Diversity, Equity, Inclusion and Belonging
A culturally sustaining classroom is one that doesn’t merely acknowledge the diverse cultures, languages, and ways of life of its students, but meaningfully incorporates this diversity into the very center of teaching and learning.
Leading Equity
Equity is a word that is used widely in today’s culture. And in education, we need to understand and practice equity both thoughtfully and intentionally. Equity, by our definition, means ‘the quality of being fair and impartial.’ Equity in education means ensuring equally high outcomes for all participants in our educational system by removing the predictability of success or failures that currently correlates with any social or cultural factor (National Equity project). Equity in public education is not simply giving everyone the same resources. Equity is allocating resources based on genuine, differentiated need and situation.
What does a culturally sustaining classroom or school building look like?
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A culturally sustaining classroom is one that doesn’t merely acknowledge the diverse cultures, languages, and ways of life of its students, but meaningfully incorporates this diversity into the very center of teaching and learning.
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The environment is welcoming and affirming to all students and families.
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It cultivates a staff and leadership that looks intently at the education policies to make sure they are not monolingual, catering only to the dominant group, and ensures that all cultures are respected and understood.
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Students are allowed to maintain their individual culture and identity while being included in the overall classroom community. The entire class is given an opportunity to learn and embrace diverse cultures.
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Student choice and voice are centered in the classroom and school community.
Belonging is...an outcome.
Cultural humility is essential if teachers, as well as administrators, are to pursue cultural proficiency. All members of the school community need to consider and accept their own biases and reflect upon them regularly. Community members need grace for themselves, as well as grace for others. All participants must be willing to engage in difficult or uncomfortable conversations because these conversations can and do bring about policy change and build authentic relationships. In an educational culture of belonging, teachers will be empowered to value their own and their student’s diverse cultures and consider them an asset in the classroom.
DEIB Course Offerings
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Culturally Sustaining Classroom Practice
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Inequities in Learning Centers
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Inequities in the Learning Community
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Inequities in the Learning Workforce
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Elitism - Discrimination Based on Job, Status, Education, etc.
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Classism - Discrimination Based on Socio Economic Status
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Racism - Discrimination Based on Race/Ethnicities
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How to Disrupt Inequities in Learning
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Barriers to Equitable Transformation
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How to Meet and Interrupt Microaggressions in Educational Spaces
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Uninvitational and Invitational Culture
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Cultural Humility in Education
“Dinali and Megan took the sometimes tricky topics of equity and belonging in the classroom and made them accessible and interesting. I learned so much about myself - both as a person and an educator.”
- South Puget Sound Educator