What barriers might prevent colleagues from engaging with the work around equity, justice and CR-SE practices to support students?

Teacher leaders are key advocates for equity, justice, and belonging in their school communities. Review the following scenario and answer the questions below.
You are the team leader for your grade level and your team has begun the work of incorporating CR-SE practices into all grade-level curriculum and common practices. During the meeting, a teacher makes a comment that they do not believe incorporating strategies and resources specific to a child’s race and culture are appropriate. They say to the group that they do not see color and all their children are the same to them, regardless of race, and explicitly incorporating race into curriculum planning serves only to divide students. Some teachers in the meeting appear uncomfortable, while others agree.
To prepare yourself to answer the following questions, review the DOE guidance around CR-SE and the Cultural Competency Continuum from the National Center for Cultural Competence.
Describe how your racial identity and positionality* within the school might inform how you would engage with this group of colleagues.
Describe your approach to addressing your colleagues in this meeting. Why have you chosen this approach and what is the intended result?
What barriers might prevent colleagues from engaging with the work around equity, justice and CR-SE practices to support students?
What are your immediate next steps to address these barriers, beyond this meeting, to positively impact students’ experience? (400 words max)

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