Shattering Stereotypes: A Journey of Discovery and Growth for Educators

Embracing inclusivity as an educator means transforming our learning environments to actively engage every learner, especially those who may feel disconnected from our school community. This transformation begins by acknowledging our own biases and examining how we perceive the distinction between "us" and "them."

Don't feel pressured to answer these questions all at once. Take your time to reflect on each question, its significance, and how the answers can help you become a better practitioner. It's essential to create a non-judgmental space for yourself while completing this exercise. Remember, your honest responses matter the most, and there are no right or wrong answers. By reading this, you're already demonstrating your commitment to intentionally improve as an educator for all your students.

1. How diverse is your personal circle, and why does it look the way it does? Having a limited diversity in your circle doesn't necessarily imply racism, elitism, or any other negative -ism. However, it might suggest a lack of exposure to people who are different from you.

2. Who are the "others" in your life? Create two lists: one with 10 people you consider as "us" and another with 10 people you consider as "them." These individuals could be family members, colleagues, neighbours, students, or anyone you frequently interact with. In what ways do the people on your "us" list differ from you? How are they similar? Now consider the people on your "them" list. How are they different? How are they similar? You can visualize these differences and similarities through lists, Venn diagrams, sketch notes, or any other representation that helps you comprehend them.

3. How often do you make generalizations? Over the course of a week, intentionally observe and keep track of the instances where you use "they" to describe people based on their race, culture, identity, gender, and so on. It's common to hear generalizations like "the Special Ed kids" on campus, treating these students as a homogenous group. Another example is referring to the administrative staff as "they." Teachers often see administrators as separate from themselves. Take note of these seemingly harmless generalizations, such as "the students," "the neighbours," "the football team," and others.

4. What is your initial perception when you interact with someone who has a different accent from yours? This could be a customer service representative, a parent, or even a student. Explore your immediate thoughts and feelings in these situations.

5. Do you view the integration of diverse historical perspectives as best practice or divisive politics? Consider the concept of multiperspectivity, where we explore different narratives between European settlers and Indigenous people in colonial U.S. history. For instance, the Thanksgiving story is often told from the Pilgrims' perspective, emphasizing their struggles for survival. Rarely do we hear about the hardships endured by the Wampanoag Indians or their pre-existing traditions of thanksgiving. Another lesser-known narrative is that of the Powhatan confederation, Indigenous peoples who suffered land loss and loss of life due to colonization in Virginia. Reflect on whether you see these multiple perspectives as enriching or as a source of division.

6. Who is on your "free pass" list? We tend to be more lenient toward those we like or agree with. Identify five individuals—friends, students, public figures—whose flaws you tend to overlook or dismiss. Additionally, explain why you find it easier to give them a pass.

7. When are you most inclined to be non-accepting and judgmental? Are there specific triggers, such as cultural differences, ideological or religious disparities, or challenges between in-groups and out-groups, that affect your level of acceptance?

8. How much cross-cultural literature, TV, and movies do you consume to familiarize yourself with the uncomfortable shift toward a more diverse community? Consider the extent to which you engage with diverse content to broaden your understanding and adapt to a community that embraces diversity.

By reflecting on these questions, you are taking active steps toward becoming a more inclusive educator. Remember, this journey is ongoing, and there is always room for growth and improvement.

As you delved into answering the questions, you might have experienced a range of emotions—some positive, some uncomfortable. The truth is, we all have more biases than we'd like to admit. We often categorize ourselves as either good people who treat everyone equally or bad people who don't. But in reality, if that were the case, none of us would be considered good. Despite our efforts to treat everyone fairly, numerous conscious and unconscious decisions hinder our ability to do so. Think about a morning when you didn't have your usual cup of coffee before driving to work—chances are, you can recall at least three instances where you were less than fair to someone who crossed your path. However, I urge you not to dwell on feelings of guilt and shame. While guilt can motivate us to seek moral change and justice, more often it leads to defensiveness or even paralysis, preventing us from making the necessary changes. It's crucial to acknowledge that we all have thoughts and feelings we "shouldn't," but if we start by judging ourselves, we'll never reach a point where we stop judging others.

On the flip side of guilt lies awakening—an intense desire for change.

On the flip side of guilt lies awakening—an intense desire for change. While this may seem like the perfect recipe for progress, it can also disrupt a community. Well-intentioned calls to action may appear helpful, but an air of superiority or an "I-know-better-than-you" urgency can be off-putting and cause people to build walls before understanding the urgency of change. Just because change is needed doesn't mean that those in your circle are ready to change precisely when and how you want them to. Begin by focusing on the things you can do on your own, and if those efforts prove successful, consider seeking accountability partners— one or two individuals who can support you in personal and classroom initiatives. Remember, this journey towards inclusivity requires patience, understanding, and collaboration. By embracing personal change, you can inspire others and foster a community where everyone feels seen, valued, and respected.

Congratulations on asking yourself those tough questions and navigating your emotions as you uncovered insights about yourself. Now, let's explore some practical strategies you can easily implement, along with crucial things to avoid.

1. Expand your circle: If you teach in a different community from where you live, make it a priority to immerse yourself in your school community. Explore local restaurants, join fitness classes, visit the playground with your children, or participate in events hosted by the library or place of worship. If you already teach in your own community, actively seek out new experiences within it. Involve your family in this journey to spark meaningful conversations at the dinner table and deepen your understanding of empathy versus othering. Embrace the learning experiences, even if you occasionally encounter curious looks as you navigate unfamiliar spaces. Enriching your daily life with diverse experiences and interactions cultivates empathy, enhancing your ability to connect with your students as both an educator and a fellow human being.

2. Practice empathy with the "others" in your life: Remember the list of 10 "others" you identified? Challenge yourself to empathize with them, especially those who may trigger you the most. For instance, when your brother spends an entire Sunday watching sports and it disrupts your family time, consider the perspective that this may be his way of finding solace from a single life. When your neighbour enthusiastically discusses fashion trends, try to understand why this topic holds importance for her—perhaps it's tied to her desire to fit in, stemming from a childhood with limited resources. By actively empathizing, you can gain valuable insights into their experiences and nurture stronger connections.

3. Build relationships with students who may seem disconnected: Take intentional steps to connect with students whom you feel less of a bond with. Engage in activities like playing "This or That" or "Would You Rather" to get to know them on a more personal level. Utilize the knowledge gained to strengthen your relationships—for example, acknowledging shared interests and using them as conversation starters. By demonstrating genuine interest, such as discussing favourite foods or organizing a tasting party, you can foster meaningful connections. Remember that not every effort will yield immediate results, but persist in planting these seeds of connection.

4. Monitor your media consumption: Media companies thrive on stirring emotions and keeping us engaged, often leading to anger and division. Constant anger towards "others" can hinder your ability to fully embrace the children from their communities in your classroom. It becomes challenging to teach your students the value of embracing diversity if you yourself are firmly rooted in one perspective. Take control of your media intake and set limits on how much you consume for staying informed. Instead, prioritize media that promotes calmness and centres your mind. Better yet, take a refreshing walk around the block. Maintaining emotional balance allows you to approach classroom management with neutrality and create a safe space for all students. Biased perspectives and anger can negatively impact relationships among students with divergent opinions. Cultivating a balanced and calm state of mind enables reflective interactions with all your students, especially those who may be considered "others."

Remember, these actions and mindful choices empower you to make a positive difference in your classroom and contribute to a more inclusive learning environment.

Communication barriers can hinder learning in various ways, but it's essential to differentiate between them and content barriers. Often, we mistakenly assume that individuals with accents struggle to grasp the concepts we teach, that students have poor reading or decoding skills, or that children from disadvantaged backgrounds are destined to underperform. However, the reality may be quite different. Students might face difficulties understanding specific mathematical terminology, or our presentation slides may not be dyslexia-friendly due to colour and font choices. Additionally, word problems may rely on "general knowledge" that is prevalent only in upper-middle-class settings. To address these issues, consider learning a second language, expanding your knowledge of African American Vernacular English (AAVE) and its linguistic structure, and gaining insights into designing presentations for accessibility. It is vital to understand your content thoroughly and bridge it effectively to ensure accessibility for all learners.

Track Behaviour Patterns and Mitigate Cognitive Biases

Keep a log of the behaviours you correct in your classroom over a two-week period. Analyze the patterns that emerge and avoid making excuses or rationalizations. Allow the patterns to speak for themselves. Furthermore, educate yourself about cognitive biases and actively work on mitigating your own biases. Recognizing the pervasive influence of cognitive biases on our daily thinking allows for more intentional and less reactive responses. Practice is key to improving in this regard.

Recognize Bias Beyond Individuals

Remember that bias in the classroom extends beyond the biases of people present. Every piece of curricular material has been authored by individuals with their own perspectives and biases, whether intentional or unintentional. To understand biases in textbooks, look for excessively positive or negative portrayals of events and people. Unearth slants in media and current event portrayals by utilizing tools like the non-partisan AllSides Media Bias Chart and fact-checking resources. Use language such as "according to this source" and "the authors of this textbook state." Additionally, encourage students to question whose stories are missing and consider who else was present, helping them recognize the significance of bias in silence.

Two Don'ts:

1. Don't assume that content knowledge is static: Embrace the understanding that knowledge evolves. Historical beliefs like the world being flat or the assumption that exercise during pregnancy is detrimental have been disproven with new discoveries and insights. Recognize that history is an interpretation of events from a particular perspective, and actively seek out diverse perspectives. Just as no one suggests bloodletting to cure cancer, let's remain open to new knowledge and foster critical thinking skills in our students.

2. Don't become defensive: When a student or staff member expresses offense regarding a comment or action, avoid dismissing their feelings as oversensitivity or misinterpretation. Instead, genuinely apologize for any harm caused, seek clarification, and ask for suggestions on how to handle similar situations better in the future. Under no circumstances should you make excuses for your actions.

The following list presents excuses that are not valid reasons in the eyes of the offended:

• Age is not an excuse, so "I'm old, forgive me" doesn't justify offensive behaviour.

• Lack of exposure to different cultures or ethnicities, such as "I didn't grow up around (Mexicans, Asians, Black people, etc.)," does not excuse insensitive actions.

• The statement "Well, y'all change it all the time" does not absolve one from responsibility; change should be embraced, not used as an excuse.

• Dismissing issues with "I don't believe in all that" fails to acknowledge the experiences and perspectives of others.

• Claiming that "you can't say anything anymore" disregards the need for respectful and inclusive communication.

• The question "How am I supposed to know?" does not absolve one from seeking knowledge or understanding.

• "I can't keep up" is not a valid reason to remain ignorant or uninformed about important matters.

• Intention does not excuse impact, so saying "I didn't mean it like that/I didn't mean anything by it" doesn't negate the harm caused.