Dr. Emily Drew<\/a> (Willamette University) and colleagues from Crossroads Antiracism Organization and Training<\/a> host a series of three afternoon workshops (~12 hours total).\u00a0 Seats are limited and attendance at all three sessions is expected. Davidson faculty\/staff members interested in participating must express interest no later than 05.21.21 at tinyurl.com\/crossroads21<\/a>.<\/p>\n

Introduction to Systemic Racism <\/u><\/strong>(two half-day sessions 05.26.21 and 05.27.21 from 1:30 pm-5:00 pm EST)
\nO<\/em>verview<\/em>:\u00a0 The idea that oppression, and in particular, racism, is not only a matter of individual prejudice but a systemic, institutional problem of power is\u00a0foundational to the\u00a0<\/b><\/em>Introduction to Systemic Racism\u00a0workshop<\/em>,\u00a0and\u00a0requires structural intervention to dismantle. \u00a0The workshop is designed\u00a0for\u00a0institutions who want\u00a0their staff and faculty as well as their leadership\u00a0to understand the systemic nature of racism and the role institutions play in\u00a0its maintenance.<\/p>\n

This workshop:\u00a0<\/u><\/em>1) introduces a framework for understanding what systemic racism is and what is its relationship to white dominant culture in the USA;\u00a0 2) begins exploring how the values of white dominant culture operating through US institutions replicate patterns of intersectional oppression that advantage white people disproportionately and that harm people of color regardless of intent; 3) invites participants \u2013 both individuals and institutions \u2013 to consider how they are upholding via institutional practices and norms \u2013 \u2013 often in unintentional ways \u2013 systemic racism, and 4) begins unpacking what the long-term strategic work of dismantling institutional practices upholding systemic racism will require of the institution and its stakeholders.\u00a0 Participants to this workshop will gain shared language and frameworks with which to grapple not only their unwitting legitimization of systemic racism but with what committing to the work of dismantling racism and of cultivating antiracist culture and practice in their institutions will require.\u00a0 They will be introduced to a strategic methodology that can assist them to organize the work of dismantling racism in the institutions in which they are invested.<\/p>\n

Interrupting Scientific Racism Through More Effective Science Education<\/u><\/strong> (one half-day session 06.16.21 from 1:30 pm-5:00 pm EST)
\nOverview<\/em>:<\/i>\u00a0 Science has played a significant role in constructing and maintaining racial ideology in the United States. \u00a0Therefore, it is essential that STEM faculty members think critically about how the legacies of racism and scientific racism affect and constrain current discussions in science and tacitly shape the questions that modern scientists ask.\u00a0 This workshop explores the role science has played in reproducing racism and the racial worldview, including through science education.<\/p>\n

Menali Sheth in \u201cGrappling with Racism as a Foundational Practice of Science Teaching\u201d (2018) argues that, \u201cwhile current science teacher education frameworks designed to support high\u2010quality teaching have the potential to promote equitable science learning, they do not substantively engage with how racism organizes science teaching and learning.\u201d\u00a0 Therefore, recognizing and addressing racism in science education is an essential building block for crafting alternative futures for the field.\u00a0 The workshop\u2019s goal is to equip STEM faculty members with tools to become more effective educators that empower students with an anti-racist approach to disciplinary knowledge and skills.<\/p>\n

Participants will:\u00a0 1) <\/em>ask questions about and collaborate with colleagues to examine the role of white supremacy in shaping their discipline; 2) explore the implications of this history, the \u201cdisturbing resilience\u201d scientific racism, on scientific endeavor today; 3) examine the \u201cracial worldview\u201d of their own science education and uncover its manifestations in their own curriculum; 4) develop one addition\/change in their course content that addresses scientific racism; 5) think critically about the role of science in knowledge production and its racialized impacts; 6) consider the ethical implications of science education not addressing racism and envision the significant role for science education in antiracist interventions.<\/p>\n

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