In the Summer of 2020, a coalition of Anti-Bias Antiracist teacher leaders created Anti-Bias Antiracist Presuppositions to serve as the framework for the equity and inclusion work within the School District of Clayton.
School District of Clayton ABAR Presuppositions
The state of the world in 2020 makes it impossible for us to deny that injustice and inequity are ingrained in our systems. This is the time to urgently dismantle inequities and systemic policies and procedures that have historically and persistently harmed Black students and other students of color.
We recognize those experiencing inequities as the experts of their own experiences and needs. We must listen to and validate the stories and ideas of those experiencing said inequities and take proactive steps to dismantle the inequities and systemic policies that have harmed our students.
- Racism: Interpersonal (micro), institutional (macro), structural (intersection of interpersonal and institutional), cultural (how racism is supported in media, the arts, communications, schools, etc.)
- Discrimination based on sexual orientation and gender identification
- Classism: socio-economic status, prejudice based on zip code
Equity literacy is defined as having the knowledge and skills to disrupt and dismantle inequities within our own spheres of influence for the betterment of our students, staff and greater community. We are committed to becoming an antiracist district where race and socioeconomic status are not predictive of learner outcomes.
The knowledge and skills of equity literacy are cross-cutting:
In an equity literate community:
- We reject any suggestion that students' value and potential are determined by their race or socioeconomic status.
- We are responsible for removing barriers that prevent our students of color from expressing their talents and brilliance.
- We create and protect space for the development of our students' social emotional intelligence.
- We recognize that eliminating inequities begins with each of us.
- We take responsibility to acknowledge and interrupt our own biases.
- We recognize and disrupt white supremacy that results in layers of systemic racism.
- We persistently learn about and from the historical and present implications of racism, including the generational harm experienced by families of color in school systems.
- We believe each student has a right to equitable educational opportunity and access and will identify and change any policy or practice that denies this right.
- We seek out fair redistribution of opportunity and access that have previously and presently been denied.
- We provide equal access to learning and extracurricular opportunities.
- We recognize gatekeeping and tracking as barriers to equity and work to redress it.
- We believe that affirming a student’s culture, history and identity is more important than relying solely on numerical data.
- We disrupt sole reliance on standardized test scores that have been proven to be culturally biased.
- We affirm students’ intersectional identities and experiences.
- We believe equity-centered curricula balance the truth about injustice and oppression with the resilience, joy, and resistance of all kinds of humans; past and present.
- We build and implement curricula that are responsive to all students and their identities.
- We constantly review and revise our practices and curricula based on nationally-recognized antiracist/anti bias standards at every grade level
- We cultivate classroom learning environments that are culturally responsive and reflect the perspectives of all students.
- We personalize the learning experience for each student's individual identity.
- We incorporate relationship building, along with restorative practices, to maintain an anti-racist environment.
- We seek historical and current knowledge of various perspectives that reflect the students in our classrooms.
- We provide representation for each student's identity through classroom and building decor and teacher chosen books and resources.