Taking Roots Into Learning, Advocacy and Life-Long Learning

In Exploration B, we were open to many speakers and their organizations to explore the topic of education, advocacy, and activism. Engaging in this activity and listening to the speakers helped me gain insights into the social, cultural, economic, and political context for inclusive education. Many speakers engaged in meaningful conversations about the teachings embedded in their communities and practices. In particular, Angela Ma Brown, who works for the Vancouver School Board, spoke about being an anti-racist educator in the form of active witnessing. Through this model, she brings about awareness and the responsibility to act. 

Brown mentions the act of calling in, which is “focused on reflection, not reaction,” which is an important piece to addressing racism. Not only do we call out racism, but we must also call it in to approach individuals and ourselves when racist acts have occurred. Making space for discomfort, reflecting, and acknowledging through learning and taking on a different perspective can prevent those racist acts from continuing. 

Once we open the door for meaningful conversations, we can start to reflect critically. I am continually learning and relearning as I address my own biases, assumptions, or stereotypes that I have come across to be a culturally responsive teacher. I must question those long-held ideas and move towards a more supportive and welcoming environment that calls us in. I believe in the importance of having conversations and dialogue with ourselves to promote an ongoing change in attitude and behaviors, to become more aware, and to develop that inclusive mindset.

Therefore my role as a teacher is to notice that children are active meaning-makers that will shape the type of learning experience and environment that I envision for my students, so “the issue of children’s ability to form their own opinion—captured in everyday metaphors of children as “sponges,” “blank slates,” and “parrots” versus the less common image of children as active meaning-makers—is crucial. These assumptions about children helped to shape how the participants interpreted their role as teachers” (Deirdre, Brooks, p. 209). When we challenge those assumptions, we see children not as passive but as active meaning-makers in their learning. I hope to create open dialogues while respecting children and allowing them to express their thoughts and opinions. 

When educators engage in conversations about race, it should not come from a single narrative or representation that becomes damaging for the individual. What I would want to move away from is perpetuating the dangers of a single story, as told by Chimamanda Ngozi Adichie, in which she states, “the single story creates stereotypes.” As educators, we have the power to either continue the cycles of oppression or to change and co-create with our students. Adichie states “Power is the ability not just to tell the story of another person, but to make it the definitive story of that person.” Thus, classrooms need to promote the learning of different cultures, the unique experiences and backgrounds of the culture, and the identities each student brings to the classroom to dismantle stereotypes and promote diversity and inclusion for future generations of critical thinkers.

This work is challenging when confronted with uncomfortable situations that will lead you to act. As a teacher, I hope to respond appropriately, to break the silence or cycles of a single story. To integrate diverse voices into my classroom, taking in the perspectives of students, parents, and the community to bring those voices into my classroom. Engaging in multiple perspectives and representations must be included in the curriculum to reflect the diversity of my students. There is a need to make this commitment and an ongoing process to educate myself and seek guidance. If I want all my students to feel welcome, I must be responsive to all the students who come into my classroom to create an inclusive and equitable learning environment with the students.

References:

Adichie Ngozi, C. (2009, July). The Danger of a Single Story [Video]. TED. https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story?language=en

Brown, Angela Ma. (2023) Angela Ma Brown - Vancouver School Board. Mediasite. https://stream.sfu.ca/Media/Channel/0dd1269f34924574821327f50135240f5f/watch/5e05dde56797496d9ccc7023d53f4e6f1d

Deirdre M. Kelly & Mary Brooks (2009) How Young is Too Young? Exploring Beginning Teachers' Assumptions about Young Children and Teaching for Social Justice, Equity & Excellence in Education, 42:2, 202-216, DOI: 10.1080/10665680902739683