BMORE’S principles focus on a priority of group leadership and elevating the voices of educators of color. Two of their principles read:

When power is centered around people of color in a group, it creates a comfortable space for other people of color to show up, assert their voices, and feel affirmed. 

White people, even ones with progressive politics and racial awareness, have an unintentional tendency to dominate group dynamics. (BMORE Caucus).

BMORE is making clear moves away from the white centric curriculum and agenda present in every component of society. These two principles listed align with the teachings and methods of Ella Baker and Bettina Love through the implementation of group leadership and listening to Black educator’s voices. Baker’s organizing work prioritized group leadership; her success in this vision is the reason she is still relatively unknown. Baker gave community members the power to organize themselves and the communities around them, creating access for engagement from every corner of a community (Mueller, 2018, pp. 79-89).Without a primary leader, there is no pressure on one person for a movement’s success. Although BMORE has elected leaders, they prioritize creating relationships that give space for all members to ultimately lead. A critical part of achieving freedom and equality for educators and students alike is the distinction between allyship and coconspirator.  Bettina Love (2019) details how allyship does not require white people to look inwards. It involves performance and white allies still remain the dominant group. Coconspirators, in contrast, use their privilege to work with BIPOC to push for change – this is seen through physical protection or working in a spirit of humility, collaboration and accountability. For coconspirators, inward reflection, vulnerability and an exact understanding of personal motivation is necessary (pp. 117-120). This distinction is essential for BMORE to make progress as a social justice union.

BMORE has found success in many organizing tactics and has looked to gain influence at every level of the education system. Readings throughout this semester have shown that there is no ‘one-size-fits-all’ organizing strategy; individuals and communities can be incredibly different. BMORE started small, building upon both common ground and common frustrations within the Baltimore public school system. Upon strengthening these relationships, BMORE appointed candidates to run for leadership positions and continued to organize at the grassroots level (Schiller, 2019, p. 5). The BTU constitution was amended to expand access to voting through community signatures; resulting in BMORE candidates winning leadership positions in the 2019 election (Cohen, 2019). BMORE’s short term success shows that organizing is possible at every level; many of the same tactics can be utilized at both the local and national level. Social justice unionism represents the start of advocacy for teacher’s short term needs and the institution of broader support systems and education for the community. Both Baker and Love’s frameworks have been utilized in BMORE’s recent success, and will surely continue to provide support in the upheaval of the Baltimore City Public School system.