Four Points by Sheraton, Norwood, MA
8:00 a.m. - 4:00 p.m
Registrations are now closed.See which schools participated
Arrival, Registration & Breakfast
8:00 - 8:45 a.m.
8:50 - 9:05 a.m.
9:05 - 9:50 a.m.
Understanding & Dismantling Privilege: The Importance of Disrupting White Silence
Robin DiAngelo, PhD
Contrary to mainstream definitions, racism is not isolated to discrete incidents. Racism is historic, traditional, normalized, and deeply embedded into the fabric of U.S. society.
It's often the unspoken, unmarked norms and behavioral patterns of racism that serve to bolster the advantageous social position of whites at the expense of people of color. White silence is an example of these behaviors. It actively hinders the process of conscious reflection on racism, thereby allowing racism to seem nonexistent while it continues to function and do harm.
Robin DiAngelo has devoted her life's work to unsettling the complacency that often surrounds white silence and motivating silent whites to break their silence. In her opening address at Diversity 2018, Robin will explore the dynamics of this behavior, and emphasize ways we as educators may work to break down these embedded norms within our own schools.
Breakout Session I10:00 - 11:15 a.m.
White people in the U.S. live in a racially insular social environment that builds our expectations for racial comfort while at the same time lowering our stamina for enduring racial stress. I term this lack of racial stamina “White Fragility.” This talk will provide an overview of the socialization that inculcates white fragility and the perspectives and skills needed for white people to build their racial stamina and engage more constructively across race. Facilitated by Robin DiAngelo
Transgender Student, Faculty and Family Experiences
Hear from a panel of parents, students, faculty and transgender allies about their experiences and then engage in a small group discussion. Moderated and facilitated by Alex Myers, English Instructor, Alum '96, Phillips Exeter Academy.
International Students: How to Create Conditions for Success
In this session, Angela Yang-Handy of Northfield Mt. Hermon considers how our schools can support international students as they navigate very new social, academic and cultural contexts. Drawing from her experience as Dean of Global, Experiential and Community Engagement, she digs deep into the individual and school-wide efforts that go into supporting international students and the unique needs they have as minors.
Literature as a Route for Transformation within Pre-K - 12 Schools
In the early 90s, educator and activist, Rudine Mims Bishop, reflected on the power of literature as a tool for transforming communities and the self. Bishop noted that literature can function as both “windows” and “mirrors” that can provide readers access into worlds, and ways of being, that both reflect their lives and the lived experiences of those who are different. Too often, however, readers encounter mirrors only, or literature that reflects that which they already know or perceive. But what might it mean, and how might readers be changed, if provided literature that function as windows into the world of difference. In this workshop, author and educator, Darnell Moore, will discuss and model the use of literature as a tool for social change with the aim of encouraging educators to expand their curricular and pedagogical approaches. Facilitated by Darnell Moore, our closing keynote speaker.
Teaching Black Panther
From Martin Delany’s novel, Blake to Octavia Butler’s, Kindred, African American writers and artists have used speculative fiction or science fiction in order to imagine a future without racial caste. In this session, we will explore the various ways in which the film Black Panther (2018) fits within a broader Black Radical Tradition. Participants will examine a variety of critical interpretations of the film, as well as the way in which these interpretations speak to our political moment. How and why did Black Panther become such a social and cultural phenomenon? In what ways does the film engage several important themes within the Black Radical Tradition? How can we use the film in order to inspire our students to better understand the meaning of race and “blackness” in the 21st century. Facilitated by Ousmane Power-Greene, History Department, Clark University
The Day-to-Day Work of Diversity, Equity and Inclusion: Three Perspectives
Whether you have one person devoted to DEI work at your school or if the responsibilities are spread more widely across the community, we know what important work this is for all members of a school community. James Greenwood, Director of Inclusion & Multicultural Practice at Shady Hill School, Princess Bomba, Director of Unity and Diversity at the Wheeler School, and Martha Neubert, Dean of Diversity, Equity, and Social Justice at Northfield Mount Hermon, share the scope of their roles and their day-to-day work with students, families, faculty, and staff. Attend and learn how these roles can focus on curriculum development, affinity group and committee work, new teacher support, support for students who are first generation, and more. Other DEI position holders, teachers, administrators, and other members of the schoolhouse will all enjoy exploring three different DEI positions and the associated work on three different campuses.
11:15 - 11:30 a.m.
Be Inspired: Student Voices
11:30 a.m. - 12:15 p.m.
A student panel discussion featuring students from Dana Hall, Fenn, Nashoba Brooks, Pingree and Providence Country Day.
12:30 - 1:15 p.m.
Breakout Session II
1:30 - 2:45 p.m.
Our Youngest Learners: Diversity, Equity and Inclusion in Elementary & Middle School
Session leaders Rebecca Zakin and Angela Flynn from the Gordon School explore how a teacher's identity influences the content and style of their teaching as well as relationships with their students. In examining identity more closely, attendees will leave with a better understanding of implicit bias and tools they can use that utilize a multi-cultural approach.
Implicit Bias in Hiring Practices
Colleagues from Moses Brown School share how their practices have been shaped by a deeper understanding of the role of implicit bias. Elizabeth Grumbach, Kelena Reid, and Erik Wilker look at types of bias and map them onto the different stages of a typical hiring timeline. How does the wording of a job description broaden or narrow your pool before you even begin collecting resumés? What is the most objective way to assess a resumé? What kinds of signals do we unintentionally give off or respond to during the interview process that might influence that interaction? By exploring these and other open-ended queries, session leaders highlight how to find candidates who best fit the institutional needs, rather than choosing the familiar.
Supporting Asylum, Refugee, and Immigrant Students and Families
This session considers the identities, experience and needs of asylum, refugee, and immigrant groups within our schools as well as the broader context of how these marginalized groups are experiencing the world today. Founders of the Refugee Dream Center share information, resources and reflections about how we can support people who share this identity within and beyond our independent schools.
#blackboylit: Black Boys and Independent Reading
This workshop--grounded in the belief that transformative literacy practices for our Black boy readers are possible and necessary--will provide participants with tools for evaluating and selecting #ownvoices texts (those written and illustrated by writers who share the same racial and ethnic background) about Black boys. Participants will use tools to evaluate Black children’s literature that takes into account what experiences are presented in texts; portrayals of gender and masculinity; and the presence of Black love as they determine how to make informed decisions about Black boys in children’s and YA literature. By the end of the workshop, participants will have be able to determine which texts are worthy of incorporating in their classrooms and in their work with children. Attendees will acquire strategies and resources for incorporating this literature as part of inclusive reading practices. Facilitated by Dr. Kimberly N. Parker, Assistant Director of Teacher and Training, Shady Hill School & Jack Hill, Head of the Middle School, Cambridge Friends School.
Using Oppressed Identities to Face White Privilege
White people who experience oppression in other aspects of identity such as class, ability, religion, and sexuality, can find it difficult to center a location through which we experience privilege. We often feel that to focus on racial privilege invalidates our oppression, or that we cannot hold privilege (or are less privileged) due to our oppression. This presentation will engage participants in a personal analysis of how patterns of oppression work to hold white racism in place and offer ways to challenge these patterns. Facilitated by Robin DiAngelo
3:00 - 3:45 p.m.
Beyond Tolerance: LGBTIQAP Students and the Need for Loving Policies and Practices within Independent Schools
One of the country's most exciting authors and activists, Darnell Moore examines the intersection of identity and culture and how to move beyond tolerance to acceptance.
3:45 - 3:55 p.m.
3:55 - 4:00 p.m.