In my "Everyday Antiracism Working Group," we've been starting to study PD "for diversity." We've been naming a number of core tensions of such PD.

Here's one I've been talking about with my students: does PD on race do best (by teachers, and by their students) if it starts by talking about teachers' beliefs about race groups, about particular communities, about racial inequality, and so forth? Or, does it do best (by teachers, and by their students) when it starts by talking about teachers' actions toward race groups, their actions toward particular communities, their actions and their effects on racial inequality, and so forth?

Clearly, conversations eventually need to engage BOTH beliefs AND actions, but conversations also need to start somewhere. Everyday Antiracism starts the conversation by asking educators to consider the effects of their actions on young people. Teachers discussing which "move" is "best" for a young person end up talking about their beliefs. Other forms of PD on race, like Glenn Singleton's "Courageous Conversations," seem to start by talking directly about teachers' beliefs. Teachers discussing their beliefs then start talking about how to change their actions.

I'm curious if readers have thoughts about where they think it works best to start the conversation.