We are working toward a society filled with
loving, caring, and racially just spaces for young people.
As facilitators, we are guided by Critical Race Theory and Praxis.
We invite mindfulness and storytelling into our work to recognize that our experiences and bodies are legitimate sources of valuable knowledge.
We create space for honoring lived experience as expertise just as we do theory, texts, and other narratives.
We are your facilitator “guides on the side” not “sages on the stage”.
We do not believe that you learn best through hours of lecture at you.
We believe that we learn best in community dialogue.
Our goal is liberation.
We create space for consciousness raising, self-transformation, and communities to gather, learn, and plan anti-racist action.
This is a continuous journey for all of us.
All of the facilitators take on-going anti-racism training to further our own awareness, skills, and knowledge.
Coordinator of the Early Childhood Education Program at the Magnolia School
Nida (she/her) is the Coordinator of the Early Childhood Education Program at a private school that specializes in Behavioral Psychology. She has worked in the Behavioral Psychology field for 4 years, is a Registered Behavior Technician, and has a deep interest in making societal change through positive psychology. Nida is currently pursuing her Bachelors in Psychology with an emphasis on Human Development and Family Sciences. Her passion for anti-racist and equity work is fueled by her vision of school systems providing a space space for BIPOC students and teachers to love themselves, be loved, and thrive.
Director of the Transitions Program
at Vassar College
Capria (they/them) is the Director of the Transitions Program which supports students who are first-generation, low income, and/or undocumented at Vassar College. They believe in the power of education and dialogue as means to transform individuals, their relationships with others, and society more broadly. Capria is interested in exploring the use of language, accountability, and solidarity in relation to eradicating racism, ableism and other forms of oppression. Capria has been facilitating dialogue spaces for 7 years and is particularly drawn to teaching and learning about race, gender, and disability. Their formal schooling includes a BA in Sociology and MA in Higher Education and Student Affairs.
Associate Dean and Professor in International and Multicultural Education at University of San Francisco
Colette (she/her) is an associate dean and associate professor in the School of Education at the University of San Francisco. Dr. Cann earned her BA from Stanford University and completed both her MA and PhD at the Graduate School of Education at UC Berkeley. Her scholarship has allowed her to collaborate with teachers, students, and community organizations and has appeared in journals such as Race, Ethnicity and Education, Whiteness and Education, Urban Education, Journal of Peace Education, Qualitative Inquiry, and Cultural Studies <–> Critical Methodologies. Dr. Cann's most recent publication is The Activist Academic: Engaged Scholarship for Resistance, Hope and Social Change.
Licensed Clinical Social Worker and Faculty Lecturer at San Francisco State University
Brett (she/her) is a Licensed Clinical Social Worker, Faculty Lecturer and Director of the EDvance PATH program at San Francisco State University. Other identities include being a White/Gringa Latina, disabled, single mother of 2 self-directed learners. Her passion is in promoting anti-racist, trans-disciplinary, and family-driven practices in early childhood and educational settings. She continues to discover new reasons for doing this work, but most commonly comes back to the James Baldwin quote: “For these are all our children, we will all profit by or pay for what they become.”
Director of Residential Education at
Michael (he/him) serves as the Director of Residential Education at Vassar College in Poughkeepsie, NY. Michael teaches courses on topics such as racial literacy, conflict resolution, interpersonal communication, and mental health first aid. He specializes in conflict resolution and restorative practices/circle-keeping. He is earning a Doctorate of Education at the University of Wisconsin-La Crosse.
Reference Librarian / Education Liaison at the
University of San Francisco
Amy (they/she) is the School of Education librarian at the University of San Francisco, where they also co-facilitate workshops on race and gender identity as a member of the Bias Education & Resource Team. As a certified mediator and volunteer conflict coach with SEEDS Community Resolution Center, they are passionate about transforming harm and the systemic conditions that cause it. Amy identifies as white, queer and non-binary, and is committed to supporting anti-racist work in the classroom and community.
Masumi (she/they) is a biracial music teacher originally from Coast Salish land in Tacoma, Washington. With training in Kodaly pedagogy (M.M.), Orff Schulwerk, and Waldorf approaches to music teaching, Masumi is active in conversations around conscientious use of materials, culturally responsive teaching, and relationships with culture bearers. In undergraduate studies, Masumi concentrated in Africana studies and then, with a Fulbright fellowship, researched the political aspects of history education in post-war Sri Lanka. Currently Masumi performs with Thrive Choir, teaches at Holy Names University, and is constantly looking for ways to merge the worlds of arts expression and racial justice.
Adjunct Faculty at Columbus College of Art
Nama (she/her) received a Bachelor of Fine Arts from the Cleveland Institute of Art and a Ph.D in Socio-cultural Anthropology from the University of Michigan. She is an adjunct faculty member at Columbus College of Art and Design. Her research and teaching examine the many ways expressive culture and activism intersect. She is currently an American Muslim Anti-Racism Leadership Fellow at MuslimARC. Nama’s passion for anti-racism work in schools stems from the need to cultivate a sense of belonging for BIPOC youth. Her guiding compass for this work comes from being a child of immigrants and being grounded in a religious tradition that centers racial justice.
Director of High School Admission
San Francisco Waldorf High School
Renita (she/her) is Director of Admission at San Francisco Waldorf High School (SFWHS) where she is the Co-Chair for the High School Diversity Committee, Advisor to the SFWHS Black Student Union, and serves on the Multicultural Council collaborating with faculty, parents, and the Board of Trustees. In addition, she is the Co-Chair of the BIPOC Affinity Group, facilitated by the Association of Waldorf Schools of North America, working to develop strategies to create equity and inclusion. She has worked for both government and private organizations creating effective and inclusive community outreach programs. Renita has a Juris Doctor Degree from New College of California School of Law, a B.A. degree in European History and Literature from Franklin University Switzerland, a certificate for French proficiency from The Alliance Française Diplome de Langue, and a Certificate in Teaching English from Cambridge University.
Activist Scholar, Ph.D. Cultural Foundations of Ed at Utica College
Meredith (she/her) is a publicly engaged activist scholar whose work is anchored in social justice education. She holds a Ph.D. in Cultural Foundations of Education, a Certificate of Advanced Study in Women's and Gender Studies, a Masters of Science in Urban Education, and a Masters of Public Policy with a social policy concentration. She completed the University of Pennsylvania's Penn Equity Institute on Race and Equity and is a trained Intergroup Dialogue facilitator. A former middle school educator in the Bronx, NY and Central NY, Meredith now teaches future teachers in the Educator Prep Program at Utica College in Utica, NY.
House Advisor/Assistant Director of Residential Life
Office of Residential Life at Vassar College
Atiya (they/them) is a Fat, Black, Queer, non-binary, and higher education administrator. They are interested in researching asexuality, fatness, Blackness, gender identity, and expression. Their passion for anti-racism and equity is kindled by their vision of liberation where BIPOC don't live in the liminal space of morality but have endless abundance to live, live safely, vulnerably, and authentically. Atiya is a House Advisor and Assistant Director of Residential Life at Vassar College. They have a B.A in Creative Writing and Literature, an M.Ed in Higher Education and Student Affairs Administration and is pursuing a doctorate in Education at Syracuse University. Outside of Academia, Atiya describes themselves as a cat mom, a blerd for all things kpop, anime, and fanfiction.
Over the course of her career, Eva (she/her) has held positions as a bilingual (Spanish) classroom teacher, an Education Director with the Boys and Girls Clubs of San Francisco, and a Fulbright Scholar in Thailand. She worked for 6 years administering after-school programs for the San Francisco Unified School District and spent 10 years as a consultant for districts, non-profits and city agencies across California working to improve the lives of students and families. She is the author of "Raise the Room: A Practical Guide to Participant-Centered Facilitation and is the co-founder of Spark Decks. When not facilitating, this straight, white, suburban mom can often be found hanging out with her boys at the playground.
Sade (she/her) is an Admissions Manager and educator with experience that spans across K12 and higher ed. She is particularly passionate about using Critical Race Theory as a lens to make sense of the experiences of BIPOC navigating predominantly white K12 schools, universities, and places of employment. Sade has a Masters in International and Multicultural Education from the University of San Francisco and is also a mindfulness instructor, holding the belief that anti-racism work and mindfulness practices go hand in hand.
Heidi Pereira Bonilla
Doctoral Student at the University of San Francisco
Heidi (she/her) has been employed with San Mateo Community College District for the last 4 years. In her current role, she co-manages the administration of a $5 million HSI-STEM grant budget in accordance with federal and institutional regulations. Her knowledge, understanding, and strategic thinking approach to the funding, budgeting, and operational processes allow her to provide leadership to the senior administration team. Heidi is currently a doctoral student in the International and Multicultural Education Program at the University of San Francisco.
Program Assistant in the Office of the Dean of Students at the University of San Francisco
Kahanu (he/him) is a Program Assistant in the Office of the Dean of Students at the University of San Francisco. He is currently collaborating with a team of race educators at USF in supporting the Department of Public Safety in re-imagining its work on campus.
Racial Literacy Faculty Consultant at the
Sound Circle Center for Arts and Anthroposophy
Kenya (she/her) is an adjunct faculty member of Sound Circle Center for Arts and Anthroposophy teacher training program. She is currently working with staff and student teachers to decolonize Waldorf curriculum and reimagine early and grade school education. She has a Masters degree in Education, a Waldorf certification, and is a certified Wellness Coach. During her Waldorf teaching years, Kenya founded and chaired her school’s Diversity, Equity and Inclusion Committee, and continues working to bring racial literacy and social justice to the forefront of education. Kenya finds her deepest joy in helping others reach their greatest potential, especially during such a transformative time in our history.
Paul David Terry
Human Rights Scholar & Facilitator
Paul David Terry (he/they) supports the Truth, Racial Healing and Transformation Center at UC Davis Health and is a doctoral student in International and Multicultural Education with emphasis in human rights education and racial justice in education. He has received numerous awards, fellowships and grants for work in decolonizing STEM courses in community colleges, integrating health equity with drag pedagogy, centering racial justice education with healing, and advancing human rights with gender, sexuality and healthcare. Beyond teaching Race Theory and How to Facilitate Racially Just Spaces with Rise, Paul loves cooking, cycling, singing and being a plant parent.
Sarah Moss Yanuck
K-12 Teacher & Facilitator
Sarah Moss (ze/zir & she/her) is a queer, white Jew, a K-12 teacher, and a facilitator. Ze believes that racial literacy and dialogue skills can support us in game-changing ways as we work to cultivate racial justice in our schools and lives. Sarah Moss is a master's student in International and Multicultural Education at USF. She lives in Huchiun (unceded Lisjan Ohlone territory) also known as Oakland, and lived much of the last seven years in Lenapehokink in the city of Philadelphia. According to her 6th-grade students, Sarah Moss sings frequently and always wears warm sweaters.