Modules

The TWP curriculum was originally piloted as a two-day workshop. There are  references to Day One and Day Two modules throughout the TWP pages, which can be helpful to see the scaffolding of the TWP workshop design. Some of our users continue to use that format, while others choose to use a  set of modules or individual modules to integrate into a current  workshop or educational session. We encourage you to identify how best to use the TWP modules with your groups.


Visit the Facilitator’s Guide to find helpful links for using the materials and guidance about facilitation. If you have questions, email twpinfo@racialequitytools.org.


A. Day One Opening & Conocimiento

This module includes three sections: welcome, introductions, and a guided visualization exercise called Conocimiento. This Conocimiento focuses on understanding internal gifts.


The suggested time is 30 minutes.     


Lesson Plan

Slides



B. Process Norms and Leadership Practice Groups

This section describes intended outcomes of the full training, including an introduction to the idea of Leadership Practice Groups, which provide space for building relationships, learning and accountability throughout the training. It also introduces Process Norms, developed by OpenSource Leadership Strategies, which set the tone for respectful and open sharing and learning, while paying attention to how white culture and power imbalances sometimes show up when groups are establishing their norms.


The suggested time is 40 minutes.     


Lesson Plan


Handout 1 - Learning Objectives

Handout 2 - Process Norms


Slides



C. Danger of a Single Story

This module uses a very engaging TED Talk by a Nigerian writer, Dr. Chimamanda Ngozi Adichie, to remind us that we all make assumptions about the circumstances and characteristics of other people and groups. TWP’s permission for embedding this content in the below slides is currently pending.


The suggested time is 20 minutes.     


Lesson Plan


Video Link (we suggest stopping at 8:09)   

Slides

Process Notes



D. System of Racial Inequity

This module introduces a “System of Racial Inequity” image and framework from World Trust Educational Services that is also used in several other modules. The goals of this section are to create a common frame and language that explains how the internal and external components relate to each other and to develop a systemic focus rather than just an individual focus, which is more common in talking about racism.


The suggested time is 25 minutes.     


Lesson Plan


Video Link

Handout - System of Inequity

Slides



E. Understanding Privilege

This module offers a definition of privilege and provides an opportunity for each participant to reflect on his or her different privileged identities (race/ethnicity, gender, etc.) It also shares the definition of white privilege and reviews individual, cultural, institutional, and structural types of white privilege as part of the system of inequity. This work is done through small group work, video clips from World Trust films “Making Whiteness Visible” and “Cracking the Codes,” and a creativity exercise.


The suggested time is 70 minutes. 


Lesson Plan


Video Link

Video Link 2

Video Link 3


Handout 1 - E. Different Identity-Based Privileges Worksheet

Handout 2 - Different Types of Privilege     


Slides (video embedded: download to access)



F. Mental Checklist

In this module, participants will begin to develop a “mental checklist” tool for promoting behavior change to address white privilege and its consequences at systemic and individual levels, using specific kinds of questioning.


The suggested time is 20 minutes.


Lesson Plan


Handout - Mental Checklist

Slides



G. Introduction to Entry Points

This module introduces and defines the term “Entry Points.” The definition includes two main ideas: 1) entry points are those places within an individual’s or group’s spheres of influence where changes in their actions can make a profound difference, and 2) entry points are places where a deep understanding of the construction, maintenance and consequences of white privilege at systemic and cultural levels can open up new opportunities for productive action to reduce or eliminate those consequences. 


The suggested time is 10 minutes. 


Note that the ideas introduced in this module are further developed and used in all subsequent modules (especially in Module P. Applying Entry Points).


Lesson Plan


Handout 1 - History of the U.S. Education System

Handout 2 - Institutional Racism and Housing Access


Slides



H. Construction and History of Whiteness

This module explains the process by which the concept of whiteness has been constructed over time and why understanding that process is important. Participants will deepen their understanding of the social construction of race, including whiteness, and how that has functioned in the system of inequity. 


The suggested time is 15 minutes.


Lesson Plan

Slides



I. Facing Our Racial Past

This module deepens participants’ learning about how white privilege operates and potential entry points to institutional, cultural, and system levels of change. Using an insightful interview with the historian Dr. Khalil Muhammad, this section draws a clear line between historical assumptions about various racial/ethnic groups and resulting federal, state, and local policies, as well as current conditions and underlying causes of those conditions. (TWP’s permission for embedding this content in the below slides is currently pending.) It also introduces the ideas of “elasticity” and “discretion,” which are also used in Module P. Applying Entry Points


The suggested time is 45 minutes.


Lesson Plan


Video Link (we suggest stopping at 12:02)

Slides (video embedded: download to access)

Process Notes



J. Accumulated Advantages and Disadvantages

This module focuses on increasing participants’ understanding of the racialized impact of past and current federal, state and other policies, and explores the consequences of those policies for participants’ own families’ opportunities and the stories they tell about the role of those policies in their current social situation. This module also includes practice reviewing current/recent policies to develop an analysis and understanding of their systemic and historic impact. 


The suggested time is 45 minutes.


Lesson Plan


Handout - Accumulated Advantages and Disadvantages

Slides



K. Internalized Privilege and Internalized Oppression

This section uses a movement exercise to provide participants an opportunity to connect to their own internalization of living in a culture in which racism and privilege are pervasive. It is most directly related to internalized privilege and internalized oppression within the system of inequity. The exercise has been designed using whole body learning. 


The suggested time is 60 minutes.


Lesson Plan

Slides



L. Day One Closing & Conocimiento

This module is one of two suggested closing exercises provided as part of the TWP training. It features a Conocimiento that revisits the concept of internal gifts as raised in Module A. Day One Opening & Conocimiento. 


The suggested time is 15 minutes.


Lesson Plan

Slides



M. Day Two Opening & Conocimiento

This module includes three sections: welcome, introductions, and a guided visualization exercise called Conocimiento. This Conocimiento focuses on recognizing shifts in understanding.


The suggested time is 20 minutes.


Lesson Plan

Slides



N. White Culture

This module defines and provides examples of white culture and offers participants case studies to deepen their capacities to identify and address white culture, explicitly, but not exclusively, at institutional or organizational levels.


The suggested time is 45 minutes.


Lesson Plan


Handout 1 - Flipping the Script Story

Handout 2 - White Culture Case Study 1

Handout 3 - White Culture Case Study 2

Handout 4 - White Culture Case Study 3

Handout 5 - White Culture Handout


Slides



O. Framing White Privilege

This module offers a very basic overview of how to frame a message so that it may be heard by the intended audience. Participants will learn the components of an effective frame, and then have a chance to practice using that information to create messages about white privilege.


The suggested time is 30 minutes.


Lesson Plan


Handout - Framing Worksheet

Slides



P. Applying Entry Points

This module reviews the idea of “Entry Points” as a tool for finding opportunities for positive change within the system of inequity that are within the influence of the participants, singly or in collaboration. It assumes participants’ completion of Module G. Introduction to Entry Points.


The suggested time is 45 minutes.


Lesson Plan


Handout - Entry Points Worksheet

Slides



Q. Harberg Case Study and Role Play

This lesson, which includes a case study and role-play process, is an opportunity for participants to practice in real time, in the context of a community setting, the skills they were introduced to in other TWP modules. It is also an opportunity for them to have more clarity in naming how white culture and white privilege is operating, practice talking about white privilege, and identify and share ideas for entry points during the role play, as well as to deepen their connections with their Leadership Practice Groups members.


The suggested time is 140 minutes.


Lesson Plan


Handout 1 - Harberg Case Study

Handout 2 - Role Play Worksheet


Slides


Process Notes



R. Strategic Questioning

This module introduces a tool called “Strategic Questioning for Social Change,” developed by Fran Peavey, and provides opportunities for participants to practice the technique. The objective is for participants to begin the process of learning how to use questions as pathways for shifting perspectives and embedded assumptions and creating possibilities towards changing outcomes.


The suggested time is 65 minutes.


Lesson Plan

Slides



S. Closing Leadership Practice Groups

This is the final meeting of the Leadership Practice Groups during this workshop. It is an opportunity for them to provide some feedback to each other after the role play, identify areas in which they would like support, and decide if they would like to continue to meet and support each other after the workshop.


The suggested time is 25 minutes.


Lesson Plan

Slides



T. Day Two Closing Conocimiento

This module is a suggested closing exercise provided as part of the TWP training. It is intended to help participants reflect upon individual and shared learning practices, and support their abilities to care for themselves as they exit training.


The suggested time is 30 minutes.


Lesson Plan


Video Link

Slides


RELATED LINKS

Racial Equity Tools

We offer tools, research, tips, curricula, and ideas for people who want to increase their own understanding and to help those working for racial justice at every level – in systems, organizations, communities, and the culture at large.

Racial Equity Tools is brought to you by:

Logo for the Center for Assessment and Policy Development (CAPD)
Logo for World Trust: Social Impact through Film and Dialogue
Logo for MP Associates, Inc.

Quick Links

Get Racial Equity Tools Newsletter

© 2020 by Racial Equity Tools   |   Privacy Policy

  • Twitter
  • White Facebook Icon
  • LinkedIn