author Savindi Jinasena
Paul Gorski's article "Avoiding Racial Equity Detours" resonated with me because it made me reflect on my Sri Lankan educational experiences. It made me wonder if racial equity in conflict-ridden countries could be a possibility when considering society's trauma. Sri Lanka has experienced a civil war for 30 years, resulting in a broken social fabric. Despite the war "ending" in 2009-at least from a military point of view, tensions between the Sinhala majority, ethnic Tamil minorities and other groups remain high. Furthermore, tensions became high once again when last year ISIS claimed responsibility for the Easter Sunday Attacks on Churches in Sri Lanka. The Easter Sunday attacks resulted in a lot of Islamaphobic violence towards the Muslim and Malay communities. Going back to the article's point on "Celebrating Diversity Detours" (Gorski, 2019), I remembered one of our New Year's Day assemblies held at my majority Sinhala Buddhist school. My school invited students from a Tamil Girl's School for a day of activities and performances. However, looking back, I never really interacted with any of the Tamil students. I only watched the performances. I feel this day was mainly for Sinhala students like myself to become acquainted with Tamil students. The article points out- Diversity is for white students (in my case, it was for Sinhala students). However, nothing authentic or productive happened on this day. Friendships were not formed, cultural exchanges were not made, and at the end of the day, we all went home, happy to have had a "free day" at school. I look back at this day and my education in Sri Lanka with disappointment and sadness. Disappointment at a curriculum absent of the country's tumultuous history, disappointment at educators who did not care about all students and sadness at the refusal to teach Sinhala students of their privilege regardless of class and caste. My only answer to racial equity in conflict-ridden countries is that the whole system needs to be overhauled, and the entire teacher's college system should be redesigned. I don't know if this is a realistic possibility at all; however, I believe educators in a privileged position have a responsibility to acknowledge their privilege and face uncomfortable truths about it. The question for me is, can they become educators for all students in Sri Lanka.
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author Michelle Strutzenberger
The host of a workshop I recently attended on confronting racism in the classroom began by proposing that educators weave the 7 Grandfather Teachings into our work as a powerful starting point. Rooted in indigenous culture, the 7 Grandfather Teachings are centred on seven ways of being: love, respect, generosity, bravery, humility, wisdom, and truth. According to “An Ojibwe Peoples Resource,” “Many Aboriginal organizations and communities have adopted the 7 guiding principles, in one form or another, as a moral stepping stone and cultural foundation.” Considering the overarching topic of this website, equity and access in online education, could not these same teachings be relevant in this context as well? What if the 7 Grandfather Teachings provided a stepping stone and foundation for efforts geared to addressing equity and access blocks in online education? Going a step further, what if the curriculum and teacher trainer for online courses were rooted in the 7 Grandfather Teachings? Perhaps even more radical, what if these teachings were both taught explicitly and used as a guide for the online learning community? Could we see a melting away of some of the barriers to equity and access in digital learning that currently exist? Consider a hypothetical scenario: Students who have disabilities face barriers to joining a course that has transitioned online due to the pandemic. The barriers include no existing technological resources and minimal technological know-how, among others. Could a response founded on respect, generosity, and wisdom generate what is required for these students to equitably participate in the new learning environment? It seems the potential rewards far outweigh the risks associated with testing such a consideration. Reference “An Ojibwe Peoples Resource.” https://walkinginhermoccasins.org/wp-content/uploads/2018/02/Ojibwe-Teachings-The-7-Grandfathers-Anishnaabeg-BimaadiziwinAn-Ojibwe-Peoples-Resource.pdf Author Savindi Jinasena
Rita Pierson’s 2013 TED Talk “Every kid needs a champion” is one of my favourite talks by an educator. It has resonated with me so much because belief in a child matters more than we could ever understand. I also speak from experience because between the ages of 7-13, and I did not have any teachers who believed in me in Sri Lanka. The competition was prioritized over creativity and authenticity. Pierson mentions, “we rarely discuss the value and importance of human connection.” When I think about my Sri Lankan education experience, I think about the absence of connection. I never felt valued as a student, nor did I believe teachers cared for me. I had a conversation with my best friend about our school experiences in Grades 6-9. Now that we’re both 30-year-old women, it seemed like we were old enough to talk about our experiences. There’s still a cultural taboo of discussing educators in a negative light, despite there being truth to those experiences. We both talked about how isolated we felt in school and how teachers never noticed us. We also discussed the head Art teacher at our school, an institutional presence since my mom (old alumni) was at the school. This teacher was awful, and my best friend didn’t take art because of her. I discussed being a late bloomer and how I would not survive such a harsh competitive school environment. My talents as a student could not compete with those who excelled in sports, sciences, and math. There was no room for a child who got lost in stories, wanted to write stories and cared about learning history. In the TED talk, Pierson says, “you know, kids don’t learn from people they don’t like,” about a colleague who says, “they don’t pay me to like the kids.” There’s a part of me that is sad to say that I don’t think about my Sri Lankan educators fondly because I did not feel a connection or have a relationship with them. What stood out to me was when my best friend said the teachers we had were “indifferent” towards us. Both of us felt the teachers had no passion for what they taught or the students. There could be several reasons for this- substantial class sizes (40+ students), disagreeing with the curriculum, biases etc. Despite those early experiences, the one teacher who became a champion for me was my grade 8 homeroom teacher Mrs. Harold. She was my first teacher when I came to Canada in 2003, and I still keep in touch with her. She believed in me throughout my educational journey. Two years ago, she said to me, “why should students respect you if you’re not going to respect them,” and those words have stayed with me to this day. Students should feel they have someone in their corner, someone who believes in all their humanity and possibilities. For me, Mrs. Harold was that person, and I hope I can be someone like that in the future. References TEDtalksDirector. (2013, May 03). Every kid needs a champion | Rita Pierson. Retrieved November 30, 2020, from https://www.youtube.com/watch?v=SFnMTHhKdkw author Savindi Jinasena
"Kids prosper best with a broad curriculum that celebrates their various talents" (Robinson, 2013). Sir Ken Robinson has been one of my favourite educators since the discovery of his famous TED Talk "Do Schools Kill Creativity?". His TED Talk "How to Escape Education's Death Valley" is another favourite because it makes me think about my educational experience. Thinking about the discussions we've had in this class about curriculum, accessibility and pedagogy, I gravitate towards thinking about my own experience in two educational systems in two countries. In my own experience, I feel schools do kill creativity, but it happens in different ways. I've mentioned before that I've studied in Sri Lanka and Canada. Both countries have colonization by Britain in common, yet it feels like Canada has moved away from the British school system (i.e. the absence of O/Level and A/Level examinations). In contrast, Sri Lanka still has these examinations, which is a factor in determining a child's future. Robinson (2013) says, "Standardized tests have a place, but they should not be the dominant culture of education"; however, it is very much part of the dominant education culture in Sri Lanka. In Grade 5, children write an exam called the "scholarship" exam. It is an exam comprised of all subjects, and the higher the score you achieve, the better your chances are of getting into a better school. I can still remember the anxiety I felt about this exam at nine years old. When I look back, I'm astonished that society determines the intelligence and education options available to a child nine years of age. Furthermore, standardized testing-depending on how it's applied-O/Level exam results can determine if a student can pursue A/Level classes, which could decide their university acceptance. I do not know if EQAO testing can be categorized the same way grade 5 scholarship exams are in Sri Lanka, but the latter certainly does leave a portion of children behind. "Arts aren't important because they improve math scores. They're important because they speak to parts of children's' being which are otherwise untouched" (Robinson, 2013). In my school experience in Canada, I did feel I had teachers who cared about instilling a love of music and humanities. I would go far as to say that their passion and enthusiasm for their respective teaching areas inspired me to study History at University. However, I didn't feel that my creativity was specifically nurtured. Perhaps within doing summative assignments, it was, but not outside of that. So I think within the confines of curriculum, it was encouraged, but there wasn't room for it to grow outside of it. I feel my intellectual curiosity has been encouraged in university and Grad School, but how can we expand that further? How can we create a place within all areas of education to foster creativity? References TEDtalksDirector. (2013, May 10). How to escape education's death valley | Sir Ken Robinson. Retrieved December 01, 2020, from https://www.youtube.com/watch?v=wX78iKhInsc Author: Michelle Strutzenberger
Equity and access in online education, oppression – and trust Could the barriers to equity and access in online education be considered a manifestation of oppression, and, if so, how might Paulo Freire’s pedagogy of the oppressed offer a way forward? According to Freire, “an act is oppressive only when it prevents people from being more fully human” (p. 57). Do the blocks to equity and access in online education prevent people from becoming more fully human? While this blog cannot support a full response to this question, let’s say that the answer is yes. Let’s propose that equitable access to online education is in fact a fundamental element of freedom in today’s context. (Anecdotally, my experiences with students who have disabilities who have had to find a way to join online learning communities in order to continue their education during this pandemic could offer support for this perspective). So then how do we move towards liberation for all? Freire argues that the liberation of the oppressed must be led by the oppressed, but that certain members in the oppressor class may join the oppressed in their struggle and in fact play a fundamental role – so long as those making the shift constantly guard against damaging “false generosity” (p. 60). “A real humanist can be identified more by his trust in the people, which engages him in their struggle, than by a thousand actions in their favour without that trust” (Freire, p. 60). Regardless of how we identify ourselves, this quote by Freire offers a powerful way forward to fuller humanity for all: Do we trust the oppressed fully, completely, “to think, to want, and to know” (Freire, p. 60)? In the context of equity and access in online education, do we trust those facing barriers to lead the way to a fuller humanity for all of us? What might that trust look like? How do we begin today to live out that trust? And what could be possible as a result that isn’t possible now? References Freire, P., & Ramos, M. B. (1970). Pedagogy of the oppressed. New York: Seabury Press. Author: Michelle Lam
Language is Essential for Successful Integration Although integration is a contested and complex term which has been problematized as being too linear and simplistic and too emphasized on outcomes and measures (Guo 2015; Lam, 2018; Li, 2003), when defined broadly, integration means“ the ability to contribute, free of barriers, to every dimension of Canadian life, that is, economic, social, cultural, and political” (Shields, et al., 2016). This ‘ability to contribute’ is greatly impacted by language ability and the importance of language learning for both economic and social integration has been well documented (Derwing & Waugh, 2012). According to the Canadian Index of measuring integration, there are four major dimensions of integration: economic, social, civic Lam Journal of Rural and Community Development, 14, 1(2019) 77–9780 and democratic participation, and health (Jedwab et al., 2017). Although paths to integration are individual and complex, all four dimensions are greatly impacted by the level of language ability. This may be particularly noticeable in rural centres, where access to interpretation and translation services, as well as access to specific ethnocultural communities, may be limited or nonexistent. In these locations, language learning becomes essential. Positionality I do not approach this review abstractly, but as someone who has worked in rural settlement for over a decade. I have taught adult EAL through a rural settlement office, and over the years have seen the impacts that policy shifts have made on my students. Although I aim to present a critical engagement with literature related to rural settlement and the importance of language learning services, it is important to recognize that I speak as someone for whom the topics of this literature are keenly felt. For example, when discussing the necessity of foreign credential recognition, I instantly call to mind students for whom this has been a major barrier. Both challenges and strengths in rural areas are ones I have lived and experienced with students. References Lam.M. (Vol. 14, Nov. 1, 2019). Language Education for Newcomers in Rural Canada: Needs, Opportunities, and Innovations https://journals.brandonu.ca/jrcd/article/view/1596 Image: freepik.com Author: Michelle Strutzenberger
In my last post, I shared a recent story about my students who are blind finding a way to participate in an online learning space, thanks in large part to an echo of “yeses.” Necessary devices, funding, time, support, and motivation all created the conditions for the students to reach a place where they are now actively engaged in an equitable playing field (for the most part) with the rest of their peers in their class. It’s a feel-good story of generosity and possibility-thinking on the part of all involved, including the students. Today I want to add nuance to the story that may provide some insight into the larger question of shifting the narrative on equity and access in online spaces. As I mentioned earlier, my part in my students’ story was largely to help them learn how to use some of the digital tools. One afternoon I was working with them to troubleshoot some problems, and not once but several times, they revealed that they had already talked with friends and families with similar exceptionalities in different parts of the world and found solutions. So, in the end, they were teaching me about what they could do to access specific platforms as well as make their digital experience more in tune with what they wanted it to be. This small story hints at three considerations as we contemplate the larger question of enabling equity and access in online spaces: 1. Who already has the answers? (In the previous story, it was friends and family who also had exceptionalities and were further along the path in grappling with these same issues). 2. What if those we are trying to support were to take the lead in not only creating their own optimal online space experience but also providing insight into what others might want/need? 3. What if we focused on telling these stories, stories of achievement, and success regarding realizing equity and access in online spaces? How might the sharing of these stories support broader, systemic change? www.freepik.com Author: Rula Amer
What does inclusive teaching and learning online mean to you? “…ensuring that the different identities that are brought into the shared space–be it physical or virtual– are respected, addressed, incorporated, and celebrated. It focuses on facilitating the space needed for learning to be multi-dimensional, intentional, and critical. Inclusive teaching makes students feel seen and heard and allows them to think more critically about their interactions with each other and with faculty. It has multiple focus areas, including accessibility, bias awareness, and incorporating marginalized and underrepresented voices in conversations and curricula” – Haya Ghandour, Sophomore, SEAS; Undergraduate Student Consultant, CTL Students as Pedagogical Partners (SAPP) Initiative. Inclusive Teaching and Learning Online With the rapid shift to online learning, instructors can draw on principles of inclusive teaching to help students feel a sense of belonging, ensure they can access course materials, and support them in achieving learning goals. The current context calls for empathy and resilience on the part of both students and instructors. The following resource provides strategies for inclusive teaching online and is structured around the five principles of inclusive teaching as outlined in the Guide for Inclusive Teaching at Columbia. Principle 1: Establish and support a class climate that fosters belonging for all students. How can you create a positive online course climate for students in your live Zoom class sessions and your CourseWorks course site? How will you know the climate is supporting learning online? It is important to think about your learners, their prior experiences with online learning, and their needs. Transitioning a course online mid-semester provides an opportunity to check-in with your students and partner with them on creating a supportive online learning environment.
With a wealth of online resources available, consider ways to integrate relevant course materials that bring in diverse perspectives and examples. Encourage students to play an active role in sharing resources they find online and making connections across course content.
With the rush to online teaching and learning, accessibility should be at the forefront and not an afterthought. All students benefit from accessible content and opportunities to engage with course materials that set them up for success.
Provide multiple means of representation
Whether you are new to teaching online or a seasoned online instructor, taking time to reflect on your experiences, assumptions about your learners and online learning, in general, is critical to practice as it provides insights into small changes you can make to foster inclusive teaching and learning.
Resources: Columbia Center for Teaching and Learning. Inclusive Teaching Resources (includes MOOC, Guide, Accessibility resource) Columbia Center for Teaching and Learning. (2020). Asynchronous Learning Across Time Zones. Rice University. (2020). Inclusion, Equity, and Access While Teaching Remotely. Reflections on Teaching and Learning. The CTE Blog. Sathy, V. and Hogan, K. A. (2019). Want to Reach All of Your Students? Here’s How to Make Your Teaching More Inclusive. The Chronicle of Higher Education. CIRTL Network. (2020). Teaching Inclusively in the Online, Synchronous Classroom. Center for the Integration of Research, Teaching and Learning. Author: Michelle Strutzenberger
Author: Michelle Strutzenberger Six months since the pandemic restrictions forced my students and me to race up the steep virtual learning curve (perhaps it could be better described as a cliff), I would describe our online learning space as most definitely accessible and fair. Several of my students who are blind and visually impaired actively engage with (no, often lead) the rest of their English as a Second Language peers as we all wrestle together to make sense of this beast of a language – English. I realize that I must sound somewhat bold in suggesting that our class has indeed achieved equity and access to our online space. Do we have room to improve and grow? Of course. We’re not quite the utopian virtual reality. But if we define access in online learning spaces as having the ability to join and actively participate in the virtual learning community of our choice, and equity as the ability to participate in a way that is commensurate with our particular skills and strengths within that community, then I think I can be bold and say we’ve reached that mark with respect to our particular community of learners at this time. So how did we do it? I realize my title is rather convoluted, but I’m trying to make the same point that author and consultant Peter Block makes much better than I ever could in his delightfully titled book, The Answer to How is Yes. To summarize my answer, the achievement of an equitable and accessible online learning space happened in our case because the right people said yes at the right time:
Block offers a framework for supporting people to start with the questions of purpose, intentions and responsibility to move past blockages (pardon the pun) to personal and organizational achievement. I’m fascinated by how many people in the scenario I described above said “yes” without seeming to spend a lot of time examining their purpose, intentions and responsibility. This makes me wonder if a crisis, such as the pandemic, might sometimes make it easier for us to recognize and then act on our purpose and intentions and responsibility. Could it be that crisis sprays away the clogging gunk of “how” and gets right down to making what matters most - like enabling equity and access – possible now? Reference: Block, P. (2003). The answer to how is yes: Acting on what matters. San Francisco, CA: Berrett-Koehler. Image Credit: Tumisu from Pixabay |
USWe are a collective Group of Educators in many different fields, all completing (or have completed) a Masters of Education at Ontario Tech University in Oshawa, Ontario, Canada. we all have an interest in teaching and learning with equity in mind. Archives
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