Communicating We All Belong-Inclusion & Equity

Speaking from my heart, I hope that all my students experience our classroom as an equitable, safe, space for learning in which they belong. Speaking from my head, I think: “well how do I get that done?” It honestly is one of my greatest challenges and places of focus because I always see potential for growth. Our classroom is a microcosm for what is occurring in our larger community, and this small, yet vastly important place for our little kindergarteners, I see playing a part to the large whole of how our society is working (or not work so well), with established systems of inequity and injustice. For my students, I wish to verbally and non-verbally communicate that we all belong.

It feels as though I’m almost on a quest, a sort of mission to understand and see my role—and my part to play—as well to empower students as they play theirs. One important way I innately sense is to know that we all have limited viewpoints, and I need to check mine so that it does not limit a child’s view of self or their potential. I remember having teachers who would say remarks that left me feeling insignificant or not good enough to achieve a task.  While I don’t believe, or wish to imply that those teachers truly intended harm in any way, it makes me reflect on my own way of treating children—especially those children who have arrived in my classroom with a label.

In conversation with my research partner, she was speaking about her personal encounter with Eduardo Duran (author of Buddha in Redface amongst many). He spoke of the limitations labels create for people, and how those nouns can dramatically influence the way we interact with someone. In that conversation, I thought of my students with Individualized Educations Plans (IEPs). While these documents are notably created with team effort to support and aid a child’s development, and are meant as a tool for growth, I also question what would truly enact equity for all students. Take for instance this metaphor (often cited to define equity):

While this model demonstrates that it is vital to have diversified supports for individuals, it also clearly shows that there are inherent inequities because of various privileged factors. Privilege can be a tool and a weapon--and only with awareness can it truly be addressed. In this model the IEPs in place in our classroom are a structure of support that aim be a picture as the middle illustration shows. For our four kindergarteners with IEPs, the supports range from full one-to-one teacher/student support to half hour push-in occupational therapy. As the classroom teacher it is critical to work with special education staff and also communicate with them in a way in which they too belong. Our one-on-one supports are known and loved by the entire class. Even (or perhaps especially) as kindergarteners, they want to include others and be included, they simply lack the language sometimes to show that. I have found for our kids with IEPs, providing intentional language  gives lots of support and empowerment.

However the reality can be a hard hitting one, but I also don't think this metaphor appropriately addresses that equity is not a baseball game or even the idea that the supports don't address the true inequities. I prefer this model that demonstrates that there is the possibility of addressing the underlying oppression. In terms of the context of IEPs, while it provides a structure of support in the classroom-communication with parents and with the entire team is necessary. Rather than using limited nouns or even metaphors, addressing inequalities to get the big picture provides deeper understanding and a greater chance for students to play at the game of learning. 

Salomé Chimuku, provides a narrative art (above) that conceptualizes equity as more than simply a game. This idea that there are different viewpoints is also an important thing to remember as a teacher working with others in the interest of children. We work together is necessary, and each person is a contribution. In terms of my students I seek to demonstrate that belief by seeing beyond their IEP and seeing what skills, talents and ideas they bring to the classroom