
—it is beyond a prop or a lesson plan.
—when I have that clench in my chest and I put it to the side, what happens? how does that look? what happens to me when I receive feedback? how to not go into shame, when other person is just trying to give feedback and help me.
—what does it mean to not get defensive? or to say I don’t know, I will get back to you. helpful skills.
—getting on the same page about definitions is a core strategy.
—More that we can do together!
—via strong relationships and shared analysis. eg race, power, equity
—used to think race was immutable.
—system of classifying people, that people created it. made up by white people in Europe. this system was created and it hurts people, still hurts them. (as a definition for children)
—Racism is harmful for EVERYONE
—name and undo that harm.
—noticing patterns and being able to talk about what they see.
—how to open the door to conversation about systemic racism and invite children and families into the analysis
maybe asking them what do they think racism is? just to see what they say first before opening up such a sensitive topic
—centering the beauty of blackness and brownness in art. Brown-skinned dolls only, perhaps. see what questions emerge.
—Main characters who are people of color—are they present in our books? we would always we analyzing what we read from then on.
—racial equity lens. to equip children with this from a young age.
—looking at racism as having many different manifestations, and their interconnectedness
—If I just freeze, no one will notice anything! self-righteousness does not help. rather, building sense of self and history of activism are healthy focuses.
—what have I internalized? I am used to being compared favorably to people of color. accustomed to seeing aspects of myself represented everywhere. we have internalized norms without noticing.
—“we are just so worried that the one child of color has low self esteem.” look, instead, at why the white kids in the class feel normalized. what and who are present or represented in the environment.
—the bar is low for me as an anti racist. it is one thing to change out the books. achieving equity in hiring is another. helpful that the bar keeps moving.
—now need to create communities that affirm black lives.
—this webinar as a little milestone on all of our racial justice journeys.
Can you please talk about how you involve parents when a child expresses a racist attitude in the classroom -
Kate Engle (she/her)
I know Racism is wrong in Every Way and Aspect, but is still being accepted and covered up. My question is how do we drastically but positively improve or put An End this inhumane degrading system moving forward? It PASS Time!
—Appropriate limit setting is something we need to get serious about. when harm happens, there needs to be repair work done. this is a behavior that causes harm; here are practices we have in the classroom; what do you have at home? often child’s words are a question.
—books. let’s talk about genres. displays of children in countries around the world to represent multicultural. how to represent diversity in the United States, cities across Africa.
—the idea of “this is all about love” is less exciting to me than other kinds of books—rich, authentic stories of people of color.
—A couple great books for intro to this work. but they are not enough.
—must talk about race—not just skin color.
—think about books that are culturally authentic, specific, rather than books by white authors with illustrations of children of color, names that would seem to be of children of color
—Colorblindness as a concept needs to be considered critically. can do that aloud without children.
—“I’m having a feeling about this picture; is anyone else having that feeling?
—Story of Amazing Grace book, evolution
—want people to find words that they want to describe their identity. ways to use words to describe our skin. notice the patterns we see. how do I describe myself, how to model that when someone else describes us we do get to describes ourselves. “You can tell us about your skin.” a lot of noticing in the children’s books we have—are they similar to our school and our communities? if I understand white as a racial identity, this is a conversation I can have anywhere.
—in an all-white classroom, there Re probably many parents who have never considered their own identity.
—Resources: What is all the children are white (book)
—NAEYC’s recent position statement on equity and the responsibility of all educators
I been there, black girl moves into a predominantly neighborhood and a white high school. I had developed STRONG TOUGH SKIN so fast. We have to be strong, mind, body and soul that was so much pressure in itself. I saw this and I wondered, "Being navie to racism doesn't exclude you it only make you uneducated". What are your thoughts on this?
thank you for this comment, Carolyn!
thanks for transparency:)
Your welcome...Thank you all for doing this. It is very important and NECESSARY
—we respect children. we need to join them on this journey.
Please consider doing this on-going, important, work with us this year.
We invite you all to sign up! do this for yourself!
I know this was a free webinar but is there a way to compensate Megan and Kate for their time?
Thank you, looking forward to learning and engaging more in the CoP!
Thank you so much!
We look forward to seeing you at the community of practice :)
@Becca, we are on it! this has been agreed upon from the beginning and the Paradigm Project is paying our presenters.
Thank you! This was wonderful.
Yes it’s recorded! The recording and resources will be shared on the Paradigm Project page soon
Thank you @Anna :)
I so appreciated the emotional labor in this session. Learned so much!
@Maura yes agreed
OMG THAT IS SO SECRETLY EMPOWERING <3
Thank you! This was really engaging and fascinating. Aliza, great thought “looking forward to the person you’re going to become..” through the hard intentional work to be better people.
I am an African American educator from Baltimore MD, now I am teaching at a Jewish Preschool in VA. I live Racism daily. My more worries are for my children, especially- my 22 yrs. old son and grandchildren.
Thank you both good night :)
Thank you so much for this