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It also outlines approaches for accountable learning and curriculum planning that support more inclusive learning communities.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/learning-with-and-from-our-students-the-need-for-humility-in-race-and-equity-work/590699/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/learning-with-and-from-our-students-the-need-for-humility-in-race-and-equity-work/590699.png","ImageObject",300,407,{"name":42,"@type":43},"Stanley","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the central focus of this point of view paper?","Question",{"text":62,"@type":63},"It explores how words can build respect and understanding around diversity, equity, and inclusion issues, especially through instructors’ self-awareness and examination of power and privilege.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why does the paper emphasize humility in race and equity work?",{"text":67,"@type":63},"It connects humility to developing critical consciousness, unpacking racialized identity, and supporting solidarity efforts without burdening faculty of color.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the author begin the first Diversity, Equity and Inclusion class?",{"text":71,"@type":63},"The author introduces group norms, reviews basic definitions of race and racism, and uses self-reflection prompts that open space for authentic conversation and understanding.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},590699,1792070233,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":96,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":79,"read_time":143,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Byrners and Hillis  \nWong, K. (2017, December 28). Why self-compassion beats selfconfidence. The New York Times, Retrieved from [https://www](https://www). [nytimes.com/2017/12/28/smarter-living/why-self-compassion](nytimes.com/2017/12/28/smarter-living/why-self-compassion)beats-self-confidence.html  \nZinn, H. (1980). A people’s history of the United States. New York, NY: HarperCollins Publishers.  \n• • •  \nMike Hillis is Dean and Professor of the Graduate School of Education at California Lutheran University. Mike has been a Fulbright Scholar in Norway, the site director for a study away program in Trinidad & Tobago, and the AILACTE president from 2014–18. His writing and research interests include mimetic theory and leadership, the moral assumptions of multicultural education, and the development of community partnerships.  \nRon Byrnes is an Associate Professor of Education at Pacific Lutheran University. He teaches first year writing seminars as well as multicultural education and cultural foundations courses topreservice teachers. His commitment to pluralism and inclusion, guarded views of nationalism and materialism, belief in the equality and dignity of the entire world’s people, and cross-cultural sensibilities are all traceable to having visited or worked in Mexico, Ethiopia, Kenya, Ghana, Japan, and China.  \nLearning With and From Our Students: The Need for Humility in Race and Equity Work  \nEmily Huff, M .A  .  \nSeattle Pacific University  \nAbstract  \nThis point of view paper explores the power of words to build respect and understanding around issues of diversity, equity and inclusion. As instructors in our courses who work to build selfawareness and unpack systems of power and privilege for ourselves and for our students, there are many lessons we can learn to make teaching and learning more powerful and inclusive for our learning communities.  \n50 AILACTE Volume XV Fall 2018 AILACTE Journal 51  \nHuff Learning With and From Our Students  \nThis past year, our department chair extended an offer to the School of Education faculty to teach another section of Diversity, Equity and Inclusion for our teacher candidates. While I am a white woman, I considered a number of ideas I might bring to such a class because of my intentional reflections on my own life the past few years, reading a number of books, and trying to unpack more of what it means to be White in America. In addition, I hadjoined a White Faculty Accountability Group on campus in the past year and was grateful for growing self-awareness and perspective through these conversations. The invitation for the faculty group (below) accurately represents our work we have engaged in together:  \nFor white faculty committed to anti-racist and antioppressive education, it is necessary to develop a critical consciousness that interrogates the spectrum of internal and external responses within teachers and students alike to such education. It is also critical for white faculty to unpack their racialized identity without burdening faculty of color, which ultimately hinders efforts at solidarity in working for diversity, equity and inclusion. This faculty learning and growth group, tailored particularly for any interested white faculty,(although faculty of color are always welcome), will have a twofold aim. The first will be to work together to select and discuss literature that helps unpack the dynamics involved in teaching topics such as understanding and dismantling privilege, analyzing and mobilizing for social equity and inclusion, and responding to classroom dynamics when white supremacy is named and called out. The second is to be accountable with other white faculty, in non-judgmental relationships, as we grow in understanding our roles both in perpetuating systemic racism and in dismantling it.  \nI volunteered to teach the class and proceeded to plan the curriculum using content I’d read and advice from numerous conversations with faculty group members and faculty m","cbCaiofKRsOyDuRJ","https://ap.wps.com/l/cbCaiofKRsOyDuRJ","pdf",319959,"English","# Abstract\n# Teaching Diversity, Equity and Inclusion\n## Building self-awareness and unpacking power\n## Critical consciousness and accountability\n# Classroom approach and learning activities\n## Defining race and racism\n## Reflection, discussion, and prompts\n# Curriculum planning and learning from experiences","[{\"question\":\"What is the central focus of this point of view paper?\",\"answer\":\"It explores how words can build respect and understanding around diversity, equity, and inclusion issues, especially through instructors’ self-awareness and examination of power and privilege.\"},{\"question\":\"Why does the paper emphasize humility in race and equity work?\",\"answer\":\"It connects humility to developing critical consciousness, unpacking racialized identity, and supporting solidarity efforts without burdening faculty of color.\"},{\"question\":\"How does the author begin the first Diversity, Equity and Inclusion class?\",\"answer\":\"The author introduces group norms, reviews basic definitions of race and racism, and uses self-reflection prompts that open space for authentic conversation and understanding.\"}]","Learning With and From Our Students - The Need for Humility in Race and Equity Work | PDF",13]