The current events added another layer of difficulty: teachers felt ill-equipped when students wanted to talk about stories full of racists that have appeared repeatedly in the news. For fear of making these conversations wrong, many teachers simply changed the subject. Watkins felt they needed help. “How do they make this very important conversation take place in their rooms, but they don`t make themselves vulnerable to a communication error and perhaps cost them their job?” An important element of the Courageous Conversations protocol is the Four Agreements, rules for participating in these difficult discussions. Even without taking the course, learning these four chords can shed light on what it takes to progress in a race conversation. The course, moderated by EDUCATOREd from PCG, is based on the idea that one of the biggest obstacles to progress on racial issues is people`s discomfort with talking about it, so it gives participants the tools they need to conduct these difficult conversations. It is not easy to talk about race. Whatever your ethnic background, conversations about race feel like they`re loaded with anti-personnel mines that are just waiting to begin. People become defensive.
Or scared. No one wants to say the wrong thing. So often, we avoid talking about race. This is the idea behind Courageous Conversations About Race, an online course that teaches participants to talk about race. In February 2018, Broward County included 300 of its educators in the course and the results were significant. Participants who describe the course as a life change say they want each teacher to take it. Categories: book reviews, leadership, podcast, collaboration “I watch human transformation occur in a relatively short period of time around a subject that so many people consider intractable,” he says. And for me, that`s what makes my work, I think, the best work in the world. Singleton has seen this kind of growth many times in teaching this course, and he attributes a lot to the course`s approach to meeting people where they are. “Everywhere you go in, it`s perfect, and everyone comes from their own place,” he says. “You are not in this training to refer to another person or another group of people. You refer to yourself, where you start, where you end up.
And if they can experience growth and understanding, awareness and healing as you make that progress, that`s what allows you to develop the high degree of efficiency to turn your practice into a classroom.