THE CHALLENGES OF KEEPING WHITE SUPREMACY FRONT AND CENTER: LESSONS FROM FACILITATING AN ANTI-WHITE-SUPREMACY LEARNING SPACE FOR WHITE EDUCATORS

This study explored three interconnected areas of relational inquiry: relationships that support learning with BILPOC educators to better understand their experiences; relationships that support learning with white educators interested in critically examining the role of white supremacy; and my relationship with myself. It begins by learning from BILPOC educators to gain a deeper understanding of their experiences in predominantly white professional development spaces, especially as they pursued National Board Certification, and collaborating with these educators to analyze their experiences. Although the support programs in which they participated varied in design, duration, and facilitation, common themes emerged about how BILPOC teachers viewed the spaces and support they received. Their descriptions reflected broader experiences of BILPOC teachers in the profession: (a) having their expertise questioned, (b) taking on the added responsibility of advocating on issues of equity and race, and (c) experiencing microaggressions. The second focus of relational inquiry was on learning with white folks who led similar professional development programs for teachers pursuing National Board certification. In that space, white leaders explored understanding the history and characteristics of white supremacy, examined their own white racial identity, engaged in somatic practices, and reflected on how supremacy shaped their program design and practices. Participants’ personal stories and reflections served as the primary data sources for learning and to assess impact. Those stories were shared through video journals, session recordings, surveys, and postprogram interviews. The third area of relational inquiry centered on the facilitating researcher’s relationship with herself during the study. It examined how she recognized the influence of whiteness on her research approach, how she addressed some of that influence, and where she fell short. Through this process, the facilitating researcher had to confront her own complicity with white supremacy. Ultimately, this study offers some considerations for what it takes for white individuals and communities to actively challenge white supremacy while minimizing focus on their own privilege and comfort, even if they are insufficient in that effort.