Group Agreements
“As a classroom community, our capacity to generate excitement is deeply affected by our interest in one another, in hearing one another’s voices, in recognizing one another’s presence.”
— bell hooks, Teaching To Transgress: Education as the Practice of Freedom
Courageous Participation: To participate in a learning community, there is always an element of risk. We embrace that risk with curiosity, vulnerability, and honesty.
Honest Inquiry: We come to this space as unique individuals. We seek to further attune ourselves to our own questions and interests, and we claim the power to change and expand our minds. We give ourselves permission to slow down and ask ourselves what feels true and what matters most in the moment.
Equitable Space: Each one of us has an important part to play in the discussion. We assume the right of speaking and take the opportunities that feel right to do so! While we aim for roughly equal time, we are more interested honest and earnest self-expression, whatever form that takes for each of us.
The Art of the Pause: We can pause and reflect as we go. Silences are welcome, and even “awkward” silences can lead to moments of collective discovery.
Productive Disagreement: Disagreement can lead to important moments of learning. We commit to navigating different opinions and perspectives with a spirit of generosity and respect, with the intent to listen to and understand each other as best as we can.
Self-Agency: We are each discovering our own best way of learning — and we are free to make choices that support us, even as we are stretched and challenged. We recognize neurodiversity, personalities, histories, health needs, and backgrounds.
The Text is the Teacher: Ultimately, the text is the teacher we are trying to listen to together. During times of uncertainty or disagreement, we can always turn back to the text as our primary conversation partner.
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