The following reflection represents Kat Willhardt's analysis of this project for course EDTL5090.
What qualifies this action plan as an exemplar of equity and cultural responsiveness?
The action plan addresses a variety of identity issues, such as sex, race, economic status, and ability. Organizing groups to address and give input on equity issues will not only help the school in its revision to the handbook but also puts into place resources for future work on equity and cultural responsiveness.
What author(s) informed your approach to conceptualizing and developing this action plan?
A variety of authors were presented to help reshape thinking of the adults at this school site. Each step of the action plan provides a significant quote from an author to guide teachers away from their tendencies to re-enforce their bias and instead view race and other identities perspective as worth at the minimum considering and listening to.
Why will the audiences you have chosen find your plan of action to be equitable and culturally responsive? Consider multiple perspectives. Are you considering those who will be impacted by these actions, especially those who represent historically marginalized groups?
This action plan is equitable and culturally responsive because while the evidence is clear that the policy has many problems in many ways, it also acknowledges the predominantly white culture of the school. The current handbook is nearly as problematic as when the school made the news in 2017 for asking a cancer survivor to remove a pre-approved head covering that was related to her hair regrowth after chemotherapy. While there was an attempt to add "medical conditions or verified religious beliefs" to be more inclusive, the whole policy is fraught with inequitable practice -- such as requiring "verification" of one's religious beliefs. How, precisely, is that enforced? Hopefully with student input and education for adults, the school will move towards more inclusive practices. However, it is possible that the school could move the opposite direction and see the lack of enforcement of policies as a reason to "double down" on discipline instead of recognizing parts that are outdated or not relevant to the educational environment.
Despite great attention to detail, what concerns about the action plan remain?
While I hope the school is open to having conversations and to create groups committed to diversity, equity, and inclusion, I am concerned that there will be individuals who do not see these conversations as relevant toward development of our school culture. There are teachers who are unwilling to hear such discussions and absolute in their belief on certain DEI-related topics and will absolutely refuse to participate in any of this work even if it is presented by administration as part of professional development.
How does your understanding of diversity and identity (as well as various sociopolitical worldviews, i.e. social conservatism, liberal multiculturalism, and critical multiculturalism) impact the plan you’ve put forward? Cite the authors who have impacted your understanding as appropriate.
While I identify as a white cis-gender female I am able to relate to targeted policies towards females. For example, staff are told they must have their shoulders covered as this could be revealing and is not considered appropriate dress for work. However, this is a specific policy for women and is outdated. Sexualizing a female teacher that her shoulders could be a distraction is just one of the dress code policies for teachers that are inequitable. However, I am unable to relate to students who have social anxiety about their appearance or people of color who have hair that has different needs than my typically caucasion-textured hair. That is why the action plan does not assert the only correct steps forward are to remove the head covering policy, provide free do-rags or other head coverings to students for any reason without question in a solid school color that does not obstruct the front of the face from security cameras. While that may be my belief, others would argue this does not go far enough. The critical multiculturalist view recognizes that white people have had a dominant voice on how decisions are made and instead the ultimate decision should not be made by a mostly white staff and white administration about what people or color or other subordinate identities are allowed to wear (Vavrus, 2015).
Provide any other reflections you want to share on the action plan and your development as a culturally responsive educator.
When working within a school, state, or nation that may struggle to understand the importance of diversity, equity, and inclusion, any step forward is at least a step in the right direction. While people in subordinate identity groups such as people or color or women have been targeting and victimized by inequitable practice throughout history- and while one would think we are in a time and place where progress can be happening more quickly than it it- that unfortunately is not an accurate description of the world in this moment. While some states are moving backwards in policies that are outlawing discussion of identity, going against equitable policies like marriage for LGBTQ+ community members, and the explosion of groups working against intellectual freedom with impractical transparency laws and book banning, a school site that can make forward progress in a world that may seem to be spinning backwards should know that they are not only making schools a safe place for students but are saving lives- physically and emotionally, for a variety of different students.