Full Disclosure, I'm on the Equity, Diversity and Inclusion Committee for the Croton School District. For a deeper analysis from the perspective of those who favor the agenda read White Fragility by Robin DiAngelo and/or How to be an Antiracist by Ibram X Kendi. The second book has over 24,000 reviews on Amazon while White Fragility has over 38,000. I've read both; if you want to only read one, I suggest How to be an Anti-Racist.
This was not a public school conference; rather "the National Association of Independent Schools’ People of Color Conference."
"After watching 100 hours of leaked video, we now fully grasp the danger of this ideology in schools."
The path to remake schools begins with the word “diversity,” which means much more than simply increasing the number of students and faculty of color—referred to in these workshops as “Bipoc,” which stands for “black, indigenous and people of color.” DEI experts urge schools to classify people by identities such as race, convince them that they are being harmed by their environment, and turn them into fervent advocates for institutional change.
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The next step in a school’s transformation is “inclusion.” Schools must integrate DEI work into every aspect of the school and every facet of the curriculum must be evaluated through an antibias, antiracist, or antioppressive lens. In “Let’s Talk About It! Anti-Oppressive Unit and Lesson Plan Design,” we learned that the omission of this lens—“failing to explore the intersection of STEM and social justice,” for instance—constitutes an act of “curriculum violence.”
All school messaging must be scrubbed of noninclusive language, all school policies of noninclusive practices, all libraries of noninclusive books. Inclusion also requires that all non-Bipoc stakeholders become allies in the fight against the systemic harm being perpetuated by the institution. In “Small Activists, Big Impact—Cultivating Anti-Racists and Activists in Kindergarten,” we were told that “kindergartners are natural social-justice warriors.”
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In “Feeding Yourself When You Are Fed Up: Connecting Resilience and DEI Work,” we learned techniques, such as “calling out,” that faculty and students can use to shut down conversations immediately by interrupting speakers and letting them know that their words and actions are unacceptable and won’t be tolerated. Several workshops focused on the practice of “restorative justice,” used to re-educate students who fall afoul of speech codes. The final step to ensure belonging is to push out families or faculty who question DEI work. “Sometimes you gotta say, maybe this is not the right school for you. . . . I’ve said that a lot this year,” said Victor Shin, an assistant head of school and co-chairman of the People of Color Conference, in “From Pawns to Controlling the Board: Seeing BIPOC Students as Power Players in Student Programming.”
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In sessions such as “Traversing the Long and Thorny Road Toward Equity in Our Schools,” “Moving the Needle Toward Meaningful Institutional Change,” “Building an Equitable and Liberating Mindset” and “Breaking the White Centered Cycle,” we learned that the only way to achieve equity and justice is to eradicate all aspects of white-supremacy culture from “predominantly white institutions,” or PWIs, as NAIS calls its member schools, irrespective of the diversity of a school’s students. Perfectionism, punctuality, urgency, niceness, worship of the written word, progress, objectivity, rigor, individualism, capitalism and liberalism are some of the characteristics of white-supremacy culture in need of elimination. In “Post-PoCC Return to PWI Normal,” DEI practitioner Maria Graciela Alcid summarized: “Decolonizing white-supremacy-culture thinking is the ongoing act of deconstructing, dismantling, disrupting those colonial ideologies and the superiority of Western thought.”
DEI was “another thing to put on the plate, and absolutely now, it is the plate on which everything sits” said teacher Gina Favre, describing her school’s transformation.
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