Dear EDCJCC staff members, contractors, and guest artists,

This site is designed to be an orientation and onboarding to key topics around the subject of Anti-racism.

Institutional racism is a 400-year-old system and structure and impossible to fully comprehend with just the hours of material provided. Thusly, this resource is to help you gain a general understanding of the principles of Anti-racism. This is NOT a comprehensive learning, only a sampling. It is also important to note that much of this learning is centered on Anti-blackness. The history of racism in this country (which affects all racially oppressed and targeted groups) stems from this country’s history of Anti-blackness. To start to understand how to become Anti-racist, one must have an understanding of anti-blackness, as much of the system of racism is built on anti-blackness ideology.

We hope this site will inspire you to dive deeper into unpacking and relearning, so that you can support the organization in its endeavor to become more and more Anti-racist.

Learning starts where knowledge ends.

We hope this information will lead you to Anti-racist ideas and action.

The journey of this work for this organization will only move as fast as the slowest absorber of this information moves. We hope that your learning will move at a pace that supports the Edlavitch DCJCC and the people it desires to include.

Anti-racism is an ACT OF LOVE. We are showing love to people who have never been loved by this country.

We welcome you to do the work and be a part of the Anti-racist community and initiatives.

Michael J. Bobbitt

Total reading/watching time without reflection or further reading is approximately 90 minutes

To help you go through these training modules is this comprehensive glossary of terms from Racial Equity Tools.

Unit One: Introduction to Anti-Racism

(25:21 minutes)


  • What does it mean to be an anti-racist? How is this different from being “not racist?”
    • Is it possible to be anti-racist in one moment and racist in the next? Explain the importance of recognizing this concept.
    • Evaluate Megan Ming Francis’ statement that “education is a stepping-stone” to activism. List at least one way you will commit to using the information in this lesson to actively support the anti-racism movement.
    • How would you respond to someone who says that it’s “not your place” to educate other white people on issues of race and racism?
    • Why is “Black Lives Matter” such an important statement? Why do you think this statement is so controversial?
    • What is wrong with saying “All lives matter?”

Unit Two: Whiteness

(10:17 minutes) 


  • What privileges do you benefit from? Why is it so important to acknowledge these privileges?
    • What is white fragility? How does this mentality protect the racial hierarchy in America?
    • Your friend takes you aside and informs you that something you said was racist. Keeping in mind the concept of white fragility, what are some constructive ways you could respond to this feedback?
    • What is white supremacy? What are some of the ways we experience white supremacy in our everyday lives?

Watch Before You Call the Cops by Tyler Merritt (3:06 min)

Unit Three: Implicit Bias & Microaggressions

(25:75 minutes) 


  • What are implicit biases? How do they differ from explicit biases?
    • Your friend tells you that they are “not racist” because they would never intentionally treat somebody differently because of their race. Knowing about the concept of implicit bias, how might you respond to that?
    • What are some examples of explicit and implicit biases described in “Starbucks and Racial Bias?”
    • What are microaggressions? How are they a form of racism?
    • What effect do microaggressions have on BIPOC as they navigate their everyday lives?
    • In some instances, microaggressions can be more difficult to directly address than instances of overt racism. Why is this? What are some specific strategies you can employ if someone you know commits a microaggression?

Unit Four: Intersectionality 

(4:54 minutes) 


  • How do you identify? Racially? Gender? Sexuality? Other?
    • In what ways might your identities intersect?
    • What moments in your life when experiencing discrimination did intersectionality come into play?

Unit Five: Bystander Intervention Training

(4:20 minutes) 


  • What is a bystander? What does bystander action look like?
    • Why is it so important to intervene when racist incidents occur?
    • What are some common obstacles to bystander action? How can we overcome these obstacles in order to act?
    • How would you engage the 4 D’s of Bystander Intervention in a social situation, such as a coworker telling a racist joke? How would you use this same strategy in a more high-stakes situation, such as witnessing racial harassment?
    • What is one “ism interrupter” that you can make your go-to response for shutting down racist comments?

Unit Six: Jews of Color

(20:53 minutes) 


  • Describe any deep relationships you have with Jews of Color. If you do not have any, why?
    • When you meet a Jew of Color, what are your assumptions about them and their proximity to Judaism? Interracial marriage? Conversion?
    • Do you hold multiple identities? How has holding multiple identities affected you?