Brave Dialogues: A Guide to Discussing Racial Equity in Career Technical Education. Making Good on the Promise. Facilitator Guide

Advance CTE: State Leaders connecting Learning to Work. 8484 Georgia Avenue Suite 320, Silver Spring, MD 20910. Tel: 301-588-9630; Fax: 301-576-7115; Web site: https://careertech.org/

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40

Racial Bias; Equal Education; Vocational Education; Self Evaluation (Individuals); Reflection; Self Concept; Values; Knowledge Level; Cultural Influences; Ethnic Diversity; Racial Differences; Social Bias; Identification (Psychology); Skill Development; Discussion (Teaching Technique); Leadership Responsibility; Educational History; United States History; School Districts; State Policy; Board of Education Policy; School Policy; Social Justice; Educational Practices; Student Diversity; Power Structure; Gender Bias

The purpose of "Brave Dialogues: A Guide to Discussing Racial Equity in Career Technical Education" is to provide state Career Technical Education (CTE) leaders with tools to engage in discussion around racial equity in CTE and to support state CTE leaders in creating an environment in which all stakeholders have the language and comfort to discuss challenges and opportunities related to racial equity in CTE. This new resource is a part of the Making Good on the Promise Series confronting the negative aspects of CTE's legacy and defining the key challenges learners face today. Through six sessions ranging from 60 to 90 minutes, this guide will walk participants of brave dialogue through critical self-reflection. The critical self-reflection framework has three components: (1) Awareness: Participants become aware of their own values, assumptions and biases as it relates to issues of race and race relations and what impact those biases may have on others; (2) Knowledge: Participants become knowledgeable of cultural heritage, life experiences and historical backgrounds of diverse groups in society. They understand how these differences impact the choices and behaviors of people who belong to different cultural, racial and ethnic groups; how those differences are frequently perceived by society and what meanings are attached to them; and an understanding of within group differences and the intersection of multiple identities; and (3) Skills: Participants apply and translate the awareness and knowledge components of the framework towards critical self-reflection into good policy and practice. This guide is designed to help state CTE leaders facilitate conversations that build equity-minded leaders. [For the participant version, see ED616498.]

ERIC

2022

ED616501