A Day at Rooted. Resilient. Reimagining Education

Reflections from the inaugural Black & Brown Educators of the Capital District Conference

By Shakeema Funchess

On October 24, I attended the inaugural “Rooted. Resilient. Reimagining Education: Conference 2026” in Albany. I left with a full notebook, new connections, and a lot to think about. There were so many sessions I wish I could have attended. The conversations I did experience stayed with me.

Chanel’s opening remarks set the tone. She spoke about the isolation Black educators can face when they are the only one, or one of very few, in the room. Recruiting educators of color is only a beginning. Schools must also support, protect, value, and empower them.

One example captured allyship in action: an administrator stepping in to say, “Chanel, I’ll take that meeting.” Representation matters across classrooms, counseling offices, support teams, and leadership. So does making sure educators are supported once they are there.

When Black Language Is Misread: Classroom Practices and School-wide Conditions for Belonging

Tanya Lewis-Jones asked us to pause before correcting a child’s language and consider what our response teaches. When a child says, “My mama be reading to us every night,” the meaning is clear. Correcting the words can interrupt the story the child wanted to share.

Tanya affirmed African American English as a rule-governed language system. She also shared research on differences in how often white and Black assessors corrected children’s speech. The study was small, but the question it raises is significant: how do adult assumptions shape which children feel invited to speak?

Noticing, Naming, and Navigating: How Leaders Can Build a School Culture that Responds to Racial Harm

Dr. Andrea Terrero Gabbadon’s session focused on recognizing microassaults, microinsults, and microinvalidations, and responding to racial harm with care and accountability. A comment may be presented as friendly or harmless and still have a painful impact.

We practiced the SPEAK process: stop and assess, self-regulate, consider the cost, pinpoint what happened, and express the impact while continuing the conversation. When harm is repeated or deliberate, documentation and organizational follow-through matter.

Radical Hope in a Time of Unrest

Abigail Bryant connected the work ahead to the people and communities who came before us. Hope, as we explored it, was more than wishing for change. It drew on historical memory, community care, imagination, and collective action.

We were invited to name the ancestors, educators, mentors, and organizers who shaped our paths, then imagine boldly about what education could become. I left thinking about one message in particular: we don’t move without community.

Beyond the School Walls: Use the B.R.I.D.G.E. Framework to Build Partnerships That Make a Difference

Debra Garrett’s session looked at how school-community relationships can grow from contact and one-time exchanges to coordination, collaboration, and shared ownership.

The examples made the practical side of partnership clear. Trust matters. Sharing information matters. So does deciding who is responsible for the next step. A project can have plenty of support in conversation and still stall when no one owns the follow-through.

The conference reminded me that belonging is built through daily relationships and shared responsibility. Educators of color deserve the support to belong, lead, and thrive. Every child deserves learning spaces where their language, identity, and possibilities are honored.

As an author, those ideas connect to why I create inclusive stories: children should be able to see themselves fully and imagine what comes next. I left Albany energized by the people I met and ready to keep carrying these conversations into my work.