Identity is at the heart of facilitating for equity

By Candice Bocala and RoLesia Holman
April 2022
Professional learning focused on racial equity in schools should transform educators’ beliefs and interrupt inequitable outcomes for students. To ensure that it does, professional learning leaders must not only excel at typical facilitation skills — such as being aware of group dynamics, supporting inquiry, and creating relationships — but develop a nuanced understanding of their own unique identities and how they influence the work. We analyzed the reflections of practitioners who have deep experience in supporting educators to understand and address issues of racial equity. According to their own self-identifications, we interviewed one Asian individual who identifies as transgender, two Black females, one Black male, one Latina female, one Latino male, three white females, and one white male. Looking at how they facilitate professional learning

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Candice Bocala ( is a lecturer at Harvard Graduate School of Education.

Image for aesthetic effect only - Rolesia Holman
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RoLesia Holman ( is a consultant and owner of Sojourn Education Services and director of diversity, equity, and inclusion in the Ashtabula Area City Schools in Ohio.

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