Communities of Equality and Diversity
By Jean Mathwig
After watching the new documentary “Teaching Empathy,” I wanted to know more about the social justice movement in education. I rounded up educators Linda Christensen and Tony Fenwick, two of the teachers featured in the movie, for a round table discussion. We talked about their motivation for centering their curriculum on social justice and how they structure their classrooms to promote equality.
JM: Thank you so much for being here. So when did it “click” for you that social justice should be at the forefront of your teaching?
LC: Well, one day in class we were talking about racism, and one of my white students said, “You know, racism is over, that was the sixties.” One of his classmates, an African American boy, started shaking his head, so I asked him to share. He told the class that last week he had been pulled over while driving his father’s BMW. The cops cuffed him, slammed him down on the hood of the car while questioning him, all because they couldn’t believe an African American boy could be driving such a nice car. Inequality is still very prevalent in our world. We aren’t just reading about it, we are living it.
TF: I had a similar realization after repeatedly seeing some of the LGBT students in my school be bullied year after year. Did you know in England, where I’m from, 87% of teachers have seen an individual bullied because of his or her sexual orientation? And 95% of teachers have witnessed homophobia in their classrooms. So even people who are not bullies often have preconceived notions about a broad group of people. Intolerance seems like a thing of the past, but there are always outsiders who are made to feel unequal. It’s not just about race, it’s about disability, gender, faith, sexual orientation, even age.
JM: I think most teachers would agree that there are inequalities in the classroom. So what is the next natural step after this realization?
LC: For me, I wanted to create a community in my classroom based on equality. We’re working to create a different kind of society, and so part of envisioning that kind of society that I want to live in is how do I create that in a classroom so students can feel it, for at least fifty minutes a day for a year?
TF: I would also say that the next step is creating a community, a community where all my students will feel safe to be themselves, whether homosexual, Muslim, African American, white, or straight.
LC: I agree. I want my students to feel safe to totally be themselves, to take off the mask without fear of judgment. You know, a lot of teachers say, “I don’t see color.” But in my classroom, we see and celebrate color and diversity. I consider myself “antiracist” rather than “colorblind,” because our colors are precisely what make us so special! Students have these funds of knowledge that stem from their sociocultural background and unique life experiences, and I bring these to the center of my classroom instead of pretending we are all the same.
JM: How do we create this community? What does it look like? Paint me a picture.
LC: It looks different every day. But some things stay the same. To promote a community that is equal but still celebrates differences, I have my students sit in a circle, which makes everyone part of the group. Everyone has a chance to speak, and everyone’s voices are heard. We are kind in our comments to each other, even when we have differing opinions.
TF: My focus is eradiating and challenging negative stereotypes that fuel prejudice and discrimination, particularly about gay, lesbian, bisexual and transgendered people. I try and do this through my lessons, through weaving these people into the tapestry of society, through making homosexuality normal. I invite discussion and try to raise awareness. I point out people from history that were homosexuals. This may make some people uncomfortable, but by not informing them we are feeding the homophobia. Finally, I include real people in our discussion. Students need to see and hear the diversity of the community through the adults around them, so I invite LGBT community members into the classroom to discuss these hard issues with my pupils. As LGBT issues become a normal part of the classroom, the prejudice and the preconceived notions begin to subside.
JM: What is the role of the teacher in your social justice classrooms?
LC: If I want an equal, democratic society, I must demonstrate that in my classroom. I sit in the circle with my students and we all contribute as equals. I am not some all-powerful, all-knowing dictator. I don’t have all the answers and I don’t care if students know that. I am also honest about my past: things I've struggled with, hard times I've had. It's refreshing for my students to see me as a person with my own problems and experiences.
TF: Teachers are role models to their students. If we aren’t being ourselves, then what sort of role model are we being? Homosexual teachers are encouraged to stay in the closet, and many do. But schools cannot send messages of inclusion to their students if they insist that the identity of their staff is unreal. The teacher’s role is to be himself with his students. If I take off my mask, I will encourage students to take off their masks, creating the kind of community I strive for.
JM: What one piece of advice would you give to teachers striving to promote community and equality in their classroom?
LC: Celebrate the diversity that naturally exists in your classroom. I will say it again: if you don’t see color then you don’t see the students who are there. I believe students need to feel that I understand their culture and their background, and not only understand it but that I am giving place for that to be in the room. Don’t get so caught up on equality that you miss the beautiful diversity of your students.
TF: Equality is not just about controlling bullies. Don’t feel satisfied at stopping there. Through your lessons, don’t simply normalize homosexuality (or any “outside” group), but take it a step further. Teach students to celebrate diversity, not just tolerate it.
JM: “Teaching Empathy” is out in theaters right now. Ms. Christensen, Mr. Fenwick, thank you for taking the time to be here. I feel very honored and inspired.
LC: My pleasure.
TF: Thank you.
By Jean Mathwig
After watching the new documentary “Teaching Empathy,” I wanted to know more about the social justice movement in education. I rounded up educators Linda Christensen and Tony Fenwick, two of the teachers featured in the movie, for a round table discussion. We talked about their motivation for centering their curriculum on social justice and how they structure their classrooms to promote equality.
JM: Thank you so much for being here. So when did it “click” for you that social justice should be at the forefront of your teaching?
LC: Well, one day in class we were talking about racism, and one of my white students said, “You know, racism is over, that was the sixties.” One of his classmates, an African American boy, started shaking his head, so I asked him to share. He told the class that last week he had been pulled over while driving his father’s BMW. The cops cuffed him, slammed him down on the hood of the car while questioning him, all because they couldn’t believe an African American boy could be driving such a nice car. Inequality is still very prevalent in our world. We aren’t just reading about it, we are living it.
TF: I had a similar realization after repeatedly seeing some of the LGBT students in my school be bullied year after year. Did you know in England, where I’m from, 87% of teachers have seen an individual bullied because of his or her sexual orientation? And 95% of teachers have witnessed homophobia in their classrooms. So even people who are not bullies often have preconceived notions about a broad group of people. Intolerance seems like a thing of the past, but there are always outsiders who are made to feel unequal. It’s not just about race, it’s about disability, gender, faith, sexual orientation, even age.
JM: I think most teachers would agree that there are inequalities in the classroom. So what is the next natural step after this realization?
LC: For me, I wanted to create a community in my classroom based on equality. We’re working to create a different kind of society, and so part of envisioning that kind of society that I want to live in is how do I create that in a classroom so students can feel it, for at least fifty minutes a day for a year?
TF: I would also say that the next step is creating a community, a community where all my students will feel safe to be themselves, whether homosexual, Muslim, African American, white, or straight.
LC: I agree. I want my students to feel safe to totally be themselves, to take off the mask without fear of judgment. You know, a lot of teachers say, “I don’t see color.” But in my classroom, we see and celebrate color and diversity. I consider myself “antiracist” rather than “colorblind,” because our colors are precisely what make us so special! Students have these funds of knowledge that stem from their sociocultural background and unique life experiences, and I bring these to the center of my classroom instead of pretending we are all the same.
JM: How do we create this community? What does it look like? Paint me a picture.
LC: It looks different every day. But some things stay the same. To promote a community that is equal but still celebrates differences, I have my students sit in a circle, which makes everyone part of the group. Everyone has a chance to speak, and everyone’s voices are heard. We are kind in our comments to each other, even when we have differing opinions.
TF: My focus is eradiating and challenging negative stereotypes that fuel prejudice and discrimination, particularly about gay, lesbian, bisexual and transgendered people. I try and do this through my lessons, through weaving these people into the tapestry of society, through making homosexuality normal. I invite discussion and try to raise awareness. I point out people from history that were homosexuals. This may make some people uncomfortable, but by not informing them we are feeding the homophobia. Finally, I include real people in our discussion. Students need to see and hear the diversity of the community through the adults around them, so I invite LGBT community members into the classroom to discuss these hard issues with my pupils. As LGBT issues become a normal part of the classroom, the prejudice and the preconceived notions begin to subside.
JM: What is the role of the teacher in your social justice classrooms?
LC: If I want an equal, democratic society, I must demonstrate that in my classroom. I sit in the circle with my students and we all contribute as equals. I am not some all-powerful, all-knowing dictator. I don’t have all the answers and I don’t care if students know that. I am also honest about my past: things I've struggled with, hard times I've had. It's refreshing for my students to see me as a person with my own problems and experiences.
TF: Teachers are role models to their students. If we aren’t being ourselves, then what sort of role model are we being? Homosexual teachers are encouraged to stay in the closet, and many do. But schools cannot send messages of inclusion to their students if they insist that the identity of their staff is unreal. The teacher’s role is to be himself with his students. If I take off my mask, I will encourage students to take off their masks, creating the kind of community I strive for.
JM: What one piece of advice would you give to teachers striving to promote community and equality in their classroom?
LC: Celebrate the diversity that naturally exists in your classroom. I will say it again: if you don’t see color then you don’t see the students who are there. I believe students need to feel that I understand their culture and their background, and not only understand it but that I am giving place for that to be in the room. Don’t get so caught up on equality that you miss the beautiful diversity of your students.
TF: Equality is not just about controlling bullies. Don’t feel satisfied at stopping there. Through your lessons, don’t simply normalize homosexuality (or any “outside” group), but take it a step further. Teach students to celebrate diversity, not just tolerate it.
JM: “Teaching Empathy” is out in theaters right now. Ms. Christensen, Mr. Fenwick, thank you for taking the time to be here. I feel very honored and inspired.
LC: My pleasure.
TF: Thank you.