 |
|
 |
|||||||||||||
 |
 |
 |
 |
 |
|
 |
 |
|
|
|
|
 “The Revolution will be complete when the language is perfect.” - from George Orwell’s 1984 George Orwell understood that transformation is dependent on language. We cannot change what we cannot-or will not-name. But vocabulary is just a tool: language relies as much on usage as it does words, and usage is dynamic. How we talk about diversity, inclusion or equity changes-and in some cases, dilutes-the very words we count on to articulate our ideas and intentions. The identity box labeled “race/ethnicity” is an example of the muddling of language: whereas “race” refers to a category based on phenotype and ancestry, “ethnicity” refers to a grouping based on shared geography and culture. In the US, where race has a particularly charged history and significance, equating these concepts can undermine the cause of equity. We also compromise our intentions when we tacitly agree to use words as codes: if we say “students of color” but mean “students who receive financial aid,” we impair our ability to act effectively in the interests of either of those groups of students. Blink believes that knowledge is power, and that the way for people to access that power is language. Thus, Blink urges a critical rethinking of the language we use to discuss identity and culture, especially the terms we take for granted as being commonly understood, including: “diversity,” “multiculturalism” and even the seemingly obvious concept of “culture.” In our work with schools, Blink offers transformative definitions for the language we use. In addition to denotation and connotation, a transformative definition carries intention and aspiration: anchored in the perspective that education is the crucible of society, transformative definitions reflect the process and values of social change. Thus, a transformative definition becomes more than a reference point; it serves as a guiding light along the way in our process of re-envisioning our schools.
Culture:
The maintained ways-attitudes, behaviors and knowledge-of a group, understood by members, although not necessarily practiced identically. Curriculum The explicit and implicit information transmitted from teachers to their students, including subject matter, habits of mind, study skills, beliefs, assumptions and perspectives. Whether formally acknowledged or tacitly included, it is what students learn in a classroom. Diversity Those dimensions of identity that on a collective level seem to correlate with disparities of social experience, including inequalities of privilege, opportunity and access to resources; namely race, ethnicity, class, gender, sexual orientation, religion, physical ability, geography/nationality and age and learning styles. “Diversity” also refers to a perspective that encourages difference while striving to rectify inequities. Ethnicity An aspect of identity based on ancestry, appearance and shared cultural artifacts (such as language, religion, and styles of food and clothing) that characterize a regional group. Gender An aspect of identity based on biological sex, phenotypic characteristics and social context that has evolved dichotomized societal categories, experiences, statuses and cultures. Identity One’s sense of self as an individual, as well as a member of groups, and at the same time, others’ perceptions of who one is. Inclusion The beliefs, practices and processes within a group that actively welcome and engage new members-beyond simply prohibiting discrimination against them-and that balance the maintenance of the established culture with the impetus to evolve, thereby permitting authentic belonging for all community members. Multiculturalism The processes of multiple cultures co-existing within a society, including: conflict; negotiation and distribution of social, political and economic power; assimilation; maintenance/preservation of group identity; adaptation; hybridization and innovation. Normative culture The core ways-attitudes, behaviors and knowledge-of a multicultural society that members need to adopt, in order to access resources and opportunities. Race An aspect of identity based on phenotypic characteristics, ancestry and social context that on a group level has evolved disparate societal experiences, statuses and cultures. Sexuality The physical, emotional, intellectual and social part of one's sense of self that includes gender identity; sexual orientation; physiological state; activities and relationships; and one's beliefs, values, attitudes and feelings about this aspect of self. Socio-economic status An aspect of identity based on the wealth one possesses and other societal factors, including education and employment, that impact access to resources and opportunities. |
|
 |
Copyright © 2010 Blink Consulting. All rights reserved. |
 |