[GuidedPathways] BIPOC AntiColoniality in ELA

[Monica Wilson]

This message is being sent on behalf of MarcusAntonio Gunn

We are excited to announce an exciting opportunity for Black, Indigenous, and other faculty of color who teach English in the Washington community and technical college system.  Please share this invitation with the BIPOC English Faculty in your programs and at your institution.

Purpose

The BIPOC AntiColoniality in English Language Acquisition Community of Practice and Care centers BIPOC pre-college English faculty, especially those who are looking for a courageous, critical space to disrupt colonization and transform the field, are committed to deepening their equity centered practice and are seeking to cultivate community in the work of transforming and reimagining teaching and learning. This year we are inviting all BIPOC English Faculty to join this year's cohort.

For BIPOC English faculty at predominantly white institutions, discourses about anti-racist pedagogy are consistently designed for our white peers and held in white spaces that often harm us or use our personal experiences and insights as teaching tools. As such, it is difficult for us to find professional opportunities that center our unique struggle to reconcile our systematically-marginalized racial and ethnic identities with hegemonic practices of teaching English writing. The BIPOC AntiColoniality in English Language Acquisition Community of Practice and Care, therefore, seeks to fill an important need. In our Community of Practice and Care we will delve into the following questions posed by Dr. Suhanthie Motha<https://english.washington.edu/people/suhanthie-motha> (https://english.washington.edu/people/suhanthie-motha) in her book, Race, Empire, and English Language Teaching: Creating Responsible and Ethical Anti-Racist Practice<https://english.washington.edu/research/publications/race-empire-and-english-language-teaching> (https://english.washington.edu/research/publications/race-empire-and-english-language-teaching):

What does it mean to become an English teacher in a global context in which English(es) carry tremendous cultural and social capital economic power? How do teachers support their students' access to privileged forms of English while maintaining a critical eye toward the legacy of colonization and racialization in which the profession is embedded? How is the broader international terrain of the profession relevant to practices within the walls of one individual classroom (and vice versa)? How can teachers negotiate the racialized nature of the English language as they are teaching it, remaining mindful that the historical connection between the spread of the English language and the international political power of people who are identified as "White" has resulted in a messy intertwining of English and Whiteness? How does teachers' consciousness of their own racial identities become salient in their practice?"

This carved out space aims to transform the practices and approaches of English Language Acquisition by BIPOC English Faculty. This community of practice, focusing on Anticoloniality in English language teaching, centers BIPOC faculty who are looking for a critical space to explore AntiColoniality of the Adult Education field, are committed to deepening their equity centered practice.

Time Commitments

Quarterly in-person and synchronous opportunities for engagement from through Summer 2022.

Winter 2023 Virtual dates include:

·       Live Zoom session on Tuesday-Thursday March 7th - 9th 1230 PM - 3:30 PM

How to Join

Click here to register<https://docs.google.com/forms/d/e/1FAIpQLScAJBgYM18w8lgIqJNzXhkfmbJeavH2YIOA1qx59OCWmT-a_A/viewform> (https://docs.google.com/forms/d/e/1FAIpQLScAJBgYM18w8lgIqJNzXhkfmbJeavH2YIOA1qx59OCWmT-a_A/viewform). The registration form includes contact information, a short paragraph introducing yourself and your reasons for wanting to be part of this community of practice and care. The deadline for registration is February 17th.

Facilitators


·       Dr. Suhanthie Motha (she/her)

o   Associate Professor Department of English, University of Washington

·       Zahra Alavi (she/her)

o   Associate Professor of English Language at South Seattle College

·       Carolina Forero (she/her/ella)

o   Associate Professor of English Language at Seattle Central College

·       Carlos Sibaja Garcia (he/she)

o   Associate Professor of English Language at Shoreline College

·       Amy Gustafson (she/her)

o   Associate Dean of Student Support Programs at Skagit Valley College

·       Stephanie Khan (she/her)

o   Professor of English Language at Tacoma Community College

·       Inés Poblet (she, her, ella)

o   Associate Professor ESLA Program, Whatcom Community College

·       Sajonna Sletten (she/her)

o   Associate Professor of ESL, Bellevue College

·       Ashley Montenegro Ramirez (she/her

o   Administrative Assistant, Student Success Center

o   Washington State Board for Community and Technical Colleges

·       MarcusAntonio Gunn (he/she | his/hers)

o   Policy Associate for Basic Education for Adults

o   Washington State Board for Community and Technical Colleges

o   magunnn at sbctc.edu<mailto:magunnn at sbctc.edu>

·       Monica Wilson (she/her/hers)

o   Director of Student Success Center & Strategic Initiatives, Washington State Board for Community and Technical Colleges

o   mwilson at sbctc.edu<mailto:mwilson at sbctc.edu>












[Compass]MarcusAntonio Gunn (he/she|his/hers|him/her)<https://medium.com/gender-inclusivit/why-i-put-pronouns-on-my-email-signature-and-linkedin-profile-and-you-should-too-d3dc942c8743>

Interim, Policy Associate, Basic Education for Adults

Equity, Diversity & Inclusion | Professional Development

Washington State Board for Community and Technical Colleges

p 360-704-4362 | e: magunn at sbctc.edu<mailto:magunn at sbctc.edu> | website: www.sbctc.edu<http://www.sbctc.edu/>