the CRREW collective, est. 2015

Seattle   |   Washington

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ABOUT US

We are social justice educators, committed to our mission and determined to build a purposeful collective for self-care and professional growth.

Want to engage your community in meaningful, professional practice?
We can't wait to help 
you get started.

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CRREW WORKSHOPS

Biases & Microaggressions

This presents how biases contribute to microaggressions and the importance of identifying your biases. The workshop was presented at University of Washington's ΔΔΔ sorority.

Racial Identity Development Gap

This presents the racial identity development gap between white adults and children of color. Using Helms' and Tatum's Racial Identity Development Models, participants analyze real-life scenarios for stages of identity development. This workshop was presented at the White Privilege Conference.

Responding to Microaggressions

This presents strategies to use to respond when you hear microaggressions. The workshop empowers participants to not be silent when witnessing microaggressions. This workshop was presented with Teddi Beam-Conroy from UW College of Education at CRREW's Back-to-School Kickoff 2017.

We can design PD in your district.

Mukilteo School District

CRREW has lead professional development with teachers around the Greater Seattle Area in the Lake Washington School District and the Mukilteo School District.  We work with whole staff as well as small groups. Bias, racial identity development, and microaggressions are among some of the topics we've covered.  Contact us if you are interested in expert professional development workshops, inquiry groups, or coaching.

Lake Washington School District image

Teaching Microaggressions through Concept Mapping: A Tool for Antiracist Classrooms

This presents a concept mapping tool that social justice educators can use in the classroom, and deepens participant understandings of racial microaggressions. Racial microaggressions are a tool of White supremacy, so strategies to interrupt microaggressor thought and behavior patterns through concept mapping are presented as a culturally responsive teaching tool.

 

This was presented by Suzie Hodges, along with CRREW supporter Emily Affolter, at the Northwest Teachers for Social Justice Conference.

Self-Care, Love, and Leadership

This presents CRREW’s self-care model, love and leadership, and the vulnerable decision point. Participants share pieces of themselves and volunteer times they have had racist encounters and needed the vulnerable decision point model to interrupt white supremacy.

This was presented by Suzie Hodges and Elizabeth Wright at The White Privilege Conference.

The White Privilege Conference: Understanding, Respecting, and Connecting
 

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WE ARE...

pronouns: she/hers/her

Suzie Hodges has been in education for over two decades. She has taught in elementary and middle school, public and private school, general and gifted education, and has worked in teacher education as a coach for teacher candidates and as a mentor teacher in her classroom. Suzie graduated from the University of Washington in June 2015 with a PhD in curriculum & instruction with an emphasis in multicultural education. Her dissertation focused on how white women interpret and implement multicultural education in predominantly white elementary school settings. For this work she has studied critical whiteness studies, portraiture, positive white identity, and social justice education. CRREW is her next step in social justice and activist education by providing professional development opportunities and a self-care network for other teacher activists.

 

“True compassion is more than flinging a coin to a beggar; it comes to see that an edifice which produces beggars needs restructuring.”

~ Martin Luther King, Jr.

Suzie believes that social justice education is a vehicle for liberation for both the oppressed and the oppressor. Paulo Freire left a huge impression on her in her master’s work, but really became a part of her work in grad school. ReadingPedagogy of the Oppressed was key in shifting her ideas about what it means to be liberated, who does the liberating, and all the tools oppressors have in hopes of preventing liberation, in turn, protecting whiteness. Working in schools as a social justice educator proved both challenging and enlightening. Believing that social justice is not flinging a coin at a beggar, but challenging and dismantling systems that create oppressive structures where beggars exist is the foundation for her teaching, learning, and viewing the world.

pronouns: she/hers/her

Elizabeth Wright has worked as a middle school teacher for over a decade, has served as a teacher mentor, and is actively involved in building leadership and direction at her school. She earned a Masters in Education from Northwest University in 2012 where she focused her studies on bullying. During her research, she made a connection between teaching character development and social justice as a more effective strategy to combat bullying and to help create a positive school climate. She believes in this approach and successfully created a Service Leadership class where she practices this method.

 

Through CRREW, Elizabeth intends to help teachers find ways to grow professionally by facilitating meaningful conversations about race and discussing the necessity of teaching through the lens of social justice. Elizabeth believes in the value and need for social justice education as a means to upset the status quo of all kinds of inequity in the US, especially racism and white supremacy. She believes that if we can educate youth and educators about the depth and intricacies of systemic racism in the US, we can begin to unweave the systems that were built to oppress People of Color.

 

She’s been inspired by so many activists, educators, and authors. A few books that have been most pivotal for her are: Why Are All The Black Kids Sitting Together In The Cafeteria by Dr. Beverly Daniel Tatum, Is Everyone Really Equal? by Dr. Özlem Şensoy and Dr. Robin DiAngelo, and Race Matters by Dr. Cornel West.

pronouns: she/hers/her

Kimberly Oakley has been an elementary teacher since 2008 in California, Washington, and internationally, teaching kindergarten through 6th grade, both Sheltered English Immersion and gifted education, and as a library media specialist. She earned a Masters in Teacher Leadership from Seattle Pacific University in 2015, focusing study on restorative practices in elementary settings. Kimberly occasionally teaches at SPU as an adjunct in teacher education, has been a teacher mentor for student teachers, and is passionate about empowering educators to seek out and apply best practices related to socially just and equitable teaching methodologies. Currently she is the Director of Curriculum, Instruction, and Assessment at a social-justice-focused school in Costa Rica.

 

Kimberly's current main focus in social justice growth and learning centers around how we respond to harm done in our communities, specifically with restorative practices. Kimberly believes that all interactions, spoken and unspoken, are formative for our children as well as for ourselves and hopes that her role in CRREW can support teachers, leaders, and administrators in continual self-reflection and growth into collective, restorative communities of care.

 

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CONTACT US

one of the CRREW members will get back to you