3 to 10 Project

Building from last episode's conversation about where we live, Marc and Reed welcome their sons onto the podcast. Sam (15) and Chase (12) lay it all out, sharing their views about the role of education in fighting racism, homophobic language in schools, parental virtue signaling, intersectionality, and why Massachusetts isn't a place any kid would want to grow up. We get some powerful advice from Sam about how to be an ally to people of color, and Chase presents the case for why his community proves the existence of white privilege.

Our friend Jason joins us for a second time as we begin our discussion by reflecting on if and how we have been showing up -- including the role of mindfulness -- around colleagues of color. And then we explore whether where we live impacts our intentions to be anti-racist. Does it matter why we live where we live, and what does our address say about us?

Finally -- another white guy on the podcast. What should anti-racist work look like for white men, anyway? We welcome our longtime friend Jason for a conversation about his own journey into anti-racism and how it connects to our own. Jason shares his experiences, as a Jersey kid now living in Georgia, and weighs in on the roles of discomfort and mindfulness in personal growth.

With news that a nearby school district had been challenged in a federal lawsuit to stop the practice of racial affinity groups, Marc and Reed consider why gathering by race might be an essential part of exploring our racial identity – but perhaps only if we’re willing to push into discomfort. Marc also presses Reed to develop a consistent practice of meditation as a tool towards working for social justice.

Marc raises the questions of how "mental models" can both help and hinder understanding between people, often without them even knowing. We then get personal, examining an email exchange between friends that helps us consider how intellectualizing issues of race and identity may serve as a barrier rather than an entry point to change.

In the second half of our conversation with three middle school teachers, we hear how the experience of pushing for anti-racist work in a district has felt for them. We also discover that their barriers are not only racial -- gender plays a bigger role that we realized.

If you haven't already listened to the first half of our conversation, we encourage you to check out episode 3 before listening to this one. 

Marc and Reed turn the podcast over to three teachers who are working to engage with issues of race in their district, school, and classrooms. We hear what they've done to start conversations, support their students, and engage their colleagues in new ways of thinking. This episode is part one of their conversation.

Marc and Reed think more conversations about race shoulld be happening in schools but fear seems to be standing in the way. While we have empathy for teachers who may, rightfully, be feeling afraid and unprepared to champion racial justice, we also explore a few steps forward to make space for more conversations about race in classrooms and board meetings. Along the way, we consider the role of "moral panic" and availability bias.

Marc and Reed begin season two by discussing the value of this podcast -- as a routine and habit -- and how these discussions can help us better move justice work forward through personal accountability. Marc also makes his argument about why he needs to be on the move as we record.

Days after Juneteenth was named a federal holiday, we discuss the paradox of a holiday celebrating the end of slavery at a time of deepening attacks on anti-racism in education. Marc and Reed share their own recent experiences with school committees, coded language, and the sudden rise of the term "Critical Race Theory." As we conclude the final episode of our first season, we also share a few reflections on the ground we have covered, and the possible road ahead. 

Recorded 6/20/21