“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.
Bias is an inevitable inclination towards or against some encounter with difference, based on innate hard-wiring, personal experience and cultural norms, that we can choose how to act on.
The maintained ways-attitudes, behaviors and knowledge-of a group, understood by members, although not necessarily practiced identically.
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.
The attitude and practice of a bias, whether by default or conscious choice, to advantage some over others.
Differences in 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 and race
Often used interchangeably, ethnicity is defined primarily through geography and lived or claimed cultural heritage, while race is fundamentally linked to one's actual or perceived biology.
An aspect of identity based on biological sex, phenotypic characteristics and social context that has evolved dichotomized societal categories, experiences, statuses and cultures.
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.
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.
The processes and practices that encourage everyone in a community to thrive:
The process of enacting inclusion and equity to empower diverse students to thrive in society and strive for social justice. Multicultural education is effected through the whole of a school's culture and practices — from formal pedagogy and curriculum to the tacit values and norms that inform the everyday experiences of all members of the school community.
The core ways — attitudes, behaviors and knowledge — of a multicultural society that members need to adopt, in order to access resources and opportunities.
A systemic social advantage in the form of:
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.
Sex and gender
Often used interchangeably, gender is related to sex but not necessarily determined by it.
An aspect of identity based on one's emotional and physical attractions, activities and relationships with others; and one's perception of this aspect of themselves. While gender and sexuality are connected, one does not determine the other.
Socio-economic status and class
Often used interchangeably, SES is a variable component of class, like language is to ethnicity.
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