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Learning for Equity™ (L4E) curricula is by-design and on-demand, created to address systemic and institutional racism in response to emerging issues specific to community and organization needs. L4E takes a strengths-based approach that acknowledges the inherent value of BIPOC communities and communities of color. Using a community-based participatory approach in the design and implementation that incorporates a focus on building the agency of participants to affect change.

L4E courses and workshops are specifically designed to equip participants to learn, grow and collaborate to drive policy and systems-change at local and state levels. To date, participants have demonstrated that, overall, the program provided valuable skills.

  • 90% felt the workshops provided valuable information that was relevant to their needs
  • 96% increased their understanding of trauma-informed practice and leadership
  • 85% felt better prepared to be a systems change leader
  • 96% would recommend to a friend or family member
  • 100% planned on using what they learned in their life and work

Our Projects

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Virtual Course Offering

Learning for Equity is proud to increase access to our capacity building modules through the delivery of our virtual education programming. The Canvas virtual platform…


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CHC Internship Program

Serving as the backbone organization since 2018, CHC has been building the capacity of resident leaders to ensure that they have the individual capacities…


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Academic Partners

Learning for Equity is proud to partner with local academic institutions to deliver courses that enable community members to be change makers and empower them to enact systems change in their communities.


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Best Start

Serving as the backbone organization since 2018, CHC has been building the capacity of resident leaders to ensure that they have the individual capacities…


South LA Decides

South LA Decides

South LA Decides (SLAD) is a Community-Based Grant Making initiative designed to ensure that residents in South LA and Compton participate in the decision-making…


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Department of Public Health Community Health Worker Course Delivery and Coaching

Serving as the backbone organization since 2018, CHC has been building the capacity of resident leaders to ensure…


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Equity in the C-Suite

Through a grant from the Community Benefit Giving Office, Cedars-Sinai has been supporting the launch of our new signature initiative called Equity in the C-Suite…


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MVP Bench

Learning For Equity is proud to offer the Most Valuable Partner (MVP) bench as an extension of Learning for Equity’s offerings. As we continue to support local communities…


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Upcoming alumni engagements and spotlights will be featured on Learning For Equity’s instagram page…


Equity In the C-Suite text
Michelle Burton
CHC is seeking nonprofit professionals interested in sharing their experience for our Equity in the C-Suite Initiative in partnership with Cedars Sinai.

Our Unique Approach

Operationalizing anti-racism cannot be treated as a spectator sport nor a drop-in event. Operationalizing anti-racism must be approached with the same level of vigor that institutions reserve for initiatives critical to their very survival. The world is not one-dimensional but racism and all that it embodies, is extremely one-dimensional, leaving little room for innovation, and dialogue. Learning For Equity’s approach to supporting transformational culture change that embodies a JEDI framework, meets the client where they are by co-creating multi-year strategic goals with annually developed SMART objectives and quarterly metrics to help clients track their impact along the way. We use a three-pronged approach that integrates restorative, repetitive and transformative practices as guideposts for sustainability and impact.

RESTORATIVE: Dismantling Racism Means Dismantling White Supremacist Ideology

White supremacy is riddled with all the same issues that limit innovation, inclusivity, sustainability and most importantly growth. Building a restorative culture includes acknowledging harm, building positive relationships, taking collective responsibility and advancing repairing practices informed by those who have been and continue to be harmed by structurally racist systems, policies and institutions. White supremacy is a social construct that is deeply embedded into our society and generationally perpetuated through flawed systems, practices and mental models. JEDI efforts have been widely invested in for decades and have yielded little, if any, results against set metrics. White fragility has been identified as one of the key barriers to transformational change. JEDI strategies cannot achieve sustainable impact without a willingness to confront white supremacy ideology, regardless of how difficult it may be for people who identify as white, to acknowledge past and present harms connected to white supremacy. For this reason, our approach focuses on creating safe, healing spaces for whites as well as non-whites to share and grow in their JEDI practices together.

REPETITIVE: Repetition is a Tool for Integration

In keeping with evidence-based approaches to organizational development and change, we will partner with you to deploy a multi-year, multi-pronged, mixed methods approach to positioning ASU College of Health Solutions as a case study for how to meaningfully dismantle racism and operationalize equity in higher education. In addition to white fragility, another on-going barrier to impactful and sustainable JEDI transformations is the pernicious segregation of JEDI strategies. While having dedicated steering committees or task forces to ideate and drive JEDI plans is largely effective, these bodies eventually hit several walls that are guised in ‘lack of funding’ or the ‘centralization of resources and/or people.’ Our idea of repetition centers on patternmaking. Humans gravitate towards patterns and our minds enjoy the certainty of rituals, which makes dismantling inequitable patterns all the more difficult. Like addiction treatments or weight loss programs, we use the tactic of repetition to establish new patterns and practices to replace the unwanted ones. JEDI efforts should not be contingent on funding nor relegated to specific cultural events, departments or peoples. JEDI efforts should be a both/and proposition where these specific events, departments or peoples are accompanied by the repetitive presence of operationalized, integrated JEDI practices throughout the institution. Without repetitive, integrated strategies JEDI efforts become inherently inauthentic, and categorized as window-dressing. Our approach is disruptive, which is what JEDI work needs to be in order to create sustainable transformational change.

TRANSFORMATIVE: Sustainable JEDI practices change people, not just systems

Paolo Freire’s Pedagogy of the Oppressed (1970) speaks to the liberating nature of education. The exercise of teaching others moves from transactional to transformative when everyone embraces their interconnectedness and the social responsibility of justice, equity, diversity and inclusion. The successful transformation of an institution from its entrenchment in historically white supremacist systems, policies and practices is most evidenced by the social, emotional transformation of its people. We focus on the transformation of people as well as systems and policies. People, not things, will ultimately be responsible for sustaining JEDI policies and practices. Transformation requires agency and agency requires power. JEDI strategies that create sustainable transformation systematize the sharing of power at all levels of the institution.

For more information, please visit our course catalog and email: l4e@risingcommunities.org