Podcasts about raising race questions whiteness

Today's episode of the Balance Boldly Podcast is a double hitter! Naketa Ren Thigpen sits down with two women who are having a difficult conversation, shifting the dehumanizing conversation of systemic racism from one that tells lies to one that supports the people disproportionately affected. Dr. Eleonora Bartoli and Dr. Ali Michael are heart centered professionals who are NOT OKAY with white people being at the top of the racial hierarchy. They are teaching other white people how to lean in and understand how powerful it is to listen, speak up, take feedback, and know when to break the unspoken rules that keep people from their empathetic humanity.  What to expect in today's BBP episode:-Why it's important to do antiracism work now-The link between difficult conversations and unlearning-What you can learn from writing someone else's life story-The importance of having a support system that's willing to walk a new path with you-How recognizing your inner resilience is only one ingredient in the pie of success-Why you can't compare or compete with another person or culture's pain-How racial conversations with someone who has a white identity can add value More about the AuthorsAbout the Authors: ALI MICHAEL: pronunciation: ALI (Alee) Michael (no S) - as the Co-Director of the Race Institute for K-12 Educators, Ali Michael, Ph.D. works with schools and organizations across the country to help make research on race, Whiteness, and education more accessible and relevant to educators. Ali is the author of Raising Race Questions: Whiteness, Inquiry and Education, winner of the 2017 Society of Professors of Education Outstanding Book Award. She is a member of a multiracial editorial team and sits on the editorial board of the journal Whiteness and Education. Her article, What do White Children Need to Know About Race?, co-authored with Dr. Eleonora Bartoli in Independent Schools Magazine, won the Association and Media Publishing Gold Award for Best Feature Article in 2014. When she is not writing, speaking, or training, Ali is striving to be an antiracist co-parent to two amazing kids. Her writing and speeches are available at alimichael.org. ELEONORA BARTOLI, PH.D. pronunciation: Elee-uh-nor-uh (pronounced every vowel) - Bart-oh-lee - is a consultant and licensed psychologist, specializing in trauma, resilience-building, and multicultural/social justice counseling. She earned her Ph.D. in Psychology: Human Development/Mental Health Research from the University of Chicago. After receiving her clinical license, she opened a small independent practice, which she has held since. After 15 years in academia (12 of those years as the director of a Master's in counseling program), she became a full-time consultant. Her mission is to share the tools of counseling and psychology in support of social justice work. Throughout her career, Dr. Bartoli has held leadership positions in professional organizations at both the state and national levels. She has also presented at numerous conferences and is the author of several publications. In all her work, Dr. Bartoli integrates an understanding of neuroscience, focusing on how it informs symptom development as well as healing and resilience-building strategies. Dr. Bartoli has been the recipient of academic awards. Her website: dreleonorabartoli.comPurchase the Book:OUR PROBLEM, OUR PATH:COLLECTIVE ANTIRACISM FOR WHITE PEOPLEBy authors ELEONORA BARTOLI, PH.D. & ALI MICHAEL, PH.D.Available at Corwin.ComIf you enjoyed this episode, subscribe to the show and leave your honest review.

As writers, we are eager for feedback and validation that something we've birthed has value and waiting for it, to paraphrase the late Tom Petty, is sometimes the hardest part. Today's guest, Ali Michael, Ph.D. echoed that in something she said during our conversation, but make no mistake, this really isn't a conversation about the writing process. It's a conversation about her path to working towards racial equity through her writing. I really enjoyed this conversation and learned so much from Ali, and I hope you do too. Meet Ali Michael, Ph.D.: Ali Michael works with schools and organizations across the country to help make research on race, Whiteness, and education more accessible and relevant to educators. She is the author of Raising Race Questions: Whiteness, Inquiry and Education, which won the 2017 Society of Professors of Education Outstanding Book Award. She recently joined me on Uncorking a Story to talk about her latest book, Our Problem, Our Path: Collective Antiracism for White People, which she co authored with Elenora Bartoli.  Key Topics: Why, even though she has multiple books published, Ali does not identify as an author. How Ali's experience in an African American Literature class helped her talk about race without freezing up. Her path to working towards racial equity. How we can have better, more productive conversations about race without “knocking people out.” Why sometimes the waiting is the hardest part of the writing process. “I guess, because right now I'm just sitting around waiting for people to read what I wrote and I'm not writing anything right now, so I feel very adrift. I'm just sitting around waiting to hear the response. I don't feel like a writer right now, I just feel like I'm just in this writer's purgatory waiting for feedback.” — Ali Michael, Ph.D. Buy: Our Problem, Our Path Amazon: https://amzn.to/3xJ2Obk Bookshop.org:https://bookshop.org/a/54587/9781071851326 Corwin.com: https://us.corwin.com/en-us/nam/our-problem-our-path/book278155 Connect with Ali Website: https://www.alimichael.org/ Facebook: https://www.facebook.com/ali.michael.3726 Instagram: https://www.instagram.com/alimichaelphd/ Twitter: https://twitter.com/alimichaelphd?lang=en Connect with Mike Website: https://uncorkingastory.com/ Youtube: https://www.youtube.com/channel/UCSvS4fuG3L1JMZeOyHvfk_g Instagram: https://www.instagram.com/uncorkingastory/ Twitter: https://twitter.com/uncorkingastory Facebook: https://www.facebook.com/uncorkingastory LinkedIn: https://www.linkedin.com/company/uncorking-a-story/ If you like this episode, please share it with a friend. If you have not done so already, please rate and review Uncorking a Story on Apple Podcasts, or wherever you get your podcasts. Learn more about your ad choices. Visit megaphone.fm/adchoices

There are TWO interviews back to back!  Lisa is first joined by W. Kamau Bell about his latest book, Do the Work!: An Antiracist Activity Book.  The second interview Lisa is joined by Ali Michael and Eleonora Bartolli, the authors of Our Problem, Our Path: Collective Antiracism for White People. Do the Work!: An Antiracist Activity BookW. KAMAU BELL is a dad, husband, and comedian. He directed and executive-produced the four-part Showtime documentary We Need To Talk About Cosby, which premiered at Sundance. He famously met with the KKK on his Emmy-Award-winning CNN docu-series United Shades of America with W. Kamau Bell, where he serves as host and executive producer. He has appeared on The Tonight Show with Jimmy Fallon, The Late Show with Stephen Colbert, Conan, The Daily Show with Trevor Noah, CBS Mornings, MSNBC's Morning Joe, Comedy Central, HBO, Fresh Air with Terry Gross, WTF with Marc Maron, The Breakfast Club, and This American Life. He has two stand-up comedy specials, Private School Negro (Netflix) and Semi-Prominent Negro (Showtime). Kamau's writing has been featured in Time, The New York Times, Vanity Fair, The Hollywood Reporter, CNN.com, Salon, and The LA Review of Books. Kamau's first book has an easy-to-remember title, The Awkward Thoughts of W. Kamau Bell: Tales of a 6' 4", African American, Heterosexual, Cisgender, Left-Leaning, Asthmatic, Black and Proud Blerd, Mama's Boy, Dad, and Stand-Up Comedian. He is the ACLU Artist Ambassador for Racial Justice and serves on the board of directors of Donors Choose and the advisory board of Hollaback!Our Problem, Our Path: Collective Antiracism for White People. ALI MICHAEL: pronunciation: ALI (Alee) Michael (no S) - as the Co-Director of the Race Institute for K-12 Educators, Ali Michael, Ph.D. works with schools and organizations across the country to help make research on race, Whiteness, and education more accessible and relevant to educators. Ali is the author of Raising Race Questions: Whiteness, Inquiry and Education, winner of the 2017 Society of Professors of Education Outstanding Book Award. She is a member of a multiracial editorial team and sits on the editorial board of the journal Whiteness and Education. Her article, What do White Children Need to Know About Race?, co-authored with Dr. Eleonora Bartoli in Independent Schools Magazine, won the Association and Media Publishing Gold Award for Best Feature Article in 2014. When she is not writing, speaking, or training, Ali is striving to be an antiracist co-parent to two amazing kids. Her writing and speeches are available at alimichael.org. ELEONORA BARTOLI, PH.D. pronunciation: Elee-uh-nor-uh (pronounced every vowel) - Bart-oh-lee - is a consultant and licensed psychologist, specializing in trauma, resilience-building, and multicultural/social justice counseling. She earned her Ph.D. in Psychology: Human Development/Mental Health Research from the University of Chicago. After receiving her clinical license, she opened a small independent practice, which she has held since. After 15 years in academia (12 of those years as the director of a Master's in counseling program), she became a full-time consultant. Her mission is to share the tools of counseling and psychology in support of social justice work. Throughout her career, Dr. Bartoli has held leadership positions in professional organizations at both the state and national levels. She has also presented at numerous conferences and is the author of several publications. In all her work, Dr. Bartoli integrates an understanding of neuroscience, focusing on how it informs symptom development as well as healing and resilience-building strategies.Dr. Bartoli has been the recipient of academic awards. Her website: dreleonorabartoli.com

Ep 63: Whiteness and white antiracism - In this episode, I'm joined by the authors of a new book which “invites White people to talk about race with one another in ways that are generative, sustaining, and lead to real change.” Starting from the words of James Baldwin and Toni Morrison that ‘racism is a White person problem' the authors say it's time for White people to see how it hurts them too—and to start to do something about it. Ali Michael is the co-founder and co-director of the Race Institute for K-12 Educators, and the author of Raising Race Questions: Whiteness, Inquiry and Education (2015), winner of the 2017 Society of Professors of Education Outstanding Book Award. and Eleonora Bartoli is a clinical psychologist specializing in trauma, resilience-building, and multicultural/social justice counseling –their book is “Our Problem, Our Path: Collective Antiracism for White People.” We talk the pitfalls of white people leading antiracism initiatives, the psychology of racism and the challenges to change.

In this week's podcast, we're honored to learn from Dr. Ali Michael and Dr. Eleonora Bartoli about their helpful new book entitled “Our Problem, Our Path: Collective AntiRacism for White People (https://us.corwin.com/en-us/nam/our-problem-our-path/book278155).” It's a powerful resource to help us learn ways to talk about racism and build skills to be actively anti-racist. Dr. Michael and Dr. Bartoli argue that inner and outer antiracist work are deeply interconnected. Their book provides readers with strategies to build racial competence and ways for us to make a more just, equitable and loving multiracial society. In this episode, they share: • Why it's difficult for us (white people) to talk about race • Why we may feel it's unsafe to discuss or challenge racism • Emotional (and fear) response to racism around us • Why we silence ourselves (or avoid conversations about race) • The struggle to become anti-racist daily • Ways race talks impacts our mental health • Addressing the stereotype threat • Why racism is a white person problem • Grieving with (and displaying empathy) for BIPOC communities • The paradox of virtue signaling • Race-related stress • The anti-critical race theory movement • How to stand up against racism (and avoid being a silent bystander) • Advice on how to raise anti-racist children You can watch the full conversation here: https://youtu.be/r2GPJoccnW4 Authors featured: Ali Michael, Ph.D. is Director of the Race Institute for K-12 Educators and works with schools and organizations across the country to help make research on race, Whiteness, and education more accessible and relevant to educators. Ali is the author of Raising Race Questions: Whiteness, Inquiry and Education, winner of the 2017 Society of Professors of Education Outstanding Book Award. As a member of a multiracial editorial team, she has co-edited The Guide for White Women who Teach Black Boys, Teaching Beautiful and Brilliant Black Girls, and Everyday White People Confront Racial and Social Injustice: 15 Stories. With her colleague Toni Graves Williamson, Ali adapted Robin DiAngelo's White Fragility for a Young Adult audience. Ali sits on the editorial board of the journal Whiteness and Education. https://www.alimichael.org/ Eleonora Bartoli, Ph.D is a consultant and licensed psychologist, specializing in trauma, resilience-building, and multicultural/social justice counseling. She earned her Ph.D. in Psychology: Human Development/Mental Health Research from the University of Chicago in 2001. After receiving her clinical license in 2005, she opened a small independent practice, which she has held since. After 15 years in academia (12 of those years as the director of a Masters in counseling program), she became a full-time consultant. Her mission is to share the tools of counseling and psychology in support of social justice work. https://dreleonorabartoli.com/whoiam

In this episode, I talked with Ali Michael on her award-winning book, Raising Race Questions: Whiteness and Inquiry in Education (Teachers College Press, 2015). According to a 2014 report by the National Center for Education Statistics, white teachers comprise over 85% of the K-12 teaching force in the United States, whereas as of 2011, 52% of the public school students were white students, 16% black students, 24% Hispanic students, 5% Asian and Pacific Islander students, and 1% American India or Alaska Native students. In many urban areas, white teachers are teaching classes in which a majority of the students are non-white. In such a context, how is the issue of race addressed in American schools? How do white teachers connect to their students of color? Or simply, is it necessary to raise race questions? In Raising Race Questions, Ali Michael worked with a group of white teachers to inquire about race and schooling. She has masterfully shown to us, how teachers can become more racially competent through asking difficult questions, building inquiry groups, and working on personal and interpersonal reflection. The book offers four guiding principles for teachers to inquire about race and racism: (1) the inquiry aims to make teachers and classrooms more whole than creating fractures; (2) teachers’ and students’ positive racial identity matter; (3) a multicultural curriculum is not sufficient for building an antiracist classroom; (4) racial competence can be learned. These principles are inspiring and helpful for not only teachers, but also all the citizens who care about the issues of equity, inclusion, and social justice. Raising Race Questions won the 2017 Society of Professors of Education Outstanding Book Award. Its author, Ali Michael is the co-founder and director of the Race Institute for K-12 Educators. Other than this book, Dr. Michael also published regularly on popular and professional media such as the Huffington Post and Independent Schools Magazine. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, I talked with Ali Michael on her award-winning book, Raising Race Questions: Whiteness and Inquiry in Education (Teachers College Press, 2015). According to a 2014 report by the National Center for Education Statistics, white teachers comprise over 85% of the K-12 teaching force in the United States, whereas as of 2011, 52% of the public school students were white students, 16% black students, 24% Hispanic students, 5% Asian and Pacific Islander students, and 1% American India or Alaska Native students. In many urban areas, white teachers are teaching classes in which a majority of the students are non-white. In such a context, how is the issue of race addressed in American schools? How do white teachers connect to their students of color? Or simply, is it necessary to raise race questions? In Raising Race Questions, Ali Michael worked with a group of white teachers to inquire about race and schooling. She has masterfully shown to us, how teachers can become more racially competent through asking difficult questions, building inquiry groups, and working on personal and interpersonal reflection. The book offers four guiding principles for teachers to inquire about race and racism: (1) the inquiry aims to make teachers and classrooms more whole than creating fractures; (2) teachers’ and students’ positive racial identity matter; (3) a multicultural curriculum is not sufficient for building an antiracist classroom; (4) racial competence can be learned. These principles are inspiring and helpful for not only teachers, but also all the citizens who care about the issues of equity, inclusion, and social justice. Raising Race Questions won the 2017 Society of Professors of Education Outstanding Book Award. Its author, Ali Michael is the co-founder and director of the Race Institute for K-12 Educators. Other than this book, Dr. Michael also published regularly on popular and professional media such as the Huffington Post and Independent Schools Magazine. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, I talked with Ali Michael on her award-winning book, Raising Race Questions: Whiteness and Inquiry in Education (Teachers College Press, 2015). According to a 2014 report by the National Center for Education Statistics, white teachers comprise over 85% of the K-12 teaching force in the United States, whereas as of 2011, 52% of the public school students were white students, 16% black students, 24% Hispanic students, 5% Asian and Pacific Islander students, and 1% American India or Alaska Native students. In many urban areas, white teachers are teaching classes in which a majority of the students are non-white. In such a context, how is the issue of race addressed in American schools? How do white teachers connect to their students of color? Or simply, is it necessary to raise race questions? In Raising Race Questions, Ali Michael worked with a group of white teachers to inquire about race and schooling. She has masterfully shown to us, how teachers can become more racially competent through asking difficult questions, building inquiry groups, and working on personal and interpersonal reflection. The book offers four guiding principles for teachers to inquire about race and racism: (1) the inquiry aims to make teachers and classrooms more whole than creating fractures; (2) teachers’ and students’ positive racial identity matter; (3) a multicultural curriculum is not sufficient for building an antiracist classroom; (4) racial competence can be learned. These principles are inspiring and helpful for not only teachers, but also all the citizens who care about the issues of equity, inclusion, and social justice. Raising Race Questions won the 2017 Society of Professors of Education Outstanding Book Award. Its author, Ali Michael is the co-founder and director of the Race Institute for K-12 Educators. Other than this book, Dr. Michael also published regularly on popular and professional media such as the Huffington Post and Independent Schools Magazine. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, I talked with Ali Michael on her award-winning book, Raising Race Questions: Whiteness and Inquiry in Education (Teachers College Press, 2015). According to a 2014 report by the National Center for Education Statistics, white teachers comprise over 85% of the K-12 teaching force in the United States, whereas as of 2011, 52% of the public school students were white students, 16% black students, 24% Hispanic students, 5% Asian and Pacific Islander students, and 1% American India or Alaska Native students. In many urban areas, white teachers are teaching classes in which a majority of the students are non-white. In such a context, how is the issue of race addressed in American schools? How do white teachers connect to their students of color? Or simply, is it necessary to raise race questions? In Raising Race Questions, Ali Michael worked with a group of white teachers to inquire about race and schooling. She has masterfully shown to us, how teachers can become more racially competent through asking difficult questions, building inquiry groups, and working on personal and interpersonal reflection. The book offers four guiding principles for teachers to inquire about race and racism: (1) the inquiry aims to make teachers and classrooms more whole than creating fractures; (2) teachers’ and students’ positive racial identity matter; (3) a multicultural curriculum is not sufficient for building an antiracist classroom; (4) racial competence can be learned. These principles are inspiring and helpful for not only teachers, but also all the citizens who care about the issues of equity, inclusion, and social justice. Raising Race Questions won the 2017 Society of Professors of Education Outstanding Book Award. Its author, Ali Michael is the co-founder and director of the Race Institute for K-12 Educators. Other than this book, Dr. Michael also published regularly on popular and professional media such as the Huffington Post and Independent Schools Magazine. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, I talked with Ali Michael on her award-winning book, Raising Race Questions: Whiteness and Inquiry in Education (Teachers College Press, 2015). According to a 2014 report by the National Center for Education Statistics, white teachers comprise over 85% of the K-12 teaching force in the United States, whereas as of 2011, 52% of the public school students were white students, 16% black students, 24% Hispanic students, 5% Asian and Pacific Islander students, and 1% American India or Alaska Native students. In many urban areas, white teachers are teaching classes in which a majority of the students are non-white. In such a context, how is the issue of race addressed in American schools? How do white teachers connect to their students of color? Or simply, is it necessary to raise race questions? In Raising Race Questions, Ali Michael worked with a group of white teachers to inquire about race and schooling. She has masterfully shown to us, how teachers can become more racially competent through asking difficult questions, building inquiry groups, and working on personal and interpersonal reflection. The book offers four guiding principles for teachers to inquire about race and racism: (1) the inquiry aims to make teachers and classrooms more whole than creating fractures; (2) teachers’ and students’ positive racial identity matter; (3) a multicultural curriculum is not sufficient for building an antiracist classroom; (4) racial competence can be learned. These principles are inspiring and helpful for not only teachers, but also all the citizens who care about the issues of equity, inclusion, and social justice. Raising Race Questions won the 2017 Society of Professors of Education Outstanding Book Award. Its author, Ali Michael is the co-founder and director of the Race Institute for K-12 Educators. Other than this book, Dr. Michael also published regularly on popular and professional media such as the Huffington Post and Independent Schools Magazine. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, I talked with Ali Michael on her award-winning book, Raising Race Questions: Whiteness and Inquiry in Education (Teachers College Press, 2015). According to a 2014 report by the National Center for Education Statistics, white teachers comprise over 85% of the K-12 teaching force in the United States, whereas as of 2011, 52% of the public school students were white students, 16% black students, 24% Hispanic students, 5% Asian and Pacific Islander students, and 1% American India or Alaska Native students. In many urban areas, white teachers are teaching classes in which a majority of the students are non-white. In such a context, how is the issue of race addressed in American schools? How do white teachers connect to their students of color? Or simply, is it necessary to raise race questions? In Raising Race Questions, Ali Michael worked with a group of white teachers to inquire about race and schooling. She has masterfully shown to us, how teachers can become more racially competent through asking difficult questions, building inquiry groups, and working on personal and interpersonal reflection. The book offers four guiding principles for teachers to inquire about race and racism: (1) the inquiry aims to make teachers and classrooms more whole than creating fractures; (2) teachers' and students' positive racial identity matter; (3) a multicultural curriculum is not sufficient for building an antiracist classroom; (4) racial competence can be learned. These principles are inspiring and helpful for not only teachers, but also all the citizens who care about the issues of equity, inclusion, and social justice. Raising Race Questions won the 2017 Society of Professors of Education Outstanding Book Award. Its author, Ali Michael is the co-founder and director of the Race Institute for K-12 Educators. Other than this book, Dr. Michael also published regularly on popular and professional media such as the Huffington Post and Independent Schools Magazine. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/african-american-studies