Thank you to everyone who joined our conversation this week by Zoom, and in Ballard Hall. We had over 30 participants from around the state which resulted in rich conversation around a very complex topic. A short recap of the session is below, and you can view the meeting slides and agenda at the top of this post.
Welcome and Introductions
On Tuesday, we were joined by two Diversity Champion alumni who are experts in equity and inclusion work. Maria Chavez-Haroldson and Ruth Jones guided our conversation, which centered around a debrief of our homework readings from February.
Group Conversation
Chapter 4 of our Courageous Conversations About Race (CCAR) Field Guide book reminds us that, in order to successfully work towards equity and inclusion, we need to first develop our own racial consciousness. As a way to move towards racial self-awareness, the book gives examples of questions that white educators and educators of color might ask themselves, respectively. You may find it helpful to use these questions as journal prompts as you continue to process.
- “Am I aware that racial inequity exists, and am I capable of addressing it?”
- “Do I unwittingly support institutionalized racism in our system, and am I willing to speak up and confront the inequities I experience personally and see negatively affecting our students of color and indigenous students?”
In addition to the questions above, an Extension educator might also ask themselves:
- What signs of racial inequity are present within my program, program area or county office?
- Here is an article that may be helpful food for thought.
- Are my colleagues and I, and Extension as a whole, racially representative of the people who live in our town/county/state?
- Not sure? Explore this resource from our colleagues in the Rural Communities Explorer program. When exploring, think about what this reality means and how it relates to the “Racial Achievement Gap” that Singleton talks about in our CCAR Field Guide books.
Combined with Chapter 4, the Atlantic and New Yorker articles presented a lot to consider with regard to the language choices we make and the impacts they have. Our group conversation gave us the chance to practice the CCAR Agreements and Conditions (especially Agreements #2 & 4!), and we appreciate the group’s engagement with this challenging topic. To help us continue to process, Maria shared the recommended resources below. She and Ruth have also graciously provided their contact information should anyone wish to follow up with them directly for support (see agenda).
- The N-Word, by Jabari Asim: A renowned cultural critic untangles the twisted history and future of racism through its most volatile word
- Sentipensante, by Laura Rendon: Educating for Wholeness, Social Justice and Liberation
What’s Next?
Join us on April 7 for a conversation with Jeff Kenney from OSU’s Office of Institutional Diversity (OID).In partnership with numerous stakeholders, OID has developed guidance for diversity, equity, and inclusion learning to support the development of all OSU faculty, staff and students. Jeff will present this framework to the Diversity Champions, answer questions, and engage in discussion as to how this guidance may have utility to faculty and staff in Extension.
Homework
- In preparation for his session, Jeff asks that you explore OID’s new guidance and jot down and questions or comments you may have. You can find the guidance here: https://diversity.oregonstate.edu/guidance-diversity-equity-and-inclusion-learning
- Read Chapter 5: The First Condition (Getting Personal, Right Here, Right Now!)
We understand that the topics we explore in this program are complex and although we have agreed to “accept non-closure,” we want to remind you that we are always happy to engage in further conversation. Please don’t hesitate to reach out if you have any questions, comments or need additional support.
In partnership,
Your DEI team
