E.D.I.A. education
Equity, Diversity, Inclusion, and Accessibility for Educators
E.D.I.A. FOUNDATIONS
Land Acknowledgements are an important practice for modelling Equity, Diversity, Inclusion, and Accessibility (E.D.I.A.) in schools. At their core, land acknowledgements are a way of recognizing and honouring the traditional Indigenous peoples and lands on which we live, learn, and work around the globe.
If you're a teacher who is interested in incorporating land acknowledgements into your classroom practice but don't know where to start, here are some steps you can take:
Learn about the history and culture of the Indigenous peoples who live on the land: Start by researching the Indigenous peoples and their traditional territories where you live. You can use online resources like the websites of local Indigenous organizations or communities.
Photo by Dave Hoefler on Unsplash
Connect with local Indigenous communities: Reach out to local Indigenous communities to learn more about their cultures and traditions. You can ask for guidance on how to authentically acknowledge the land and the people who have lived on it.
Use traditional language words as preferred by Indigenous people: This is a respectful and important practice that helps to honour and preserve Indigenous cultures and identities. For example, the Anishinaabe people in North America call themselves Anishinaabeg, which means "the people," in their language.
Encourage your students to practice saying the traditional language names: Provide resources to help them learn the proper pronunciation. This can be done through videos, recordings, or working with Indigenous language speakers or educators. It's important to remember that not all Indigenous people use traditional language names to identify themselves, and some may prefer to use English or other languages. It's important to respect individual personal preferences and cultural practices.
Practice and incorporate land acknowledgements into your daily routine: Once you've learned about the Indigenous peoples and lands in your area, practice incorporating land acknowledgements into your daily routine. Share with your students the meaning and importance of the practice, and invite them to participate in the acknowledegment.
Seek feedback: Be open to feedback from Indigenous communities and individuals. This is an ongoing process, and it's important to continually reflect on and improve our practices.
Additional Resources
Karsgaard, C., MacDonald, M., & Hockenhull, M. (2021). Rename and resist settler colonialism: Land acknowledgments and Twitter’s toponymic politics. First Monday, 26(2). https://doi.org/10.5210/fm.v26i2.11454
Video - Territory Acknowledgement Protocol by Fraser Health Viewing length 3 minutes
Photo by Alexis Brown on Unsplash
Teachers have a responsibility to make sure all students feel included and respected in their classrooms. Sometimes, teachers don't realize how their own power, privilege, and biases can affect how they teach and interact with their students. Understanding E.D.I.A. is important for creating classroom environments that are welcoming and supportive for all students, regardless of their backgrounds or identities.
Power means having the ability to control or influence others. Teachers have power because they are in charge of the classroom and have authority over students.
Privilege means having certain advantages or benefits because of our social identities, such as race, gender, or socioeconomic status.
Bias means having preconceived notions or prejudices that affect how we think or act towards others.
How to Be Mindful of Your Power, Privilege, and Biases in the Classroom
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Recognize that you have power and privilege as a teacher. This means that you have influence over your students and may have certain advantages based on your race, gender, or socioeconomic status.
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Understand that everyone has biases, including you. Biases are attitudes or beliefs that can influence your interactions with others. Recognizing your own biases is an important step in creating an inclusive classroom.
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Get to know your students as individuals. Every student is unique and has their own experiences and perspectives. Take the time to learn about your students' backgrounds and cultures.
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Reflect on your own experiences and biases. Think about how your own experiences and biases may be impacting your teaching and interactions with students.
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Incorporate diverse perspectives and experiences into your curriculum. Make sure that your curriculum reflects the experiences and contributions of people from different backgrounds.
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Address instances of discrimination in the classroom. Be proactive in addressing any instances of discrimination that you observe in the classroom.
By following these steps, you can create a more equitable and inclusive classroom that supports the success of all students.
Here are some links and references that can provide more information on the topics covered in above:
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Four Ways Teachers Can Reduce Implicit Bias by Greater Good Magazine: https://greatergood.berkeley.edu/article/item/four_ways_teachers_can_reduce_implicit_bias
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Power and Identity by Safe School: https://www.safeatschool.ca/plm/equity-and-inclusion/racism-sexism-homophobia-social-problems/power-and-identity
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Let’s talk about Privilege in schools by Think2Speak: https://www.think2speak.com/news/lets-talk-about-priviledge-in-schools
Video - Understanding Unconscious Bias - by the Royal Society
Viewing length 3 minutes
Positionality
"Few things are more difficult than to see outside the bounds of your own perspective—to be able to identify assumptions that you take as universal truths but which, instead, have been crafted by your own unique identity and experiences in the world (Takacs, 2003).
Krownapple & Cobb (2019) argue that violations to dignity start from within and asks us if we are able to be our authentic selves, professionally, and if we feel that we are valuable. Having dignity in ourselves allows us to recognize the dignity in others (Ch. 7).
Put simply, positionality means the life experiences, social identities, and viewpoints that you hold. It's important to be aware of your positionality so that you can be more mindful of how it can impact how you relate to and teach your students. The following are some questions to help you identify your positions:
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What is your race?
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What is your gender?
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What is your sexual orientation?
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Do you have a religious identity?
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Is English your first language?
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Do you have any impairments that are physical, sensory, mental, intellectual or cognitive impairment, whether permanent, temporary or episodic (language from Bill 6- 2021 Accessible British Columbia Act)?
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What is your body shape?
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Did you grow up in a stable, loving environment?
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What is your socioeconomic status?
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Did you grow up with friends of different backgrounds?
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What is your training and education?
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What are your worldviews?
We hope these questions helped you to get to know yourself better so you can serve your students with compassion.
Video - Positionality Statement-Megan
Viewing length 2 minutes 50 seconds
References
Krownapple, J., & Cobb, F. (2019, November 12). Belonging Through a Culture of Dignity: Keys to Successful Implementation. Mimi & Todd Press, Inc.
Province of British Columbia. (2021). Bill 6- 2021: Accessible British Columbia Act. https://www.bclaws.gov.bc.ca/civix/document/id/complete/statreg/21019
Takacs, D. (2003). How Does Your Positionality Bias Your Epistemology? Thought & Action, Summer, 27-38. https://repository.uchastings.edu/faculty_scholarship/1264
Tips for Inclusive Language
Photo by Katie Rainbow on Unsplash
Inclusive language in the classroom creates a safe learning environment. It shows respect and acceptance of all students and promotes open communication and can help to reduce feelings of isolation for students who identify as LGBTQ+, or who speak a language other than English. Inclusive language can also foster a feeling of belonging and community among students of diverse backgrounds and cultures.
Inclusive language tips:
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Model inclusive language when speaking to them. Avoid the word “guys” and avoid addressing your students with phrases such as “listen up guys”. You can always address them as a grade level, or you all, y’all, folks, students, everyone. Perhaps you can choose a fun address such as an animal that your class has voted upon. A French teacher could do something fun like calling the students “les petites grenouilles (little frogs)” or of course “mes amis (my friends)”.
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Model gender-neutral language when talking about a person with an unknown gender identity. An example could be that you are referring to a guest speaker who is coming into the school to talk to a grade group. When speaking about the upcoming visit, refer to the guest as “they / them”.
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Pro tip: It is becoming commonplace for people to sign off their emails with their preferred pronouns or to communicate which pronouns they prefer. Example: She/Her, He/Him, and They/Them
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Be brave to discuss how inclusive language affects everyone. French language teachers for example, are faced with this topic very often as the language has gendered nouns and has gendered rules such as masculine taking over the feminine as soon as one male is present in a group. How do students feel about French grammar rules that are defended by the French Academy and are challenged by language progressive teachers?
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Ask a student if they have a preferred pronoun. This is a very empowering move! A student who identifies differently than a pronoun that adults assume they use will feel empowered and validated in this moment.
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Avoid assumptions. Do not assume anything about the gender, race, religion, sexual orientation, or ability of your students. Avoid putting a student on the spot about a specific topic if they appear to be connected to it. For example, if you have a student who is a wheelchair user, do not ask them about accessibility issues unless you know from past interactions with you, that they are comfortable to do so.
Video -Making Classrooms More Inclusive for Multilingual Learners
Viewing length 3 minutes
Ableism and Universal Design
for Learning (U.D.L.)
Ableism is oppression of people with impairments that is systemic, biased and discriminatory. Ableism assumes that people with impairments are less worthy of participating fully and equally in society than people without impairments. Impairments can be physical, sensory, mental, intellectual or cognitive impairment, whether permanent, temporary or episodic (Bill 6 Accessible BC Act, 2021).
Photo by Pawel Czerwinski
on Unsplash
Academic accommodations, at whatever level of learning, are plans put in place to reduce disabilities that are caused by the intersection of specific impairments and barriers in educational delivery. Academic accommodations increase equity in learning.
A method of decreasing the need for academic accommodations is to use a Universal Design for Learning (UDL) approach. Takacs et al. (2021) illustrates that teachers unconsciously design learning for the ‘ideal’ student, who may be a construct of who the teacher was when they were learning; instead of who the learners in the class actually are. The authors argue for flexibility in activities and assessments and to keep the learners top of mind.
Takacs et al. (2021) explain:
“By designing for choice and flexibility in activities, UDL supports learner engagement with the goal of creating expert learners. Expert learners are well-acquainted with their strengths and weaknesses. They know how they learn best, and they know when to ask for help. Expert learners are able to identify why they have been successful, why they might be struggling, and how to make changes.”
Accessibility is also crucial when creating digital resources. The World Wide Web Consortium (W3C) develops standards for digital accessibility.
The following is an accessibility checklist for digital content (from B.C. Campus):
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“Content is organized under headings and subheadings that are used sequentially.
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Images that convey information include alternative text descriptions. These descriptions are provided in the alt text field, in the surrounding text, or linked to as a long description.
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Images and text do not rely on colour to convey information.
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Images that are purely decorative or are already described in the surrounding text contain empty alternative text descriptions.
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Descriptive text is unnecessary if the image doesn’t contain contextual content information.
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Tables include row and/or column headers that have the correct scope assigned.
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Tables include a title or caption.
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Tables do not have merged or split cells.
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Tables have adequate cell padding.
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The link text describes the destination of the link.
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Links do not open new windows or tabs. If they do, a textual reference is included in the link text.
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Links to files include the file type in the link text.
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All audio content includes a transcript that includes all speech content and relevant descriptions of non-speech audio and speaker names/headings where necessary.
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All videos include high-quality (i.e., not machine generated) captions of all speech content and relevant non-speech content.
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All videos with contextual visuals (graphs, charts, etc.) are described audibly in the video.
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All H5P activities have been tested for accessibility by the H5P team and have passed their testing.
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All H5P activities that include images, videos, and/or audio content meet the accessibility requirements for those media types.
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Formulas have been created using LaTeX and are rendered with MathJax.
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If LaTeX is not an option, formulas are images with alternative text descriptions.
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Font size is 12 point or higher for body text.
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Font size is 9 point for footnotes or endnotes.
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Font size can be zoomed to 200% in the webbook or eBook formats.”
Your students are individuals with multiple identities. When you treat them with empathy, respect, kindness, and a desire to support the whole student, they will feel included and seen for who they are.
References
Burk, A., Bortolin, K., & Lafrenière, S.(2020). Designing for all: A toolkit for maximum digital impact. Nanaimo, B.C.: Centre for Innovation and Excellence in Learning. Retrieved from https://pressbooks.bccampus.ca/designingforall/
Province of British Columbia. (2021). Bill 6- 2021: Accessible British Columbia Act. https://www.bclaws.gov.bc.ca/civix/document/id/complete/statreg/21019
Takacs, S., Zhang, J., Lee, H., Truong, L., & Smulders, D. (2021). Universal design for learning: A practical guide. JIBC.https://pressbooks.bccampus.ca/jibcudl/
World Wide Web Consortium. (n.d.) Making the Web Accessible. https://www.w3.org/WAI/
Video Ableism hotline - Perfectly good special school
Viewing length 2 minutes 42 seconds
Video -UDL
Viewing length 3 minutes 21 seconds
Racism and Discrimination
It's important to understand that racism and discrimination can take many forms, from explicit acts of hate to subtle forms of bias and microaggressions.
Photo by Ying Ge on Unsplash
Educators can take practical actions in the classroom to create a more inclusive and welcoming environment for all students, regardless of race, ethnicity, or other traits.
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Racism: A belief that some races are superior or inferior to others and that certain groups of people should have more or less power, resources, and opportunities based on their race.
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Discrimination: The act of treating someone differently or unfairly because of their race, ethnicity, or other characteristics, such as gender or sexuality.
Here are some simple, practical actions you can take to address racism and discrimination in the classroom:
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Educate yourself. It's essential to continue to learn about racism and discrimination and how it impacts individuals. You can engage in ongoing learning and reflection to deepen your understanding of these issues.
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Be aware of personal biases. We all have biases, whether conscious or unconscious. Be mindful of your biases and take steps to avoid acting on them in the classroom.
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Foster inclusivity. Create a more inclusive classroom environment by actively seeking out and including diverse perspectives and experiences in your teaching practices.
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Address microaggressions. Microaggressions are small actions or comments that can be unintentionally hurtful or dismissive. Address microaggressions by acknowledging them and creating space for open dialogue and reflection.
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Advocate for change. Use your position of influence to advocate for policies and practices that promote equity and inclusion in your school and community.
By taking these practical actions, you can create a more inclusive and equitable classroom environment and help to promote EDIA values in your school and community.
Video -Heartbreaking Moment When Kids Learn About White Privilege | The School That Tried to End Racism
Viewing length 4 minutes 8 seconds
Gender and Sexuality 101
Gender and sexuality are two concepts which are intertwined, often overlapping and impacting each other in many ways. "Gender is a social construct that is based on set cultural and societal norms dictating appropriate behavior, attitudes, and activities for males and females" (Mellin, 2014).
Photo by Alexander Grey on Unsplash
Sexuality, on the other hand, is a broad term that encompasses “all aspects of sex and gender identities, expressions, attractions, and behaviors” (APA, 2011).
This includes physical, emotional, social, and spiritual components of an individual’s identity, relationships, and behaviors. The way in which society views and interacts with gender and sexuality has changed and is changing over time, as cultural norms and values surrounding these topics have shifted and evolved.
We have seen an increased focus on gender and sexuality in scholarship, particularly as it relates to understanding power dynamics between different genders and sexualities. For instance, Laqueur (2011) argues that binary gender roles are reinforced by a culture of forced heterosexuality which serves to exclude and marginalize those outside of the traditional heterosexual experience. Additionally, Gaither & Lester (2011) suggest that gender and sexuality are important factors in how power is distinguished and distributed in society, thus influencing the relative privilege and oppression of certain groups.
What does this mean for a classroom teacher?
These topics are important ones to be open to discuss in the classroom. If you are part of the LGBTQ+ community or you are an ally, show this to your students by displaying safe space posters or stickers on your door.
You can also be mindful of your curriculum being inclusive of a variety of gender and sexual identities if and when possible. If you feel uncomfortable with this, as some will, it is important to connect with colleagues who can support you with ideas and strategies. A Math teacher, for example, may feel uncomfortable with being instructed to include gender identities in their examples and lessons. That is normal, especially if you do not feel connected to these communities. We all have different life experiences and realities. Hopefully, you can start taking small steps if you are reticent. Be open to having speakers coming into your school if you feel as though these issues are not yours.
Remember, all students should feel safe and welcome in school and in your classroom, regardless of their gender or sexual orientation.
Mellin, A. (2014). Gender: An Overview. In Encyclopedia of Gender in Media. Sage Publications.
American Psychological Association. (2011). Guidelines for psychological practice with lesbian, gay, and bisexual clients. Retrieved from http://www.apa.org/pi/lgbt/resources/guidelines.aspx
Gaither, C., & Lester, C. (2011). Sex, Power, and Privilege. In M. Root (Ed.). Encyclopedia of Women and Gender: Sex Similarities and Differences and the Impact of Society on Gender (pp. 719-739). Academic Press.
Laqueur, T. (2011). Making Sex: Body and Gender from the Greeks to Freud. Harvard University Press.
Video -Preventing school violence by tackling LGBTQ stigma
Viewing length 2 minutes 3 seconds
Video -Gender-Based Violence school workshop
Viewing length 4 minutes 44 seconds