Indeed, that’s one of the things that I’ve heard folks OC backgrounds say along with feeling like they’re in a cold, inhospitable, and uncaring environment :/

I think that different things will work for different people ? This is one model, but I’m sure that there are plenty of others out there that do the same inclusive work!

Whoops! I remember reading it the first time and being slightly confused, but not it makes more sense in not making sense (given the context of this blog)!

Agreed on many points! What I hear you saying is a need to incorporate a rolling conversation about inclusivity and biases as opposed to just relying on the initial set-up and I feel that that’s part of the puzzle that sometimes gets left out.

It’s just one approach of many! So many people have different styles that seem to work well for the first day of name mispronouncing.

And, yup, change is hard :/

It’ll be interesting to see what changes we all will have to/should make in the coming years as things change even more!

Ahhhhhh, that makes sense! I was sitting there wrestling with what it could mean. And yeah, I hear you about keeping is succinct and including elements that can be included even if they aren’t necessarily/always the ending point.

I liked that you pointed out that “We can’t just discuss inclusive pedagogy within the majorities. We should hear from their voices and let them express their concerns. We should bring the contradictory arguments to the table so that we can understand the underlying rationale.” In order to truly understand the other side of the story you need to hear it from the source. Sure you can read articles and books about poverty and diversity but nothing can compare to what you can learn from someone who has actually experienced hardship. To be able to ask questions and truly engage is the best way to learn and evolve.

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“The far better approach is to put race on the table, to ask [children] to unpack the associations that they are learning, to help us shape those associations in more effective ways.”

This is something that really struck out to me from the reading as well. I think it is important to discuss things that may make people feel “uncomfortable” rather than allowing people to suppress their inner thoughts.

Sorry. For some reason, this comment was posted to your blog Lindsey and not the one it was intended.

Something I learned recently at a conference regarding the use of pop culture in the classroom is that we have to make sure we are providing the proper framework before and after its use. In international relations, we tend to use movies like 13 Days to engage students in the events of the Cuban Missile Crisis. However, unless we “deconstruct” the movie along the lines of the politics and biases that were present in the historical event and the politics and biases present in the time the film was mode, we leave students with a “false reality” of how the events actually occurred. If you just show the movie 13 Days without this “deconstruction,” there is a significant chance that when students think about the Cuban Missile Crisis, they will first and foremost remember Kevin Costner doing a bad Bostonian-Irish accent. They will not remember that the lesson from the movie is about diplomacy between two starkly contrasted ideologies during the Cold War.