Equity & Inclusive Education Post on Twitter and Instagram using #PeelEquity

CRRP Planning Team

  • Hiren Mistry
  • Samir Chawla
  • Melissa Wilson
  • Krista Tucker Petrick
  • Maureen Mackay
  • Elizabeth Ugolini
  • Ana Pauchulo
  • Susan Adamthwaite
  • Rubi Pourawal-Wilson
  • David Jack
  • Kelly Krug
  • Soni Gill
  • Camille Logan
Existing "On the Edge"

Comfort Zone

We are solidly inside our comfort zones when we are dealing with familiar topics, information, or people. All the knowledge we already possess is validated, and we are not challenged. When we are focused on acquiring new information or awareness , or when the information we have is being challenged, we are outside our comfort zone or on its edge. When we are too far outside our comfort zone, we tend to resist new information or withdraw.

Learning Edge

The best place to expand our understanding, to take in new perspectives and to stretch our awareness is at the edge of our comfort zone. We can recognize when we are on a learning edge by paying attention to our internal reactions. Feelings of annoyance, anxiousness, surprise, confusion or defensiveness are signs that our perspective is being challenged. If we retreat into our comfort zone, dismissing anything that contradicts our way of seeing the world, we lose the opportunity to expand our understanding. The challenge is to recognize the learning edge, stay with the discomfort and be open to where it leads.

4 Agreements for Courageous Conversations
  1. Stay engaged: Staying engaged means “remaining morally, emotionally, intellectually, and socially involved in the dialogue”
  2. Speak your truth: This means being open about thoughts and feelings and not just saying what you think others want to hear.
  3. Experience discomfort: This norm acknowledges that discomfort is inevitable, especially, in dialogue about diversity and that participants make a commitment to bring issues into the open
  4. Expect and accept non-closure: This agreement asks participants to “hang out in uncertainty” and not rush to quick solutions, especially in relation to understanding identities, which requires ongoing dialogue

Adapted from Singleton and Linton, 2006 Courageous Conversations About Race

LEARNING GOALS

KNOW

  • deepen our understanding of the connectedness of diversity, equity and inclusion
  • better understand how identities shape how we engage in our collective work

DO

  • engage in professional dialogues about CRP (institutional, personal or instructional) to "action"
  • connect equity to our daily work

BE

  • a self-reflective, culturally responsive educator who is mindful of one's own attitudes, behaviours [and biases]
Diversity...Equity...Inclusion
PRIVILEGE
How does the Ministry of Education describe Privilege?
What was clear or unclear?
What surprised you?
What was uncomfortable?
What was new learning?
What resonated with you professionally?
How is privilege relevant in your daily work?
Stories from the WILD: Power & Privilege in Society
Terms and Descriptors
POWER Flower
Triangle-Square-Circle: A Reflective Feedback Protocol
".....We're all biased.....but I wish to bias my child with MULTIPLE PERSPECTIVES...." - Raghava KK
Created By
Samir Chawla
Appreciate

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