Race & Racism:
Children are not Colorblind, by Erin Winkler
Are We Raising Racists?, by Jennifer Harvey
Re-Thinking Racism: Toward a Structural Interpretation, by Eduardo Bonilla-Silva
Loving Blackness as Political Resistance, by bell hooks
Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation, by Derald Wing Sue
White Privilege: Unpacking the Invisible Knapsack, by Peggy McIntosh
PODER: Reimagining the Privilege Line Exercise, By Christina Torres
Marwen’s teaching artist retreat on January 7th was a time for us to engage in dialogue and develop strategies to better serve the students we work with. Creating an inclusive classroom space begins with understanding the students that we serve, building new paradigms, strategies and practices. We sought to make this workshop interactive, a safe space for asking questions, and a space for learning from each other and our experiences. Specifically, we hoped to:
- Examine our own histories, contexts, education and biases.
- Be introduced to practical strategies to lead our classes with new viewpoints.
- Reflect on and define our ideas of what a safe and accepting classroom environment looks like from multiple perspectives and contexts.
- Make connections to our students’ experiences through conversation and creating artwork.
The “required reading” list above was compiled from resources shared by our facilitators as well as from Marwen teaching artist William Estrada and staff member Lauren Williams,a s well as other Marwen staff. Please let me know if you’d like to add to the list.
In addition, we held a retreat on May 13, 2017 with guest Dr. Eve Ewing.
Outcomes for Our Teaching Artists (for this retreat and beyond):
- To articulate how we see Marwen students at the heart of our mission in relation to how we see more resourced students
- To build an inclusive community in our classrooms
- To draw our most vulnerable students closer, as opposed to working with them with frustration.
- To process our racism
- To transition from our artistic practice to teaching students who are not necessarily inclined to participate in the arts.
- To think critically about the disproportionate ratio of process to product in our teaching.
Kate Adams is an artist, teaching artist, and mom. As a Marwen staff member she oversees Marwen’s teaching artist professional development, student assessment, and program evaluation. Through her artwork she explores concepts of home, generations and change. You can reach her at email@example.com