Final Project: Reflective Paper

Elizabeth Redmond

Michigan State University

TE 825: Diverse Learners and Learning Subject Matter

Esther Woo

August 8, 2023
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Kleinrock, L. (2021), describes that the acronym “ABAR” stands for anti-bias antiracist

and is rooted in the action of identifying our biases in order to dismantle white supremacist

beliefs, values, and culture. Prior to my learning in this course, I had never heard of ABAR and

have had little exposure or knowledge on it. However, through course discussions, readings and

resources I now have a more in depth understanding of what ABAR is, its importance, and how I

can incorporate it in both my personal and professional life.

To me, ABAR means holding anti-racist and anti-bias conversations in every part of my

personal and professional life. ABAR means addressing the social injustices, discrimination and

privileges that people have faced and currently face due to their identity (gender, race, sexuality,

religion, ability, language, etc.). I have learned that ABAR work first starts with understanding

my own identity as a white cis-gendered female and how my identity has offered me certain

privileges and experiences in society that those with other backgrounds do not share. I’ve learned

that ABAR work is not only reflecting on your own identity, but learning about the identity of

others and educating oneself in order to not continue the systematic racism and social injustices

that people of marginalized backgrounds face. This reflection allows me to recognize my own

bias’ and that those with different backgrounds as me do not have these same shared experiences,

privileges and/or opportunities in society. Kleinrock, L. (2021), explains that ABAR requires

constant practice of taking action to dismantle white supremacy and pushing back against white

dominant culture and anti-blackness. I learned that ABAR is work that is done by everyone and

involves becoming educated and understanding the perspectives surrounding social justice,

racism, gender identity, sexuality and more. Lastly, I learned that ABAR work is ongoing and

requires constant self-reflection, continued use of resources, and exploration of new knowledge

and perspectives surrounding these topics.

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The learning in this course has allowed me to reflect and recognize that my school has

not yet dug heavily into ABAR work. I feel that my school community (administration,

colleagues, parents, etc.) feels very uncomfortable when discussing ABAR topics and either

approach them on the defense and/or try to avoid addressing these conversations. I feel that this

is because as a school community we have not all received proper training, allowed time for

personal reflection of our own privilege/bias, and as a majority have the misunderstanding that

we don’t need to dig into this work because our students and school community are most/all

white.

One way I have seen ABAR in my work was when my principal presented our staff with

the idea of participating in a school-wide “Equity Book Club” last school year. Her hope was for

all of us to engage with the text “Unconscious Bias In Schools: A Developmental Approach to

Exploring Race and Racism” by Sarah E. Fiarman and Tracey A. Benson to understand our own

bias’ and move towards normalizing conversations, reducing bias, building relationships, and

developing a system of accountability in our school. I felt encouraged that our principal was

recognizing our lack of awareness on ABAR topics. On a personal level, I felt that this book

allowed for individual reflection on the unconscious bias I hold in my personal and professional

life. However, when asked to reflect on these ideas as a collective staff, our staff’s lack of

training and inability to hold these honest and vulnerable conversations about social injustices

and unconscious racism led to colleagues afraid to speak up and/or on the defensive. I often left

these meetings feeling that the members of our staff were either choosing to not speak up out of

fear of being viewed as racist and/or staff members on the defensive of why they were not racist.

My hope is that my principal has plans to continue this work on how we as a staff can address

our unconscious racial bias and incorporate ABAR topics into our school community. I hope that
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our administration does not stop with our Equity Book Club and feels the need to continue these

conversations and address the uncomfort that exists within our school community surrounding

ABAR topics.

In my own classroom, I see ABAR work through open-discussions using mentor

texts/picture books and identity projects at the start of the school year. In my first grade

classroom, I use picture books as my biggest resource for opening up discussions and

introducing ABAR topics. I’ve used books that discuss topics including gender identity,

sexuality, family dynamics, racial identity, cultural beliefs and more. I use picture books as a

major resource in how to enter into these conversations with my students, answer questions that

arise, and give factual insights to my students. Based on my learning from this course, I want to

continue to facilitate these open-conversations and not rely on only the books for teachable

moments. I will do this through my own continued research and education on ABAR topics and

using resources (books, websites, colleagues, professional development, etc.) to implement into

both my personal and professional life. This will allow me to be more knowledgeable and feel

more confident in facilitating these open-conversations with my students on ABAR topics in

addition to our learning from picture books.

Another way I see ABAR work in my classroom is through beginning of the year identity

projects that allow my 1st graders to know themselves, classmates, and teachers. At the start of

the school year, I have my students participate in projects including the story of how they got

their name, sharing five items from home that are special to them, and family timelines. These

projects often open discussions about the family dynamics, cultures, and traditions of those in

our classroom. It allows my students to recognize their own multifaceted identities and the

identities of others in the classroom. Based on my learning from this course, I would like to
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continue using these identity projects but incorporate inviting family members to participate in

these projects and guest readings. This would allow our students to not only understand

themselves and their classmates, but the families of our classmates as well (family dynamics,

traditions, beliefs, identities, etc.).

Based on my learning from course readings, discussions and my own previous

experiences, the tips I have for other educators wanting to do ABAR work is (1) do your own

personal reflections (2) be vulnerable and ok in not knowing it all (3) using resources to learn

more (4) ask questions (5) create a safe space for your students to have these discussions in your

classroom and (6) being reflective and continuing to learn/grow. The book, Start Here Start Now

by Liz Kleinrock (2021) helped me generate the tips of educators doing their own personal

reflections first, being vulnerable about not knowing it all, and creating a safe space to facilitate

these discussions. I feel that these tips are important because before educators dig into this work,

it is essential they create safe environments and trusting relationships with their students in order

for this work to be effective. Through my own personal experience and beliefs about education, I

also feel the tips of asking questions, using resources and being reflective on your own practice

is essential for educators as they take on any new endeavors outside of their wheelhouse-

especially surrounding ABAR topics.

Through my learning in this course, I feel that the most important thing for educators to

hold onto is that it's ok to not have all the answers in regards to ABAR topics. Kleinrock, L.

(2021), explains that it helps for educators to accept that mistakes will be made and sometimes

the lessons and conversations with students will be complicated and messy and need to get

comfortable saying “That’s a good question, I don’t know!” In order for students to have these

open and honest conversations, they need to know that their teacher is also vulnerable and
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willing to do this hard work alongside them. This includes creating a safe space within your

classroom by building trusting relationships with students, listening attentively, creating

discussion norms, and making space for all voices to be heard. It also constantly involves doing

your own personal reflections to know your own bias, perceptions, and experiences when

entering into and facilitating these conversations. This time for reflection also allows teachers to

recognize the differences in the privileges and experiences their students and parents/caregivers

in their classroom may have experienced. Lastly, it’s important for a teacher to be a continuous

learner on ABAR topics. This includes seeking out resources within the school community

(colleagues, administration, professional development) and the broader world (books, articles,

podcasts) to be a continuous learner on ABAR topics.

The major perspective that has changed throughout this course was the thinking that my

school lacked diversity because most/all of our students are white. However, throughout this

course I learned that although my school lacks racial diversity, it’s also diverse in regards to

gender, sexuality, religion, language, income and/or disability. I learned that ABAR work

includes everyone and just because the racial make-up of my students are majority white, it does

not mean this work is any less important. Kleinrock, L. (2021) explains that even in racially

homogeneous environments, students can examine the similarities and differences between white

people, social hierarchies and power structures, and to develop empathy and understanding for

why people should care for each other across differences. I learned that this work begins by

students understanding their own multifaceted identities and the identities of others. This new

learning has taught me that even in a school that is not racially diverse, ABAR work is essential

in bringing these topics to light, uncovering bias, and allowing for new perspectives.
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Another perspective of mine that changed throughout the course is that primary students

are not too young to begin learning about and understanding ABAR topics. Kleinrock, L. (2021)

explains that while primary students may be too young to tackle racism, they are not too young

to start understanding the components that make up our identities, how people are similar and

different, and what it means to have power when others do not. While I already engage my

students in a variety of identity projects, I would like to engage my students in work on the

privileges others have, that others do not. Some recommendations from our course text cook that

could help to facilitate these conversations include making an ABAR word wall, facilitating

conversations between “equal” and “fair” and using KWL charts as we discuss ABAR topics.

Implementing these activities will help to set the foundation for ABAR topics, give students

factual ABAR terminology, and address any background knowledge/misunderstandings on

ABAR topics.

The last perspective of mine that changed throughout this course was making sure to

include classroom books and lessons that do not only focus on the injustices that marginalized

people have experienced. Prior to this learning, my teachings of marginalized people have

focused on the injustices they face during specific times of the school year (i.e. Black History

Month, Asian Pacific Heritage Month, National Hispanic Heritage Month). Kleinrock, L. (2021),

explains that if the only representation in your classroom focuses on the injustices marginalized

people have experienced, it further perpetuates feelings of pity, white saviorism, and paternalism.

In order to avoid these types of perceptions, I am going to make sure to include diverse histories

and narratives year-round in my classroom. I am going to challenge myself to include

lessons/stories about less recognized and influential people of all races and ethnicities (African

American, Asian, Hispanic, Middle Eastern, etc.) throughout the whole school year. In doing
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this, it will portray marginalized people in a variety of factual ways instead of only focusing on

the injustices they’ve faced.

Overall, I started this course with no knowledge of the acronym ABAR or how it can be

implemented into my personal and professional life. Throughout course activities, discussions

and readings I now have a foundational knowledge of what ABAR work can look like in my

classroom and have diminished some of the major fears that have prevented me from doing this

work in my school community. While I feel I have gained so much knowledge surrounding

ABAR topics, I know my learning has not stopped and I will continue to use my resources to

continue to learn to benefit both myself and my students in the upcoming years.
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References

Kleinrock, L. (2021). Start here, Start now: A guide to antibias and antiracist work in your

school community. Heinemann.