What is Neurodiversity? 

Caroline Miller

   “Neurodiversity" is the concept that there is natural variation in how people’s brains work, with no single “correct” way, and that a wide range of perceptions and responses to the world should be accepted and encouraged.”   Judy Singer, an Australian sociologist, introduced the term neurodiversity in the 1990's to fight stigma and promote equality and inclusion for "neurological minorities"- individuals whose brains work in atypical ways. These "minorities" include those who have autism, ADHD, learning differences and sensory processing challenges. She saw neurodiversity as a social justice movement to educate the public about the existence of individuals whose experience of the world differed from the majority based on their neurological differences.

 

      A  main goal of this movement is to recognize the strengths and benefits associated with this diversity.  Her argument that these variations should be viewed as normal neurological differences rather than deficits aligns with the asset-based model.  Being different is not the same as being broken.   Instead of seeing our neurodivergent students as “broken” and needing to be “fixed”, we should see them as different and needing to be supported. This approach focuses on what a student can do rather than what they can’t do. Neurodivergent students possess unique strengths such as creativity,  memorization skills, attention to detail,  and resilience.  With the appropriate support and accommodations in place, their differences can become their biggest strengths.   

 

Another goal of this movement is to create supportive, inclusive learning environments where neurodivergent students can thrive and reach their full potential. Traditional "one-size-fits-all" classrooms often overlook the needs of neurodivergent students, creating barriers to learning and emotional well-being.   It isn’t the student that needs to be fixed- it’s the classroom that needs to be fixed.  Instead of trying to change the student, we must change the environment to eliminate stressors and barriers like sensory overload, rigid rules and restrictive arrangements. 

Three areas where neurodivergent students tend to need help are behavioral issues,  executive functioning and social challenges.   Implementing supports such as visual aids, relaxation exercises, quiet spaces and movement breaks can help with emotional regulation.  When students do act out, acknowledging and validating their feelings will help them feel safe and supported,  which is essential for them to de-escalate and regain control.  Staff can then help problem solve effective ways to cope with strong feelings. Checklists, planners, and timers can help students who have difficulty with transitions, organization and time management.  Incorporating social stories, lunch bunch groups and  regular staff check-ins helps students navigate social situations, build friendships and feel a sense of belonging. 

This topic resonates with me as both as school nurse and a parent. When my Maddie first started school, she was placed in the "inclusion" classroom. I had no idea what that even meant other than having additional support staff available. It amazes me that I knew so little about something so important. Her early friendships were with children she met in that classroom, most of them falling under the umbrella of neurodiversity. Those friendships brought parents together, creating friendships and a network with shared knowledge. Over the years, I have witnessed the various supports, classroom adaptations and differentiated instruction provided to these children who will soon be moving on to high school. I am happy to say they are all exceling academically and socially! As a school nurse, I watch our staff work tirelessly day in and day out "fixing" the environment, taking down barriers and ensuring all students are included. I am in awe of these amazing people as well as the dedication and grace they show in taking on the daily challenge to support our neurodiverse students. Despite how physically and emotionally demanding this can be, they do the hard work so their students don't have to, enabling them to focus on learning.

How to Create a Neurodiversity-Affirming Classroom

    I enjoyed this TEDx Talk "Challenging Our Disordered Thinking about Neurodiversity" presented by Professor Sarah Verdon, PhD, a speech language pathologist, early childhood researcher and neurodiversity advocate ...I hope you do too!

While thinking about how we can fix schools to support our neurodiverse students, I wondered how 

we could also support our neurodivergent teachers. 

https://www.cultofpedagogy.com/neurodivergent-teachers/

 Kicking Ice Out of Our Schools and Communities

Now Is the Time to Defend Our Students: LA Educators vs. ICE 

by Maya Suzuki Daniels and Elijah Chiland

Recipes for Resistance: Students, Families, and Teachers Confront ICE Through Community  by Ross Irons

The introduction to this issue begins by telling the story of Silverio Villegas-Gonzalez, who soon after dropping his two young children off to school,  was fatally shot in his attempt to flee ICE agents.  While the government has long treated immigration as a “security issue rather than human one”, these tragic incidents, raids and family separations have created a ripple effect of fear in our youth.  Students are coming “to school carrying emergency plans in their backpacks and worries in their hearts” prompting educators to step up as frontline advocates. 

     The two articles I read in this issue highlighted how educators have joined the resistance to ensure the safety and well-being of students and their families during this time of crisis by organizing community safety patrols, grocery deliveries and connecting families through emergency chains. A movement intended to instill fear and tear families apart has actually created community solidarity and strengthened bonds. This connects with Alan Johnson's theory on power and privilege. Unearned entitlements such as feeling safe in public areas is a basic human right that everyone should have. “Students need to feel safe- physically and emotionally-  to learn, and ICE’s presence in our communities destroys that sense of safety”.  Schools should be a sanctuary ensuring all students, not only those with privilege, feel safe. These educators are refusing to remain silent bystanders and despite the risks have chosen the path of greater resistance to protect their students.

  The first article,  Now Is the Time to Defend Our Students: LA Educators vs. ICE tells the story of teachers who at the start of summer organized the Harbor Area Peace Patrol, a community watch that made daily rounds through the neighborhood looking for signs of immigration enforcement at local parks, grocery stores, and community centers. Once school returned to session, teachers signed up for morning and after-school patrols to ensure safety of students traveling to and from school.  This group provided additional support through the  “Revolutionary Mutual Cart.’” a program set up to raise funds to purchase and deliver groceries to  families who had members abducted by ICE, as well as those who were afraid to go to work for fear of being abducted. The article ended with this quote:

 “La maestra luchando también está enseñando — the teacher who is fighting is also teaching.”

The second article I read was  “Recipes for Resistance: Students, Families, and Teachers Confront ICE Through Community“.  Teachers wanted to find a way to connect with families targeted by ICE so decided to host a cooking night exclusively in Spanish. This event was intended not only to provide information and resources but also to create a joyful space where families could unite and honor their culture during this time of crisis.  After enjoying  time  preparing salsa together, they shared their fears and experiences with one another.  The evening was a success and ended with families exchanging phone numbers and offering assistance from family members and friends who could walk children to and from school when ICE was seen in the area.   Before leaving they were added to a group chat where other parents, teachers, and administrators shared information on ICE movements and resources and were also given a  “Know Your Rights” informational pamphlet for further guidance.

I have a student who carries the weight of the world on his shoulders. He is the  oldest of four children and  I suspect he has a great deal of responsibility at home. He is a sensitive child who is full of worry.  A couple months ago he came to see me with tummy troubles. He is lactose intolerant so this was not an unusual complaint but I sensed something was bothering him.  I could see the worry in his eyes and wondered if his physical complaint was actually anxiety related.   After speaking with him a few minutes, he became tearful and shared he was afraid of ICE coming to get him and his family.  He believed that they were at his house because someone knocked on the door and his parents told the children to be quiet and did not answer. He said they knocked once more before leaving. I tried to reassure him the best I could and called in the social worker for back up since she already works with this student. She followed up with the Principal and later told me they were unaware of any specific threat to the family.   To date, this is the only student who has expressed these fears.  We discussed the effects this is having on children causing them to feel unsafe, as well as the need to provide additional support to students and families.  I have attached a link with guidance on talking to children about ICE that I think may be helpful.

https://melindawmoyer.substack.com/p/how-to-talk-to-kids-about-ice-and

https://rethinkingschools.org/articles/now-is-the-time-to-defend-our-students/

https://rethinkingschools.org/articles/recipes-for-resistance/

Rethinking Schools- Volume 39, No 2

Table Talk: An IEP Meeting- from the Other Side

Anne Smith

In this article Anne Smith, a teacher of color, shares a personal account of the systemic challenges and racial bias she experienced while attending an  IEP meeting as a parent.   She makes the argument that the IEP process creates a false illusion of inclusivity to meet legal mandates.  She illustrates this through symbolism and metaphors describing the reality of the experience as being one-sided with predetermined outcomes supporting Lisa Delpit's theory.  This reading stirred so many emotions within me about my own experiences from both sides of the IEP table. 

I remember when my youngest daughter Maddie transitioned from Early Intervention into preschool (public).  My husband and I were surprised to learn she would be in a "special ed" classroom.  I was already very resistant to her attending PreK as I was working second shift and this would take away from our time together during the day.  I actually cried during the IEP meeting and it took much convincing on their part for me to agree with their plan. They even offered a compromise to help me through this difficult transition- instead of five days a week, Maddie would go to school three days.  I am grateful to those who advocated for her during my period of obliviousness.   Maddie also had social-emotional challenges.  She didn’t exhibit what might be called “bad behaviors” but she struggled with emotional regulation, transitioning, etc.-needs that were addressed in her IEP.   At some point nearing the end of kindergarten, the social-emotional piece was removed from her IEP, despite frequent (DAILY) crying episodes.  This was not directly communicated to us and we were completely unaware of this change or what it would mean.  During that meeting they spoke of how bright Maddie was (the only thing my husband heard) and as a result,  she was being moved out of the “inclusion class” for first grade.  Her teacher also recommended that we focus on helping our five year old become more "mature" over the summer.  

Just a few weeks into that next school year,  there were very noticeable changes in Maddie. A child who always enjoyed school and being with other children suddenly spent each morning in tears on the way to school.   Her teacher had a very strict demeanor and frequently yelled which was very upsetting to her. We only became aware of this through parents of other classmates. Maddie never said a word and it wasn’t until much later that we learned each time Maddie cried, instead of being provided with support, she would receive a penalty on the behavior chart.  In the teacher's defense, I think she was overwhelmed by the number of students in the classroom and the lack of support.  We reached out to the Principal who informed us that the school was unable to provide any services since this was not part of her IEP and advised us to seek outside counseling, which we did.  Maddie was diagnosed with generalized anxiety disorder and social anxiety. There was also concern for ADHD which would not be diagnosed until a few years later. Even with all the necessary documentation, she was still denied services since she was performing well academically.  While all this was happening, we were notified they would be discontinuing speech therapy at the end of the year and she would no longer be eligible for an IEP.  In a turn of events, her teacher advocated strongly for her, recommending she continue speech and suggesting she would greatly benefit from social-emotional intervention. She was insistent that if these needs were not addressed, in time they would impact her academically.  Her words fell on deaf ears.

Neither my husband nor I had any understanding of the IEP process and it was challenging to find resources to provide us with information on how to navigate that process.  I was not prepared for the battle ahead.  I fought with everyone-  the principal, the speech therapist, the psychologist and the head of special ed.  I was called “hostile” as my husband held a firm hand on my leg to prevent me from jumping over the table and strangling someone!   I could not understand how a system that was adamant she receive services when I believed she didn’t need them now refused to provide services that she clearly did need.  Despite feeling defeated, I continued the battle. Maddie was eventually granted a 504 plan and allowed one more year of speech.  Thankfully that Principal was transferred to another school the following year. She has had three different principals since then who have all been very supportive and in agreement with her need for a 504 plan.  However, she will soon be starting high school where once again we will be encountering that same principal who is now an assistant principal at that school.  I am already bracing myself.

Anne Smith expressed feeling overwhelmed and intimidated at the start of the meeting, describing how the large table had been arranged so that she was “surrounded by experts” symbolizing the systemic power imbalance.  She noted how the team members appeared disinterested and were just “going through the motions” of a meeting that was clearly a formality with a predetermined outcome. She considered how they viewed her through a stereotypical lens- only seeing a "disheveled, overweight, single, late black woman” unaware of her professional background and her understanding of the IEP process.  Her input was not welcome nor was her expertise valued. She was treated like an outsider rather than a collaborative partner. They didn’t see her seven year old child as a person either.  They only saw him as a statistic, defining him based on a file detailing his traumatic past. Using a deficit-based approach, they failed to consider his strengths and were ready to write him off, ignoring his future potential. 

The author felt defeated despite having “jumped through every hoop” and providing all the necessary documentation.  She used the metaphor of being a “piece of pepper expected to drown in a sea of salt" forced to remain passive and silent as a marginalized parent, thereby maintaining the culture of power.   The fate of her child had already been decided by those in power-  experts who believed they knew what was best for “other people’s children”.  However, she had an advantage that many do not.  Being a professional educator herself, she had knowledge of the codes of power, the language, the system and the process.   With this knowledge and her "Annecestors" -the inner strength she drew upon- she was able to find her voice. Understanding the rules of the game enabled her to "lean in", reclaim her power and demand the services they were legally required to provide to her son.

This experience prompted her to reflect on the many times she attended IEP meetings as an educator seated at her usual place on the other side of the table. She wondered how she herself may have caused someone to feel their voice didn’t matter.  Having this new perspective reminded her of something very important-  “As many stakeholders may be at the table, the person with the largest stake is simply a parent trying to do what’s best for a child.”

This personal narrative exemplifies Lisa Delpit's theories regarding culture of power and the silenced dialogue. It also describes a very negative experience much like the one we had with that awful principal.  I have also witnessed instances where an IEP or 504 plan should have been offered but was not, placing the responsibility on the parent to request a meeting- a process they can not initiate if they don't even know it exists.

It is my firm belief that no one should go into an IEP meeting feeling they are entering a battleground with the expectation they remain silent and powerless otherwise be perceived as hostile because they are advocating for their child.  Based on the positive experiences I have had with other principals, and IEP and 504 meetings where I sat across from the parent in my role as a school nurse,  I would like to believe that these are isolated occurrences but I know better.  The reality is unconscious bias, deficit-based thinking and a culture of power exist even in the best of schools and those with the least power are at the mercy of the dominant members of the education system.

https://rethinkingschools.org/articles/table-talk-an-iep-meeting-from-the-other-side/

IEP guidelines:  

https://www.ed.gov/sites/ed/files/parents/needs/speced/iepguide/iepguide.pdf

Teach Out Project Proposal

CHOOSE A TEXT:

Review your whole blog to remind yourself about what we have read so far in class. What texts have stayed with you so far? What articles inspire you?  What topic matters most to you in terms of your own work? Are there any of these texts that you would like to share with others in your life? 

Two texts that have stayed with me are:

“Colorblindness is the New Racism”

Margalynne Armstrong & Stepanie Wildman

    Colorblindness is said to be the new racism- being color blind is believing we are all the same.  We are not. We are not all granted the same privilege or treated the same and ignoring that makes it harder to address.  When we claim we do not notice race, we are not denying prejudice or promoting equality, instead we are making the reality of racial discrimination invisible.  This mindset may be well-intended or inadvertent, but in failing to see race, we dismiss the cultural identities and erase the lived experience of people of color.  In doing this, we also ignore the unique struggles others continue to face.  Being color brave means not being afraid to “notice your race and the race of others around you” and acknowledging that race really does matter. Having “color insight” or being color brave is being aware of the unfair advantages and unearned privilege of being white.  It is about realizing and admitting that racism still exists and that one’s identity and cultural background directly impacts how they are perceived and treated. Once we acknowledge these differences, we can shift from being part of the problem and start being part of the solution.  Colorblindness arises from not only wanting to be seen as a good person but also the discomfort of having difficult conversations about race and tension this may create.  However, by choosing to remain silent or neutral we are actually supporting an unfair system.  Real change can only happen when we are brave enough to name the problem and speak up to challenge the system.

    This text along with Mellody Hobson's TED talk "Color Blind or Color Brave" was a real eye-opener for me. At first, I didn't get it. It was hard for me to understand that my way of thinking was wrong and to recognize that racism still exists on so many levels. I was not looking at society as a whole or even the fact that I had certain advantages being white. Despite having this new awareness, I think these conversations may still be difficult for me but I will not avoid them. Michele had made a comment on my post encouraging me to "lean in with questions and listen more than speak" . I am also glad that I was able to have a conversation with my cousin who is bi-racial.- a conversation that I am fairly certain would have never taken place if not for this class.

Shifting the Paradigm from Deficit Oriented Schools to Asset-Based Models:

Why Leaders Need to Promote an Asset Orientation in Our Schools

Shannon Renkley & Katherine Bertolini

  The deficit-based model of education focuses on perceived “deficiencies” or what astudent cannot do instead of their strengths and skills. This model assumes that all

students learn the same way at the same time.  When a student does not perform well

academically,  it is thought to be due to lack of ability or a lack of effort.  This can lead

to mislabeling.  I thought about how we use a deficit based model in the nursing world

as well.  Our nursing care plans tend to focus on patient weaknesses:  Self-Care Deficit,

Knowledge Deficit etc. The asset -based model focuses on student strengths, talents and

abilities rather than weaknesses creating a positive learning environment that values

diversity and experience.   Cultural backgrounds, experiences and language are

considered positive attributes or assets to be built upon rather than barriers to learning.  

For example, a student who comes from a non- English speaking home would be

recognized as a multilingual learner rather than a student having a language barrier.

Using an asset based approach focuses on student strengths, talents and abilities rather

than weaknesses creating a positive learning environment that values diversity and

experience. 

        This text also spoke of the importance of family and community involvement as

well as the forty developmental assets.  I was at first surprised to learn that studies over

the last thirty five years have consistently shown the greatest decline occurred during

middle school years This made me reflect on classmates that attended school with me. 

Our elementary school provided a great deal of support to the students.  For some, that

was probably their only source of support.  I thought about  how some of those kids may

have become lost leading them to choose different life paths when they no longer had

that positive influence. I worry about some of the students at my school and what will

happen when they move on to middle school, losing the support of our school.

    

WHO DO YOU WANT TO SHARE WITH?

Are there people in your life with whom you would really like to talk about these texts? Colleagues? Students? Family members? Friends? Children?

    I would like to share the text "Colorblindness is the New Racism" with my adult daughter who is an educator and also a mother. Since she teaches at a high school with a diverse population, it will be interesting to discuss ways to adapt lessons with consideration to different cultural backgrounds. I know that she has not yet discussed race with her own children. I think this would be a perfect starting point to begin teaching my grandchildren about race and noticing differences. Since I always taught both my children to not see color, I plan to also extend this Teach Out to my youngest as well, but for this project I will be focusing on my adult daughter.

WHAT FORMAT MIGHT WORK FOR YOU?

Individual interview? Small group discussion? Art activity? Professional development workshop? Poster for your office? Pamphlet to share? Lesson plan? Etc?

    The format that would work best for me is discussion. I plan to meet with my daughter at her home (My son-in-law will take the kids for ice cream). I think having a quiet environment will be more conducive for a teach out. We'll read the text and watch the TED talk together. After this we'll discuss the key points. We will share our thoughts and perspectives. We will then brainstorm how we can improve our current practice and ways that we can apply this to real life situations: in our educational settings as well as home life. I also found a couple videos about racism that are age appropriate. As I stated, I think this conversation will be a good starting point to begin teaching my grandchildren about race and noticing differences.

 RI Laws and Policy/PPSD Policy

The purpose of  RIDE Guidance is to ensure an educational environment that is safe and free from discrimination for all students, regardless of sex, sexual orientation, gender identity, or gender expression. It provides guidance to RI schools with specific provisions for non-gender conforming students regarding usage of names and pronouns, privacy and confidentialiy, restroom and locker room access, dress codes, gender-based activities and staff education.

After reading through the Providence Schools Policy,  I searched but was unable to find a policy on my district website specifically pertaining to Trangender and Non Binary Individuals.  Since I was not at work and seeing as it was close to dismissal time, I decided to call my daughter’s school instead to ask if there was one.  I quickly regretted this decision.  As usual, I first identified myself to the person answering as “Madison Silva’s mom!”  I then asked if either the Principal or Assistant Principal (that I know) might be able to confirm if we had a policy and if so, where I could find it.   I was met with SILENCE.  I don't know who answered the phone, but for some reason I felt the need to clarify that I was not calling as a parent.  I explained that I work in the district as a nurse and that it was something I was asking about for a school assignment. I was told they would connect me to the other assistant principal who is new in the position and someone I have never met.  The phone disconnected.  I called back again because I really wanted to be certain they understood that I wasn’t calling as a parent and furthermore, to assure them I wasn't calling to make a complaint.  I was told she was looking for the policy.  Whoever it was I spoke with returned and directed me to RIDE.  This experience made me feel a little uncomfortable.  I think it all began when my question was answered with silence.  I wondered how I would feel if I had been calling as a parent with a concern and was met with that same silence.  

 

Queering Our Schools

This reading told the story of Sasha Fleischman, a sixteen year old agender youth, whose skirt was set on fire and was seriously burned.  I looked further into this incident that resulted in Sasha having to undergo three surgeries and spending three weeks in a burn unit.  I was impressed by the grace shown for the boy who committed this horrible act, requesting he not be tried as an adult, describing his actions as being that of a "dumb teen" and advocating for more education.   I will also admit that I had trouble writing this short summary.  I was unsure what agender meant and assuming it was the same as non-binary, I believed that I could use the pronouns they/them.  Then I noticed that there were no pronouns used in this text-  only Sasha’s name. 

As someone who remembers faces but has difficulty remembering names, remembering pronouns is even more difficult for me.  Had I used they/them,  I worry that I may have unintentionally been dispectful or insensitive, something that causes me concern.  Before deciding to become a school nurse, I subbed in another district.  I remember covering one school for the afternoon and during my five minute orientation, I was cautioned about a specific transgender student.  I was told that a school nurse had used the incorrect pronoun when calling home to the parent which led to a discrimination complaint.  Apparently this nurse had known the student for several years prior to changing their gender identity and it was merely a “slip”... such an easy mistake to make but there were grave repercussions. 

This takes me back to my earlier comment this semester about my fear of saying the wrong thing or using the wrong language.  Anyone who knows me will tell you I don’t care what you call me.  If someone calls me by the wrong name, I will often let it slide so as not to draw attention to their error, especially if it isn't important for them to know my name.  However,  I do care deeply about maintaining my feminine pronouns and even more importantly, my title of “mother”.  To me, those things make up a bigger part of my identity than my name.  I have been “she” my whole life and “Mom” for almost thirty seven years.  While I understand the intent behind shifting to gender neutral descriptors to ensure inclusion, it feels like an erasure of my personal identity.  I often question if it is possible to be truly inclusive without being exclusive of others. 

Having said all this, I want to be clear that I believe everyone should have the freedom to be true to oneself when it comes to gender and sexuality and be ensured a safe and supportive environment.  Despite sometimes using the wrong terms, ensuring these rights and freedoms has always been important to me not only because of personal connections within my own family but also in my role as a nurse.  I have witnessed first hand the devastating impact and psychological toll this has had on patients who were denied the right to be themselves.  The Guidance for Rhode Island Schools on Transgender and Gender Nonconforming Students references the Journal of Adolescent Health (2015) report that transgender youth were more likely to report depression, anxiety, suicide attempts and self harm activities than students who were not transgender.  In my experience,  I can attest to these mental health challenges persisting throughout my patients’ adult lives.   It is my hope that in my role as a school nurse, I can provide a safe and welcoming environment to support my students and prevent them from experiencing that same emotional distress.  I have included a link for an interview with a trangender student sharing thoughts in response to a 2023 CDC report examining trangender identity in students and the social outcomes.

During my four years working as an elementary school nurse, I have only had one student who appeared to be navigating their identity.  While I was never formally notified by the school or parent, a staff member shared that the student experienced some changes the previous year that indicated she may have been struggling with her identity.  The record did not list a preferred name and when I called home on several occasions, the parent used female pronouns. The student never disclosed her feelings to me but used the health office bathroom exclusively and visited the office frequently, leading me to believe she felt it was a safe haven. 

In my district, school nurses teach the 5th grade growth and development class.  We are required to follow the district approved curriculum- an education program provided through Procter & Gamble.  These videos assume that all students identify as cisgender and come from two-parent heterosexual households.  I send home the usual letters to families beforehand indicating that classes are taught separately to boys and girls and also provide them with links to the specific videos that students will be watching.   I always encourage families to call me with any questions or concerns. They are also given the opportunity to sign and return the form should they decide to opt out.

Reflecting on my call to the school earlier today,  I wonder if I  reached the wrong person or if the timing was a factor.  However, the interaction does not align with my belief that  this school is committed to providing a supportive and inclusive environment.  There is the GSA club which is for the LGBTQ+ community and friends.  Some teachers' classrooms display Pride flags and posters.  My daughter has always spoken of there being a zero tolerance policy against bullying and how teachers are protective of students.   She believes this is because they are mostly Democrats!  

https://www.youtube.com/watch?v=U2Zj5NvcT7g

https://www.cdc.gov/healthy-youth/lgbtq-youth/health-disparities-among-lgbtq-youth.html

 The Broken Bridge:  When Silence Replaces Dialogue in Education

The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children

Lisa Delpit

Argument Statement

In The Silenced Dialogue, author Lisa Delpit introduces the culture of power framework explaining how students from middle-class homes have an academic advantage possessing knowledge of the unspoken rules and behavioral expectations valued by dominant institutions. She argues that students from marginalized backgrounds must be taught the cultural codes of power and the essential skills necessary to navigate dominant society and achieve both academic and professional success.  She advocates for input from teachers of diverse cultural backgrounds, emphasizing their invaluable knowledge and experience, essential for understanding students’ cultural needs and creating inclusive classrooms.  

Talking Points

The Broken Bridge:  When Silence Replaces Dialogue in Education

  The author addresses the communication breakdown between white and nonwhite educators resulting in poor collaboration, failure to meet diverse student needs and the perpetuation of systemic inequality.  She shares stories with common themes of educators feeling dismissed and frustrated by not being heard by their white colleagues. These interactions suggest a disregard for perspectives based on cultural knowledge and experience. When white educators resist invaluable input, believing "they know what’s best for everybody, for everybody’s children" it sustains unequal power structures. This leads non-white educators to give up and withdraw causing “dialogue to be silenced”.  As a result white educators mistakenly believe that their colleagues of color did ultimately agree with their logic because “After all, they stopped disagreeing, didn’t they”? This assumption creates a false sense of unity that fails to recognize and address the cultural differences and individual challenges experienced by marginalized students. 

    This reading prompted me to reflect on my own educational experiences through a lens I had never used before, making me aware of my own oblivious privilege. I have just now realized that despite attending schools in areas that served a diverse group of students, neither I nor my daughters ever had a non-white teacher throughout our school years. The only exceptions to this were Mrs. Watson, the beloved preschool teacher of my younger brother, and Mr. M, a short-term substitute for my daughter- both holding positions that denied them systemic power to influence the curriculum or change the status quo. It is shocking to me that I never noticed this misrepresentation or found it unusual but as a member of dominant society, this was my "normal". It is saddening to think that my classmates from marginalized groups never had that same privilege of normalcy.

“My kids know how to be black- you all teach them how to be successful in the white man’s world.” 

 The author introduces the concept of "culture of power"- the dominant rules or norms  in our educational system that value and determine a student's success.  It is noted that students from middle class homes tend to do better in school than those from non-middle class homes because the culture in school aligns with the culture of middle and upper class students.  Being born into a dominant culture ensures knowledge and understanding of the unspoken rules related to linguistic forms, communicative strategies and presentation.  The assumption that all students have equal knowledge of institutional codes and academic expectations disadvantages marginalized students and sets them up for failure.  Failure to acknowledge these rules not being learned at home maintains the status quo and reinforces systemic inequality.  Academic achievements of students who possess high social capital are attributed to their own personal merit without consideration of their privilege and  unearned advantage.  Conversely, students from marginalized communities are often viewed through a deficit lens and labeled “at risk” and  in need of remedial instruction.  Failing to use an asset-based approach overlooks individual strengths and cultural diversity, creating barriers to education which may limit future opportunities.  Educators have a responsibility to teach and ensure all students have the knowledge and necessary tools to navigate the structural system.  One of the challenges students face is the conflicting communication styles between home and school causing confusion about expected behaviors.   It is suggested that well-meaning liberal educators who use progressive education strategies, such as indirect requests and veiled commands,  can be detrimental by failing to ensure understanding of expectations resulting in compliance and adherence to the rules.  This parent’s response to reports of misbehavior  “If you just tell them what to do, they’ll do it…I tell them at home that they have to listen to what you say.”  further reinforces how explicit instruction enables students to master institutional norms and access social capital leading to academic and future success. 

Navigating the Code of Language

“Children have the right to their own language, their own culture.  We must fight cultural hegemony and fight the system by insisting that children be allowed to express themselves in their own language style.  It is not they, the children, who must change, but the schools.  To push students to do anything else is repressive and reactionary.”

The author explains how the educational system values the dominant language code of   “Standard” or “Formal” English as the norm for academic achievement and professional success.  Students who speak Formal English are viewed more favorably and perceived as intelligent and competent, positioning them closer to power.  Marginalized students are often judged more harshly and thought to be less intelligent simply because their language does not align with the dominant standard.  These linguistic differences are often considered deficiencies rather than being recognized as valuable cultural assets.  

Although she believes all students should learn the dominant language  in order to navigate social institutions, she also advocates for the preservation of cultural identity through the maintenance of home language.  She shares examples of  students who struggled academically because they were not taught these dominant language codes.  She suggests  this lack of teaching may be related to poor instruction,  unconscious bias or fear of appearing culturally insensitive.   However, failure to teach this valuable information can have lasting negative consequences, creating barriers and limiting access to social capital and power.  Conversely, if students perceive  their culture and home language is not valued, they may feel inferior and begin to question their intelligence and self worth.  These feelings of inadequacy and self doubt may lead students to withdraw socially and academically, limiting their potential for future opportunities and success.  Educators can better support these students by teaching the dominant language code as an additional tool, while affirming the value of  their linguistic and cultural backgrounds.  This approach will empower students to feel comfortable using Formal English when necessary without feeling pressured to abandon their culture, home language and personal identity in order to succeed academically and conform to societal demands.

The recent public reaction to Providence Police Chief Oscar Perez demonstrates how language can unfairly influence perception of authority and competence. Despite his qualifications and leadership ability, criticism of his accent overshadowed his professional accomplishments. This is relective of the socieatal bias that equates Formal English with intelligence, worth and professionalism. The same bias is present in schools where students whose language does not align with the standard norm are often perceived as less capable. This mindset perpetuates inequality based on language and access to codes of power.

https://rikidscount.org/wp-content/uploads/2024/04/racial-and-ethnic-disparities-in-k-16-education-jan-2023.pdf

https://www.edutopia.org/video/why-teachers-color-matter-students-color-succeed/