May 11:

Introduction: (Re)Conceptualizing Care in Urban Schools (pp. 1-14)
Chapter 1: Adopting an Antiracist Stance (pp. 15-25)
Chapter 2: Cultivating Authentic Relationships (pp. 26-39)

"A critical component of leading with radical care is an unwavering and explicit focus on antiracism itself, whereas social justice has the potential to allow people to escape an unrelenting focus on race and racism" (p. 21).

Introductions (~30-45 mins): Facilitators & participants

What is your name?
Where, what, and whom do you teach?
What are your goals for this reading group?

Overview

Components of radical care:

Engaging in antiracism (chapter 1)
Forming authentic relationships (chapter 2)

Guiding questions (~45 mins):

How might we compare and contrast limiting care (p. 2) and radical care (p. 3)?
Is there room for intersectionality in radical care?
How are you understanding Rivera-McCutchen's concept of urban schools (p. 7)? Is this understanding relevant to you and your school community? Why or why not?
How are you working on / developing / implementing antiracist practices? What challenges and goals do you have in this area?
What antiracist practices are implemented in your institutions? (See the 7-point plan on p. 22 and reflect).
How might we, as educators, balance "investing in the success of others" (p. 27) alongside self-care, rest, and maintaining healthy, professional boundaries?
How do we engage with 'community cultural wealth' in our professional contexts? What successes and roadblocks do we encounter? (p. 29)
How do our institutions support, or not, authentic relationships?
How do we successfully address "structural challenges" (p. 32) without "lowering expectations" (p. 32)?
What more?

Looking ahead:

May 18:
- Chapter 3: Believing in Students' and Teachers' Capacity for Excellence (pp. 40-53)
- Chapter 4: Leveraging Power Strategically (pp. 54-65)