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Being Antiracist and More Writings

Antiracist Classroom

4/13/2021

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Antiracist classroom means that I engage with systems of learning that are not about control and oppression and disengage from systems that cause harm and trauma for all people involved. 

In my learning this means IMAGINING WHAT COULD BE instead of what is all the reasons why trying something different, better, will fail.

Imagining and creating systems that foster learning and creativity. 

Imagining a space that builds community and engagement with ideas, past and present, and how those ideas will help us create tomorrow. 

Imagining a space to speak to the oppressive systems and acknowledge that they are not broken but are doing the disproportional harm that they were intended to do.

Imagining a space that we can have freedom of movement without fear of surveillance or explaining why we are entering a leaving a space.

Imagining a space for young people to be young people with all the joy that comes with this time of their lives. 

Imagining a space where Engaged Pedagogy in the norm and all students feel, all students know, their perspective, their skills, their words are needed for our collective learning. 

Imagining a space to be responsive and intentional to the opportunities current events provide to be called in for further learning. 

Imagining a space that each students lives and thrives in their knowing that they worth is not determined by what they produce but unchangeable, by anyone. 

Imagining a space with curriculum that students can see themselves and their families within instead of without.

Imagining a space that each person feels welcomed and accepted to be who they are with no judgement. 

Imagining a space that acknowledges the harm of white supremacy on all people and the space to use our creativity to imagine something better. 

Imagining a space for listening, a space for asking questions, a space for stillness and peace to be as important as the wildness of multiple conversations and joy and excitement.. 

My work is imagining and creating this space, this classroom for all learners to be able to be their best selves. 

Is there something this space is missing? Leave a comment below.
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    Mr. Dylan Wince
    @realmrwince

    I am not a writer, but I will write.
    ​
    My responsibility as a human being and as an educator is to be antiracist in my ideas, actions and curriculum.

    I do not expect Black, Latinx, Indigenous, AAPI and the LGBTQ+ communities to be teaching me. I would appreciate any misunderstandings or further learning opportunities be brought to my attention so that I do not cause harm to others from my ignorance.

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Last Updated March 30th, 2023.
  • Home
    • About Mr. Wince
    • Diversity and Inclusion Statement
    • My Pedagogy Decisions >
      • Smiles and Frowns
      • Project-Based Learning >
        • Questioning >
          • Question Formulation Technique >
            • Develop a Driving Question
            • Produce Questions
            • Know the Four Rules
            • Identify Open and Closed-Ended Questions
            • Set Priority Questions
            • Plan Next Steps
            • Reflect on Learning
            • When Things Get Tough
        • Design
        • Collaboration
        • Research >
          • Goal Development
        • Project Management
        • Craftsmanship
        • Public Product
        • Reflection
      • Student Portfolios
      • How to Learn: Remembering and Forgetting
      • SBG to Ungrading
      • Reflection is Learning
      • Readings on Pedagogy
    • Why I Am A Member of TSEA
    • The Study of History
    • Reading Strategies >
      • A People's History of the United States by Howard Zinn
      • An Indigenous Peoples' History of the United States by Roxanne Dunbar-Ortiz
      • An African American and Latinx History of the United States
    • Course/Project Archives >
      • Latino History of the Southwest
      • Indigenous History of the Southwest
      • World History >
        • Q1 - Every Story >
          • Thinking Like a Historian and Geographer
          • Renaissance, Reformation and Scientific Revolution
          • c.1400s - c.1700s - Exploration and Colonization
        • Q2 - Economics and Labor Systems >
          • c.1600s-c.1800s - Age of Revolutions
          • c.1800s - Industrialization
        • Q3 - Conflicts and Resolutions >
          • 1914-1919 - The Great War
          • 1917-1923 - Russian Revolution
          • 1939-1945 - World War II
        • Q4 - Global Human Rights >
          • 1940s-1980s Cold War and Proxy Wars
          • Independence & Decolonization Movements
          • Modern World Issues
  • ičhimani - journey
  • American History
    • American History Course Information
    • Q4 Our Voices, Our Future. >
      • Q4 American History Weekly Agendas
      • Q4 (US History) Student Portfolios
      • 1940-1950s: Post-WWII America
      • 1960s-1980s - Civil Disobedience
      • 1990s-2010s: Modern America
  • Psychology
    • Psychology Course Information
    • Q4 Joy Is...Social, Mental and Physical >
      • Q4 Psychology Weekly Agendas
      • Q4 (Psych) Student Portfolio Expectations
      • Development and Learning Pillar >
        • Life Span Development
        • Learning
      • Social and Personality Pillar >
        • Personality Development
        • Social Behaviors
        • Social and Personality Careers in Psychology
      • Mental and Physical Health Pillar >
        • Mental Health Essential Lessons
        • Physical Health Essential Lessons
        • Therapies
        • Mental and Physical Health Careers in Psychology
  • U.S. Government
    • Government Course Information
    • Q4 Power! Organizing for Equality and Justice >
      • Q4 Government Weekly Agendas
      • Q4 (Gov) Student Portfolio Expectations
      • Organizing Essential Lessons
      • Fight for Equality Essential Lessons
      • Fight for Justice Essential Lessons
  • Resources Dump