How can you teach diversity and inclusion more effectively?

O primeiro passo é olhar para si mesmo, entender suas próprias percepções sobre esses temas e como elas influenciam sua maneira de ensinar. Ferramentas de autorreflexão podem ser seus guias nessa jornada, ajudando a identificar suas forças e áreas que precisam de aprimoramento. Buscar feedback de colegas, mentores ou alunos é como abrir janelas para diferentes perspectivas. Ao fazer isso, você pode descobrir seus próprios preconceitos, suposições e pontos cegos, e trabalhar para superá-los. É um caminho para um ensino mais inclusivo e eficaz. - Autoavaliação da consciência sobre diversidade - Uso de ferramentas de autorreflexão - Busca de feedback para aprimoramento

We are bombarded by stereotypes and cultural tropes via societal norms and the media that create implicit biases that we may not have been aware of until taking one of the tests, such as Harvard's Implicit Association Test. As Maya Angelou said, "once you know better, do better." Each person needs to reflect on why they think a certain way about certain people and to then educate themselves to ensure they do not create or perpetuate harm. Educators especially need to be conscientious as their actions and words have a strong impact on those they teach.

A topic like this is incomplete without shining light on the case study of great American teacher Erin Gruwell. It's beautifully captured in Freedom Writers movie. 1. Context: In the early 90s when urban ghettos of Los Angeles were witnessing turbulence due to the illegal immigration of Hispanics, her unique teaching style of English helped retain at-risk students exposed to gun violence and gang war. 2. What she did: When she saw her class was divided into racial groups with deep hatred for each other, she took them to watch a movie called Schindler's List to teach about the Holocaust & why race should not drive friendships. 3. She gave books to read, took them to the museum, invited Jewish speakers, & encouraged daily diary writing.

As the teacher, you can mention what you will be soon teaching and offer the invitation to all students that if they'd liked to be involved in any part of the presentations, to come see you after class. It is never a good idea to pointedly ask a student to participate, as it is a. not their role to educate and b. might create uncomfortable feelings and c. perpetuates stereotypes. I joined a 2nd grade class to present on the different winter holidays. During each new holiday presented, without having suggested it, students excitedly asked if they sit in the front of the class and talk about how they celebrated it. Students thus learned about Yule, Kwanzaa, Hanukkah, and Advent from peers and were given the opportunity to make connections.

This is so important! Creating an inclusive space means a safe place. A place where all are invited to speak and all are heard. Practicing active listening skills with students makes for an inclusive classroom and engages students.

We've found that any time an important world event is ignored or an issue is brushed under the carpet, this creates far more confusion and issues that if we had addressed it head on. I think it's vital that students are given balanced perspectives on events but also given facts. Forming their old world views are important but this must come from an informed place. What we find is that teaching students how to find correct and unbiased information can often be very challenging. Critical thinkers don't get drawn in by hyperbolic news articles and posts online and can analyse well what they're reading.