3/27/2023 0 Comments Avoiding racial equity detoursNot saying that we shouldn’t do those things, but none of those things makes a school more equitable and just. A lot of times what that looks like in schools is we’ll have our celebrating diversity things, we’ll have the multicultural arts and crafts fair, we’ll have the international food fair, we’ll hang the flags up of all the different students. Paul Gorski: I think in schools right now, probably also in teacher education programs, I think there’s a sense of understanding that we have to do something, we have to at least appear to be doing something. You just said that there are some people that try to create an illusion that they are creating equity in the classroom. (02:45) The Illusion of Equity in the Classroom The way that that’s shifted to a more inclusive way of thinking about many different gender identities and expressions, I think that’s been a pretty big change. I think it was really popular, when I was coming up through this work, to have “here’s the chapter on race, and here’s the chapter on class, and here’s the chapter on gender.” Then, I think just the complexity of some of the conversations, I think the conversation about gender, especially, when I first came into the conversation, most of the work being done around gender was very binary. I think a shift from talking about every issue separately to having a more intersectional view of things. There’s a whole industry of people creating that illusion and giving tools that people can use to create the illusion that they’re doing it when they’re not. That doesn’t mean everyone’s doing it, but I think everyone feels pressure to, at least, create the illusion that they’re paying attention to it. I think one of the ways that it has, I think the conversation has just become a little bit more popular. Paul Gorski Click To TweetĪfter two decades of focusing on this topic, I’m curious, how has equity in the classroom as an issue changed and evolved over the past few decades? (02:36)ĭr. I feel a sense of responsibility to do something about that. (01:39) I just can't stand to see suffering. I just can’t stand to see suffering, and I feel like I have to … I feel a sense of responsibility to do something about that. I think it was a combination of those things and just always having a really overactive sense of empathy. Also, I think having a couple of men of color at a very young age who are really important role models to me, including a teacher, an African American man. Part of it was growing up in a pretty conservative household and trying to make sense of that in relation to also growing up in a very racially and economically diverse neighborhood. I would say there wasn’t one particular experience, but a series of things that built up over time. Why were you drawn to this issue? Was it an experience early in your career that was a catalyst for it? (01:29)ĭr. So Paul, you’ve dedicated 20 years of your career to equity in the classroom. It’s been a little bit of a crazy day, but this is a nice way to end it. We’re so happy that you are joining us today. Gorski, welcome to The Teacher Education podcast. How Equity in the Classroom Has Evolvedĭr. I know that you’ll find his insight relevant and applicable, so let’s jump right into my conversation with Dr. Paul is down to earth and admirably honest about this difficult issue. In this interview, Paul provides K-12 schools and teacher prep programs with ideas of how they can strengthen their equity efforts. Gorski has dedicated 20 years of his career to equity in education, and he’s the founder of Equity Literacy Institute and EdChange. To answer this question, I interviewed Dr. But with all this discussion, research, and effort, are we making any headway? “ Equity in education.” It’s an issue frequently addressed by keynote speakers, research projects, journal articles, and teacher prep courses.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |