final stuck improving organizational capacity for equity ... · organizational capacities for...
TRANSCRIPT
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Stuck Improving Organizational Capacity for Equity-focused Improvement
“If students feel they don’t belong at school, we would benefit from
understanding this as a problem of organizational capacity.”
– Decoteau J. Irby
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Objectives and what to
expect
Change agents would benefit from understanding belongingness as a problem of organizational capacity
for equity‐focused improvement
Part I. The Problems and Questions
Part II. Organizational
capacities for racial equity improvement
Part III. What increases capacities
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Change at Central
Waters High School
5‐year research project in a diversifying Wisconsin High School
December 2013
Initiated Participatory Research Study
5 years
Organizational Capacity for Racial Conflict and
Reconciliation
October 2018
Presentation of Research Findings
3
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Identity and Belonging
Self-reflection
Create a Self and Identity Map
A time or experience when you felt
included? And why?
A time or experience when you did not feel included? And why?
1 2 3
4
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Part I. Equity Inertia
in Schools: problems and
questions
.
School Demographic Change Research
School Improvement Research
Critical Race in Education Research
Critical Whiteness in Education Research
5
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School Improvement
Research
6
Capacity and what supports it’s development
• School capacity is an interactive collection of organizational resources that support school‐wide reform, teacher change, and ultimately the improvement of student learning (Bryk, Sebring, Allensworth, Easton, & Luppescu, 2010; Cosner, 2009).
– the design of school systems and structures
– professional development and organizational learning
– the emotional life of school
– leadership
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School Demographic
Change
7
Equity inertia and its contributing factors
• As U.S. migration patterns diversify schools that have been predominantly white in years past, school leaders and teachers are not adopting the policy and practice changes that meet the academic and socio‐emotional needs of their increasingly diverse Black, Brown, Linguistically marginalized, and low‐income and opportunity students.
– Structural racism (segregation, access to employment, etc.)
– Institutional racism (tracking, curriculum, etc.)
– Ideological racism (colorblindness, meritocracy, etc.)
– Resistance from parents, teachers, etc. (race and class)
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Critical Race Research
8
Race is social constructed but real. Racism is powerful and pervasive.
• If we acknowledge race is socially constructed (learned) and ingrained into the fabric of all aspects of U.S. life, then change and improvement concepts and practices derived to overcome structural, institutional, and ideological contributors to organizational inertia but that not consider the permanence of race and racism and racial realism are bound to fail (Bonilla‐Silva, 2014; Omi & Winant, 2005)
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Critical Whiteness in
Education Research
9
White people learn to be white and learn to accept racism. Racism (white supremacy) has distinct
detrimental impacts on all people, including white people.
• Racism (white supremacy) enacts violence on people of color and racism (white supremacy) devastates white people, their souls, and shapes their intellectual and emotional (in)capacities to behave and relate to people of color in ways that benefit humanity (see Baldwin, 2013; Douglass, 1995, 2003; Dubois, 1999; (Jupp, et. al, 2016;Thurman, 1949).
– White fragility and white racial solidarity
– Incoherent race talk
– Ideological tools of whiteness (tokenism)
– Racial evasion
– Underdeveloped understandings of racial experience
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Hidden Racial Developmental
Demands?
10
What resources remain untapped and are not put to use for
improvement?
• Capacity is an interactive collection of organizational resources that enables improvement
• School leaders and teachers are not adopting the policy and practice changes
• Race is socially constructed (learned), real, andingrained into the fabric of all aspects of U.S. life
• White supremacy shapes white people’s intellectual and emotional (in)capacities to behave and relate to people who are different than them
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Reflection and elbow
partner chatWhat are my key takeaways so far?
What am I learning? What is intellectually challenging about the
content?
Can racially or otherwise
marginalized students ever fully belong in a space of domination?
On a scale from 1 – 10, how bad is Dr. Irby
trippin? And why? Or am I trippin? What do I
find emotionally challenging?
1 2 3
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Part II. Organizational
capacities for racial equity
improvement
.
A shared meta‐cognitive awareness of racial emotions and
ideologies
A normative understanding of structural racism (perpetual racial
dilemma)
Routine initiation of courageous
confrontations related to racial inequities
Black and Brown students’ and people’s
experiences and perspectives are central
to decision‐making
Routine curation of spaces of white
discomfort
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Capacity 1
13
A shared meta‐cognitive awareness
of racial emotions and ideologies
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Capacity 2
14
A normative understanding of structural racism (perpetual racial
dilemma)
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Capacity 3
15
Routine initiation of courageous
confrontations related to racial
inequities
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Capacity 4
16
Black and Brown students’ and people’s
experiences and perspectives are central
to decision‐making
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Capacity 5
17
Routine curation of spaces of white
discomfort
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Elbow Talk: Change Foci
What increases capacities?
Hearts Minds Practices
Structures Vision Policies 18
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Part III.Change Foci:
What increases capacities
Hearts Minds (Racial Ideologies)
Practices
Structures Vision Policies
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Hearts
20
Useful but insufficient
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Minds
21
Effective but leads to variation
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Practices
22
Most effective and most difficult
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Structures
23
Essential to driving improvement
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Vision
24
Absolutely Necessary
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Policies
25
Good to have but can also emerge from practice change
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Stuck Improving
26
For school communities who work to build capacities for equity
improvement, an outcome is that they will find themselves “stuck
improving” or in a perpetual shared state of experiencing and working
through racial equity dilemmas.
‐Decoteau Irby