Day 3 of the Equity and Inclusion Challenge
Today's question asks...
Who is obviously represented and welcome in the space?
Who is left out?
As I reflected on the environment, I noticed that our school has many inclusive places around the school and in our classrooms. There were sports games on offer, different fields to play on, tables to sit on, hallways to roam. There was even a very mixed-aged, mixed-genders group of students sitting in front of the office where people sit who don't have hats (We have a no hat - no play rule) and there were both those with and those without hats. The walls have the learner profile words (Thinker, Communicator, etc...) painted on the walls in many languages including: English, Spanish, Korean, and Chinese.
If the environment, in its structure was inclusive, was there evidence of exclusivity? The exclusivity was found in a way that was socially constructed. There were only boys playing four square at morning break time. The walk ways seemed to have more Girls that tended to walk and talk in same age, same class, same nationality groupings.
In class, those people that participate frequently segregate themselves from the non-eager participants.
What can we do to break down the socially constructed barriers?
Yours in passion for education,
Kate O'Connell
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