Lab 7 Pre-Work: What's Your Story

In this workshop, participants will explore socio-cultural identity, systemic oppression, intersectionality, and microaggressions. We will reflect on our own experiences, the identities of our students, and how to embody cultural humility. 

Watch: Allegories on Race and Racism by Dr. Camara Jones

This video uses analogies and allegories to explore concepts linked to systemic oppression. Story is always a helpful tool to drive understanding, and the stories that Dr. Jones shares, are helpful in understanding the nuances around systemic racism. 

Watch: Danger of a Single Story by Chimamanda Ngozi Adichie

Stereotypes and assumptions can contribute to students feeling unwelcomed and not accepted in our educational spaces. This anecdotal video reminds us that everyone's individual story matters, that tokenism can be damaging, and that each of our students embody backgrounds and cultures that are unique and to be celebrated.

Creating a Safe and Brave Classroom:

Let’s think through some strategies that will support students in our classroom, and ourselves in moments when challenges occur linked to socio-cultural identity. 

1. Interpersonal: Think of a time when a challenge occurred linked to cultural difference or a misunderstanding (in your classroom or an educational setting), upon reflecting what would you do differently? What would you say or not say? Are there ways you would approach the challenges with cultural humility in mind?

2. Self: Share 1-2 strategies that you will use as a teaching artist to remind yourself of the impact of various Socio-cultural backgrounds and lived experiences in moments that difference arises.

As we conclude Lab 7, you're encouraged to journal and reflect on some or all of the following prompts:

1. Cultural Humility: What do you think cultural humility “looks like” or entails in your classroom and your teaching practice? 

2. Cultural Difference: What are the ways you could approach supporting students who have a different cultural/racial background to you? Name some strategies you have used to get to know your students, their backgrounds, family/home lives, and preferences.

3. Navigating Challenge and Nuance: When you are in conversation with a student who has a different socio-cultural identity to you, where you are in the “dominant”/privileged realm in relation to some parts of their identity, what strategies can you incorporate to ensure you are moving through challenging or sensitive conversations with cultural humility?

4. Life-long Learning: Understanding the backgrounds and cultures of our students, and the “blindspot” areas in our own lives linked to privilege is a life-long endeavor of learning. How do you plan on continuing to build on what you have been learning at TATI, especially as it relates to cultural humility and supporting all students in your classroom?