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Often, as teachers and school leaders, we do not get the chance to engage in conversations with one another to critically reflect on how our understandings of race, culture, and ethnic identities impact our students in the classroom. When teachers and school leaders reflect together on how their racial, cultural, and ethnic identities influence their practice, they recognize that authentic teaching cannot occur without such conversations. Drawing upon research, the four tips below will help teachers and school leaders “enter conversations with one another and critically reflect about race, culture, their own cultural identities, inequities within schools and society, and how students are being impacted by these inequities” (Knight-Manuel and Marciano 2019, 16).  

Talking about race, culture, one's identities, and the inequities in our world can be difficult for both pre-service and veteran teachers and school leaders alike. For that reason, reflect upon the following questions:

• What is the goal of teaching?
• Why did you choose to become a teacher?

Asking such questions allows teachers and school leaders to reflect deeply. 

In smaller groups, teachers and school leaders can create a web of identities and consider:

• What does this web reveal about you? What do you think it reveals about how your colleagues see you?
• What do you think it reveals about how your students see you? (Knight-Manuel and Marciano 2019, 35).

This activity allows participants to reflect on how their identities influence their teaching philosophies and practices, as well as their perspectives on the world. 

Upon completing the small group activity, teachers and school leaders can reflect and discuss the following question:

• How can we provide our students with the chance to enter conversations with their classmates about their racial, cultural, and ethnic identities?

This discussion helps affirm that students bring multiple identities that shape their views of learning and the world. 

It is essential to acknowledge that our understandings of race, culture, identity, and inequities in schools and society is not a “one-time conversation” with students. Therefore, as a school community, it is critical to schedule continuous school-wide conversations (ideally once a month). This can be accomplished through an action plan that allows schools to outline clear steps for facilitating reflective conversations related to racial, cultural, and ethnic identities. An action plan can ensure these discussions remain a vital part of a school’s culture, empowering educators and students to continuously explore and understand the complexities of identity and equity, ultimately enriching the learning environment and promoting a sense of belonging for all members of the school community.  

Final Thoughts 

Engaging in discussions about race and cultural identities can often be a daunting task. Knight-Manuel and Marciano (2019) acknowledge that these conversations are frequently met with discomfort and anxiety, stemming from the complex histories and varied perspectives that accompany these topics. Still, these discussions are vital for fostering inclusive and equitable learning environments.

To navigate these challenging conversations effectively, careful planning is essential. Educators and school leaders must equip themselves with a thoughtful approach that allows them to address sensitive subjects with the nuance and respect they deserve. This involves creating a safe space where all voices can be heard and valued, ultimately promoting a richer understanding of diverse experiences and perspectives. 

Moreover, determination and dedication play pivotal roles in this endeavor. By committing to ongoing education and engaging with a variety of resources, educators and school leaders can cultivate their own awareness and sensitivity to issues of race and identity. This journey is not merely a one-time effort but rather a continuous process of learning, unlearning, and growth. 

In conclusion, while discussions around race and cultural identities may initially seem uncomfortable, they are essential for the development of a more inclusive educational landscape. With thoughtful preparation and a commitment to fostering these conversations, educators can provide a platform for meaningful dialogue that ultimately benefits students and the wider school community. 

References  

Knight-Manuel, Michelle G., and Joanne E. Marciano. Classroom cultures: Equitable schooling for racially diverse youth. Teachers College Press, 2019. 

As a Brazilian-American educator, I take pride in my heritage and lifelong commitment to culturally responsive teaching. I am a tenured Latino elementary school teacher in Newark, NJ, and a doctoral candidate in Teacher Education and Teacher Development at Montclair State University. I hold a BA in Education and English from Felician University and an MA in Sociology and Education from Teachers College, Columbia University. My research explores culturally relevant pedagogy, self-study teacher research, teacher leadership, and K–12 urban education. I have published scholarly work, presented at national conferences, and remain dedicated to developing inclusive curriculum for diverse learners.