We will host our first Welcome & Strategy Session on November 13th at 5PM EST in the Calendar tab. Add it to your calendar and bring one specific challenge you are facing in your school. Let's get to work.

Welcome to the Module 3 Discussion! The goal of this module was to move beyond the language of deficiency and to practice seeing the immense Community Cultural Wealth (CCW) that every student brings to your classroom. Your task was to apply Dr. Yosso's framework to transform your professional dialogue. This is a safe space for professional dialogue. Share your reflections on the mindset shift and how you plan to implement the new, asset-based tools. Here are some discussion questions; choose one or more to answer, or share a completely different reflection on your learning in this module. Choose One or More to Discuss: 1. The Mindset Shift: Review the Deficit-Based Anecdotal Notes (File: deficit_notes.md). Which form of Community Cultural Wealth (CCW)—Aspirational, Linguistic, Familial, Social, Navigational, or Resistant—did you find the easiest to identify and rewrite? Which was the most challenging to recognize in a student's negative behavior, and why? 2. Report Card Friction: Consider the Report Card Comment Rewriting Practice (File: report_card_practice.md). Describe a scenario where your new, asset-based comment (e.g., using Resistant Capital) might conflict with a traditional administrator's expectations. What one sentence would you use to defend your CCW-aligned comment, explaining that you are assessing competence, not compliance? 3. The New Tools: Review the Culturally Responsive Assessment Templates you now have (e.g., the Portfolio Reflection Log or the Navigational Skills Rubric). Which template will you integrate into your practice first, and what do you hope to learn about your students that the previous assessment methods failed to capture? 4. Collective vs. Individual: Familial and Social Capital emphasize collective support and networks over independent achievement. How does your teaching discipline's current focus on individual performance (grades, exams) create a disadvantage for students high in these forms of capital, and how will you adapt your instruction to value the collective process?

Welcome to the Module 2 Discussion! The goal of this module was to equip you with the language and structures to intervene confidently. Your task was to build your own communication scripts. This is a safe space for professional dialogue. Share the specific language you developed for the most challenging communication scenarios. Here are some discussion questions; choose one or more to answer, or share a completely different high-stakes scenario and how you plan to address it using your Communication Matrix. Choose One or More to Discuss: 1. Interrupting the Bias: Share the 15-second interruption script you developed using the "Stop, Name, Reframe, Repair" technique. Which phrase did you use for the crucial "Name" step, and why do you feel it is the most effective for your age group? 2. Navigating the Feedback Loop: What is the specific defensive parent response (e.g., "My child doesn't see color," "It was just a joke") you anticipate most often? Share the opening sentence you would use to reframe the conversation back to behavior and evidence. 3. The Matrix & Next Steps: Which section of the Educator Communication Matrix (Child, Parent, or Colleague) was the most challenging to script, and what is one "unwritten rule" of communication within your school culture that makes these conversations difficult? 4. Beyond the Script: How does being prepared with these explicit scripts change your internal feeling of confidence or anxiety when facing a high-stakes conversation about bias?

Welcome to the discussion board! This module's ultimate goal is to move theory into practice. Your 48-Hour Swap is the first step toward dismantling Eurocentrism in your learning space. This is a safe space for professional dialogue. We encourage transparency about the biases you uncovered and the challenges of making the swap. Here are some discussion questions; choose one or more to answer, or share something completely different to discuss the changes you made in your learning space. Choose One or More to Discuss: 1. The Reveal: What was the highest-scoring "0" or "1" item on your audit checklist (e.g., in the Dolls & Figures section or Art Supplies)? Describe the tokenistic example you chose to remove or replace. 2. The Hidden Curriculum: Reviewing the Infographic on Tokenism, which "trap" do you think your classroom fell into most easily (e.g., the Single Brown Doll or the Black History Month Poster)? How did making this swap directly counteract that specific trap? 3. Next Steps: This module focused on the visible environment. Based on your experience with the 48-Hour Swap, what is one non-visible action (e.g., changing how you talk about race, introducing a specific Canadian story, or committing to further professional reading) that you plan to tackle next?

Welcome, Educators! Your Mission Starts Now. Welcome to the most intentional and action-oriented professional community for dismantling Anti-Black Racism in education. You are here because you are moving beyond theory and committed to praxis—turning knowledge into lasting systemic change. We are not just a place for learning; we are a space for accountability, strategy, and collective action. Step 1: Get Oriented (The Classroom) The core of our work lives in the Classroom tab. This is your professional learning curriculum, structured to take you from foundational understanding to deep systemic work. - Go to the Classroom now and complete the first lesson in Folder 1: Foundational Literacy. This ensures we all share a common language and historical context for the work ahead. - Action Item: Check the course outline. Which module are you most excited (or nervous) to tackle? Step 2: Embrace the Brave Space (Our Agreements) This is a Brave Space, not a 'safe space.' We prioritize growth over comfort, which means you will be challenged. Our agreements are non-negotiable: 1. Center Black Voices and Experiences: We focus our critique, resources, and action directly on addressing Anti-Black Racism, which requires centering the lived experiences of Black students and colleagues. 2. Action Over Performance: Share your wins, your struggles, and—most importantly—your actions. This is not a space for performative allyship or intellectual debate that lacks real-world application. 3. Lead with Humility: We assume best intentions but demand full accountability. If you are called out or corrected, your response must be to listen, reflect, and adjust your behavior, not to defend your intent. Step 3: Introduce Yourself & Start Engaging Head to the #Introductions category (in the list on the left) and post: 1. Your Name and Role: (e.g., Kwame, 8th Grade Social Studies Teacher, Toronto, ON) 2. Your Current Focus: What is one specific anti-Black racist practice or policy you are currently trying to disrupt in your school? 3. One Resource You Recommend: Share one book, article, or podcast that shaped your commitment to this work.