Diversity, Equity, and Inclusion Trainings

Implicit Bias

These research-based courses for educators explore issues of implicit bias based upon race, ethnicity, LGBTQ, and disability status through an analysis of “microaggressions” and “micro-insults.” Participants examine how implicit bias and microaggressions can impact the success of students regardless of the positive intent of adults or other students. Participants will develope an understanding of how our beliefs, understandings, and experiences can impact how behaviors allow educators to respond to (students, colleagues, families, etc) that may have a disparaging impact. They will also learn about additional resources and tools educators can develop and use that will help in identifying mindfulness and empathy strategies that can improve the way in which educators create and sustain relationships with (students, colleagues, families, etc).

General Information:

  • Courses are offered free of charge to all WEA Members.
  • Space is limited to 30 participants.
  • Trainings will be held via Zoom.
  • Clock Hours will be provided.
  • Contact Jill Dahlen if you have any questions or need to cancel your registration.

Indentity, Mirrors, and Funds of Knowledge with Mirko Chardin (1.5 clock hours)

Thursday, December 15, 2022
Being culturally sustaining means our learners must be able to see themselves in their work. To honor the identities and experiences of our learners, we must harness Funds of Knowledge and create learning experiences that are authentic, meaningful, and linguistically appropriate. In this session, we will explore how we can use the best practices of Universal Design for Learning alongside culturally responsive and sustaining teaching techniques so that our learners feel like their educational experiences were designed for them. Participants will dive into the concept of Funds of Knowledge; learn about how to create windows and mirrors for students through our curricular choices and instructional design; and examine the role identity plays in learning.
Register: 12/15/22