STRATEGIC FRAMEWORK

Introduction

The passive experiencing and active gaining of a sense of higher worth (or worthlessness), superiority (or inferiority), and dominance (or diminished) at the expense of another human being through continued exertions of harmful ideological facades is a compromised totality of who you are.  Ideologies aren't tangible artifacts that one can grab on. Tracing backward from outcomes of incidences will help identify the crumbs, the accumulated elements that have served as the enforcers of these ideologies.

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Conceptual Framework

Behavioral reflex outcomes associated with Race and Color are a complex simplicity created by pre-conditioned neuronal activity input from societal influenced stereotypes. We, humans, tend to demonstrate the minimal group paradigm to create discriminatory in-group versus out-group practices. Racism and Colorism are products of the minimal group paradigm systemically plaguing our societies globally. Race is a construct aimed at providing hierarchy to forge social dominance and privilege for one group against another. Enforcing racial structures was instrumental in crafting and propagating enslavement practices in the U.S. and other regions. For Colorism, color attributes of the human integument organ have served as one of the criteria for racial identification. The development of the social characteristics of Whiteness has served as the social standard of measurement. The practical steps to develop sustained solutions and facilitate an equitable co-existence will require the simultaneous workings of the following;  debunking Race and unlearning of Whiteness and the portrayed dominance as the standard measurement for all, reconstruction of ethnicities as the demographic identity, and development of multiculturalism, cultural competence, and humility practices.

Language and Culture

Culture ties into one's nativity, which connects to language, the intertwine effect creates several levels of variabilities within each lingual strata, even within the same language or dialect. It is inferred that the true mastery of a second language only happens when one can think and speak in the newly acquired language without needing a mental translation back and forth between the primary or native language and the newly acquired language for firm comprehension. Hence, the argument that one cannot experience mastery of another's language without marring their cultural dispositions may be potent. It seems that mastering another's language may inadvertently cause one to lose some part of their own culture and assimilate the culture of another's language that one seeks to master. Secondly, understanding how language acquisition may impact culture is vital to the call for the acquisition of cultural competence with a cultural humility approach for successful engagement. Implicit deficits seem to be associated with the marginalized culture. The most absurd assumption occurs when an attempt toward cultural integration gets misconstrued as a canceled culture or a counter-cultural process or effect. Often, the dominant culture seems to serve as the standard for all other cultures. This privileged association to dominant cultures is that by defaulted positionality, the beneficiaries seem to relegate all the different ethnicities, lifestyles, and Nativity embodied as alternate forms of cultures to the background. Language and accents are often used as a cursory way to associate a person with perceived Nativity. For individuals within marginalized cultures, a further recline away from their cultures is expected, and a push towards assimilation into a dominant culture, including the mastery of the language connected to the dominant culture, is encouraged. The assimilation process is blindly presented as a higher level or form of educational attainment. 

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The fight against racism and colorism
 

The  Mindset

1.  is a fight against ideologies and not persons

2. wear the lens of equity to identify harmful ideologies

3. requires all persons to work collectively to combat ideologies

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The Approach

1. trace backward guided by outcomes of incidences to locate practices that serve as racist and colorism enforcers

2. progressively work towards  equitable alternatives by instating practical steps and changes

3. Craft strategies to dismantle inequitable  practices that serve as enforcers of harmful ideologies

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Approach

Society's Public spaces and environments should serve all equitably, such as our communities and schools. The human experiences embody natural, social, cognitive, conscious, and even spiritual dimensions. The established dynamics within our encountered spaces and environments contribute to how we may healthily or unhealthily thrive. P-CoC Inc's Strategic Framework is geared toward creating public value that aligns with the mission and vision of providing race and color equities for all, including persons of color.

P-CoC Inc's community and educational engagement practices include the following:

1. Public Value Integration Process [P-VIP]

2. Identify Personalized Academic Support [I-PAS]

3. Parallel Curricula: A Supplemental Approach [P-CaSA] 

1. Public Value Integration Process [P-VIP]

The societal public-serving environment within communities or schools has unique characteristics specific to the social environment created. However, most often than not, such spaces harbor marginalized groups.

Such dominating-marginalized dynamics may be presented as follows (examples given are consistent with P-CoC Inc's mission and vision)

• Race-based Categories, e.g., Caucasians over Non-Caucasian groups or vice versa

• Ethnicities, e.g., Non-Persons-of-Color over Persons-of-Color groups or vice versa

• Cultural types, e.g., Eurocentric dominance over Afrocentric or vice versa

• Skin color tones, e.g., Whiteness dominance over Blackness or vice versa

Identifying the marginalized groups within communities, institutions, school districts, or classrooms can be achieved by locating groups often facing a stereotype threat predicament. Negative stereotype predicaments create mental and emotional cloudiness that undoubtedly impacts learning and adds to school difficulty.

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The most important practical next step is identifying marginalized groups and adopting a solution-oriented mindset. This mindset process is not a way to tilt towards changing the dominating/marginalized dynamics into making the marginalized group the new dominant group. Such an approach will only lead to another tilt and imbalance, leading to pendulating vicious cycles.

The most critical aspect of a productive solution-centric process is the thoughtful work of crafting environment ecologies in the community, school, and classroom environment. The environment ecology constitutes the safe space for relationship growth essential to fostering healthy engagements in the community and learning at the schools.

The critical mindset here is creating the process of integration and co-existence, not overpowering one another.

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Such thoughtful communication process driving solution-oriented practices where integrative ways are sought after to liberate the harmed and diminished encompass the following interplay;

• The Dominating and the Marginalized (focusing on integrative support for the marginalized)

• The Status quo and the Change (focusing on integrative support toward the changes)

• The Majority and the Minority (focusing on integrative support for the minority)

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2. Identify Personalized Academic Support [I-PAS]

The primary goal of academia is to provide academic education to all learners. Schools harbor our most precious assets (our children) —almost fifty percent of their formative years occur in our schools. The formative period of our kids in school entails a maximized engagement of face back to back active interactions. This process will undoubtedly actively shape the mental states of our kids. Using language accent acquisition as an example, kids of immigrant parents tend to have accent acquisition from the school they attend as compared to those of their parents.

Studies have shown that the brain clouded with emotions does not perform rationally, including in academic achievement. To that effect, schools serving as academic settings to educate our children will require a healthy, mental, social, emotional, and physically safe space to serve all children equitably.

Model-based engagements or learning crafted within strategic or pedagogical practices is essential in honoring all constituents or learners to adequately develop their sense of inclusive worth or emerging capabilities in a safe, emotionally thriving learning space.

A vital step to identifying how the connection is made to varied constituents or learners and their backgrounds or academic personality types is forging a scenario design that models the engagers' or learners' familiar environments. This strategic or pedagogical design may include interest-based, social, cultural, ethnic, and learning styles. Drawing from these personalized preferences of engagers or learners can guide intentional arrangements catered to our community constituents or classroom learners.

3. Parallel Curricula: A Supplemental Approach | P-CaSA: 

Tabled Practical Examples connected to P-CoC Inc's Mission and Vision:

Curricula Engagement:

• Integrate curricula to include books, supplementary instructional materials, and pedagogical approaches that portray the minority experience with depth and dignity.

• Provide the work of persons of color experts, varied professional fields, and outside stereotypes to supplement and serve as introductions to established curricula. (Example Black scientists and other persons of color in various fields).

• Racial Diversity Recognition Storyline Activity. Connect kids with themselves or others by writing, drawing, or presenting short essay stories about kids of other ethnic groups focusing on what they like and find fascinating. Kids will be given a chance to evaluate each other's work.

Administrative Level:

• P-CoC Inc will work alongside schools and the community to provide racial and color diversity support and input to their activities. Suggestions to facilitate these collaborative efforts include implementing a racial diversity officer (volunteer, part-time, full-time personal) or committee consisting of community volunteers of a racially diverse background.

• Work with educators to provide professional development seminars and connect to experts in fields that may enhance the classroom's teaching experience.

• Work with Authors, partner with publishers, and educators, to promote a broader spectrum in the representation of persons of color via images and textbook development for courses and literature.

Community Outreach and Advocacy: 

• Introduce activities in the community, such as cultural expression showcases, to increase the awareness of the varied racial identities.

• Serve as an in-house resource and support for persons of color on race-related concerns. Our social engagement approach to these issues is first to avoid sides and be solution-oriented.

• Provide community workshops to address the status quo that permeates conformity to racial identity expressions and the unlearning of social norms that perpetuate hate, including self-hate.

Educational Programs:

• Have candid conversation series geared towards norms embedded into harmful stereotypes.

• Speaker Series. Inviting the public to participate in our professional development events dedicated to cultural, racial, color, and ethnic awareness.

• Essay challenges for kids about varied ethnic backgrounds such as Afro diaspora history pre-dating slavery and colonization.

Proposed Categorization of Demographic Identification List