# data[].attributes.headline
Jessica T., Alexander P., Emina, Keerthana

# data[].attributes.subject
Jessica T., Alexander P., Emina, Keerthana

# data[].attributes.body
What are some strategies teachers can use to create equitable and inclusive spaces for children to ask questions and have discussions about diverse identities in the classroom and in the greater community?

Some strategies that teachers can use to create equitable and inclusive spaces are: creating diverse and culturally rich discussions, utilizing a variety of resources to showcase different cultures and viewpoints of all students and finally, provide them with opportunities to express their diverse cultural backgrounds to others from their own perspective.

"A major assumption of this book is that teachers need to develop a critical social justice perspective in order to understand the complex issues related to race, gender, class, and exceptionality in the United States and Canada and to teach in ways that will promote social justice and equality."

# data[].attributes.body
Question- As educators, how can we work with students that are defensive about statements that challenge dominant ideas, to help them look past social norms?

As an educator, attempt to create a safe and open space but if dominant ideas perpetuate within the class conversation allow them to finish their thought and  promptly move on to the next point where other students are allowed to voice their opinion. Make sure to have a conversation after class on an individual basis with the student(s) who's voicing dominant ideals.

# data[].attributes.headline
Alondra del Carmen, Stephanie Emmanouil, Natalie Pawarroo - How can we as teachers explain and make students aware of the power of socialization in order to create a more equitable and understanding classroom community?

# data[].attributes.subject
Alondra del Carmen, Stephanie Emmanouil, Natalie Pawarroo - How can we as teachers explain and make students aware of the power of socialization in order to create a more equitable and understanding classroom community?

# data[].attributes.body
As teachers, we should begin to explain socialization to kids by connecting to their frame of reference. One way that you can do that is by sharing the quote from the text that states " For example, even if as parents we want to challenge traditional gender roles and intentionally avoid dressing our daughters in pink or sons in blue, we still receive the message in mainstream culture whenever we watch TV, walk through the toy aisles in stores, or order a Happy Meal at McDonald’s and are asked if we want the “girl” or “boy” toy." (Sensoy and DiAngelo 67). If they are more open to understanding each other and having these types of conversations they will be more comfortable sharing things with each other and accepting each others differences.

# data[].attributes.body
Why do you think it is important for educators to acknowledge their own biases? How might this support diverse learners?

- It is important for educators to be comfortable unpacking biases in the classroom setting
- If educators are aware it helps them address it, for students to reach their full potential
- Negative biases in the classroom hinder learning opportunities for diverse learners. Reflecting on biases in the classroom invites significant conversations that build the classroom community and promote diverse and inclusive safe spaces for students.

"Most of our discrimination is not conscious, but real nonetheless "(p.66)

# data[].attributes.headline
Group 13: Cassandra P, Robert C, Danesha J 

# data[].attributes.subject
Group 13: Cassandra P, Robert C, Danesha J 

# data[].attributes.body
How can we teach students to unlearn the norms projected within society?

In order to teach students to unlearn the norms projected within society, it is important to acknowledge that it can be both an intentional effort or an unanticipated process within the classroom. "The norms of our culture are most often invisible until they are violated" (p. 63). These are powerful instances where critical conversations can be fostered about norms in a space where students feel comfortable and safe to share. When we can acknowledge that norms can lead to stereotypes that have tangible impacts, we can discuss the importance of disrupting some norms.

Resource to explore: RIZ test (To break away from dominant depictions)

# data[].attributes.body
Quote from chapter 3: “humans come to know who we are in large part through the process of what others reflect back to us. The looking glass self includes the concept that the process of learning to know who we are is shaped by learning who we are not”(p. 70).

Question: In what ways can teachers use the “looking glass self” and “frame of reference” glasses analogies in classrooms in order to allow students to both learn from and relate to each other and their experiences, as well as learn and get to know themselves more and how they see themselves?

Answer to the question: Create a safe and open space to have challenging conversations in an effort to address, recognize and dismantle unaware biases so that they do not continue to perpetuate them in the future (socialization, media influences, culture). Students understand who they are based on how others perceive them and reflect back to them, so its important for students and teachers to be respectful, reflective, and mindful of the biases and prejudices they may unconsciously hold towards others.

# data[].attributes.body
What are some ways educators can respectfully but confidently deal with incidents of discrimination in our classrooms?

To begin thinking about this, we have discussed that:

Incidents of discrimination, specifically in an elementary school classroom setting, can be deterred by teachers establishing community, setting positive and inclusive classroom norms, and creating a safe space for students; incidents of discrimination can be addressed "by moving past individual difference and instead focusing on shared dynamics between members of social groups" (71).

# data[].attributes.headline
Lisa Conte, Carrie Lee, Julia Ciardulli, & Julia Augurusa

# data[].attributes.subject
Lisa Conte, Carrie Lee, Julia Ciardulli, & Julia Augurusa

# data[].attributes.body
Question: How are gender norms reinforced in the classroom?

"Gender in many cultures is a binary system that insists on male/female opposites, and this binary has profound  meaning  and  consequences." (63)

Gender norms are reinforced through socialization. Our preconceived notions of what it means to be of a particular gender are passed down to our students through socialization through the use and enforcement of dress codes, activities and toys, as well as our unconscious biases (e.g., expecting girls to be more focused and do better while boys are more rowdy and unfocused).

Even though we may try to combat these norms, we are actively engaging with them as they currently exist.

# data[].attributes.headline
Kristian Turke, Alana Gnida, Nadia Santoriello

# data[].attributes.subject
Kristian Turke, Alana Gnida, Nadia Santoriello

# data[].attributes.body
Question: Why do you think it is important for educators to acknowledge their own biases? How might this support diverse learners?

"While many believe that we treat everyone the same, this is not possible...Most of our discrimination is not conscious, but real nonetheless. There are ways to help us minimize this discrimination, but they cannot help us if we refuse to accept that we don’t in fact treat everyone equally" (p.65).

- Biases must be acknowledged as they can be brought into the classroom, which can result in an inequitable learning environment
- Provides a space for the teacher to continue to learn and unlearn
- Provides opportunities for the student and teacher to participate in this checking of biases together
- Provides an opportunity to learn outside of the curriculum (i.e. self growth, beliefs, practices)
- This can support diverse learners by ensuring that a safe, open space is created for all students
- Students are free from predetermined judgements based on the teacher's biases

# data[].attributes.body
How do we as teachers discuss cultural norms and gender identity with sensitivity and in an open-minded, safe environment?

As teachers, the first step is to acknowledge cultural norms and diverse gender identity by bringing them into the classroom as a topic of discussion. The author states, “a useful metaphor for understanding how we learn to make sense of our world is to think of our culture as a pair of glasses that we wear at all times (see Figure 3.2). Just like the fish is always immersed in water, we are always wearing our cultural glasses and cannot ever truly take them off” (67). We need to remain open minded and respectful. One way to demonstrate this respect and sensitivity is by having students state their pronouns.

# data[].attributes.headline
Group 14 - Jessie Cowie, Sabrina Porretta, & Deanna Bekiaris

# data[].attributes.subject
Group 14 - Jessie Cowie, Sabrina Porretta, & Deanna Bekiaris

# data[].attributes.body
Question: How can we make our classes more diverse and inclusive so that all students feel welcome?

In order to make our classes more diverse and inclusive, we must start with establishing a safe place and an open-minded learning environment.

Quote: "Humans are social beings who depend on the humans around us to make sense of our world." (Sensoy & DiAngelo, pg.67)

# data[].attributes.body
Question: How can educator challenge the forces of socialization present in the Ontario curriculum?

As educators we are able to treat the curriculum as a starting point and be able to discuss world issues.

Connection to reading/Quote:
Similar to figure 3.1, the iceberg demonstrates how the curriculum is really viewed. The surface level of the iceberg is the curriculum. It only contains some information. However, the deeper part of the iceberg goes more in depth about larger issues that is not apart of the curriculum.

# data[].attributes.body
How can we sustain a balance between the forces of socialization (families, media, literature, mainstream culture, etc.) and our attempts to challenge dominant social norms?

We need to recognize our students as complex individuals with many identities; like us the way they behave in the classroom varies from how the behave at home, we can only instill the values of equality, decency and respect when they are in our care.

Pg. 41 "This social norms of the given culture whether we conform to them, or choose to challenge them, are powerful and unavoidable."

# data[].attributes.body
Question: What steps/practices can educators take to become aware of their socialization regarding gender, sexuality, race, etc.

Answer: Being open minded to not attaching specific norms, stereotypes, or beliefs regarding student's race, gender, or culture, and giving them the freedom of choice (example: allow boys to select the colour pink). It is important to not judge our students, and treating each as unique individuals.

Quote: "For example, if parents are informed that they are having a girl, they  may  begin  to  buy  clothes  and  decorate  the  room  in  preparation  for  their  daughter’s arrival. The colors they chose, the toys they buy, their expectations for her future, will all be
informed by what that culture deems appropriate for girls" (Page 61).

# data[].attributes.body
How can we teach our students to put their biases aside in the classroom?

Before learning how to put aside our biases, we have to acknowledge that we have them.

"Countless studies show that humans are not and cannot be objective about one another. There are ways to help minimize this discrimination, but they cannot help us if we refuse to accept that we don't in fact treat everyone equally" (pg. 65-66)

# data[].attributes.headline
Questions we posted as we read Culture and Socialization Chapter 3 

# data[].attributes.subject
Questions we posted as we read Culture and Socialization Chapter 3 

# data[].attributes.attachment_link.title
Questions about Culture and Socialization