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Hey @ChiPubSchools, @cueChicago, @docswin and @chicagosmayor...
What's the word on the District contracting for Racial Equity Assessments via Cue?
A few years ago, there was a diversity "study" done at our local school, which I shared with everyone tagged here.
It was flawed.
What's the word on the District contracting for Racial Equity Assessments via Cue?
A few years ago, there was a diversity "study" done at our local school, which I shared with everyone tagged here.
It was flawed.
Its methodology was flawed, but mostly, its impact was damaging to many and importantly, to students.
One reason - It was an outside consultant who worked the process in conjunction with the Principal and LSC.
It ended up being a model on what not to do.
One reason - It was an outside consultant who worked the process in conjunction with the Principal and LSC.
It ended up being a model on what not to do.
At the time, @cueChicago asked me for a copy of the study because...
"we donât have a group of people on the ground doing deep work there who can advise on the real dynamics that are playing out."
We were organizing and doing deep work.
There are many parents doing deep work.
"we donât have a group of people on the ground doing deep work there who can advise on the real dynamics that are playing out."
We were organizing and doing deep work.
There are many parents doing deep work.
We always have to look at impact versus intent.
We always have to look at bias.
I would encourage @ChiPubSchools and @docswin, when you think about scaling deep community building work, that it is predicated on building relationships.
We always have to look at bias.
I would encourage @ChiPubSchools and @docswin, when you think about scaling deep community building work, that it is predicated on building relationships.
*how* does the agency think about scaling building relationships and building trust?
*how* does the agency value community based work that is already occurring?
*how* does the agency build upon community based work and build networks together to support students?
*how* does the agency value community based work that is already occurring?
*how* does the agency build upon community based work and build networks together to support students?
Is there a place for an outside consultant to this work? If so, what is that role?
And how large is the role relative to the community members who are already there?
When we think about building relationships, I want to know if we're just introducing a different way to oppress.
And how large is the role relative to the community members who are already there?
When we think about building relationships, I want to know if we're just introducing a different way to oppress.
Oh man, returning to this thread, I see there is a someone who was a CPS litigant involved with @cueChicago working on Racial Equity Impact Assessments.
I have some major concerns because this Fellow was part of covering up the above-referenced diversity study. Yikes, yikes.
I have some major concerns because this Fellow was part of covering up the above-referenced diversity study. Yikes, yikes.
I have questions for @docswin on this type of work esp if it involves CUE because retaliation was pretty strong - against parents of DL students and BIPOC parents.
The retaliation came in under the guise of the merger being for social justice - but it was mostly colonizing.
The retaliation came in under the guise of the merger being for social justice - but it was mostly colonizing.
