# data[].attributes.body
I want to ensure that every student feels comfortable and seen/heard. This might mean having a safe place, being able to tell their own stories, or finding things they can relate/connect to within the school (curriculum, people, etc.). This might take the form of policies, community building -- actual steps taken to move in that direction. I also want to keep on deepening my understanding of our school community, and of DEIJ issues in general.
Maki

# data[].attributes.body
I want to ensure that everyone feels safe, valued and respected in our community. I want to ensure that our policies, systems and programs are aspirational when it comes to DEIJ.

# data[].attributes.headline
I'm wondering what policies need to be developed so that we have a shared understanding about how we live diversity and inclusion at Sacred Heart.

# data[].attributes.subject
I'm wondering what policies need to be developed so that we have a shared understanding about how we live diversity and inclusion at Sacred Heart.

# data[].attributes.body
I want to make sure all students and staff are seen and heard and help with systems both in my classroom and campus wide to ensure this. I also want to keep expanded my understanding of DEIJ to better serve the campus.

# data[].attributes.headline
I want to help implement school-wide systems that allow all our students, faculty, and staff to be seen, heard, and represented. I also want to continue to expand my own knowledge of DEIJ so I can continually be a reflective practitioner. 

# data[].attributes.subject
I want to help implement school-wide systems that allow all our students, faculty, and staff to be seen, heard, and represented. I also want to continue to expand my own knowledge of DEIJ so I can continually be a reflective practitioner. 

# data[].attributes.body
This is what a great recruitment pg is after in their staff.

# data[].attributes.attachment_link.keywords[]
council of international schools accredited schools

# data[].attributes.attachment_link.title
Employment - Seisen International School

# data[].attributes.attachment_link.description
Employment - Join our staff of highly qualified teachers at Seisen International School. Accredited by the Council of International Schools (CIS) and New England Association of Schools and Colleges (NEASC). IB Continuum School offering PYP, MYP, DP.

# data[].attributes.body
Why are you here and what is your goal for this committee?

# data[].attributes.attachment_link.title
Dr. Robin DiAngelo discusses 'White Fragility'

# data[].attributes.body
History of Enslavement in the Society of the Sacred Heart (USA): website: https://rscj.org/history-of-enslavement and video (2018 and last updated in 2020): https://rscj.org/black-lives-entwined-with-our-history-chapter-1

# data[].attributes.attachment_link.title
No Excuses: Race and Reckoning at a Chicago Charter School

# data[].attributes.attachment_link.description
Listen to this episode from APM Reports Documentaries on Spotify. Producer DJ Cashmere spent seven years teaching Black and brown students at a Noble Street charter high school in Chicago. At the time, Noble followed a popular model called "no excuses." Its schools required strict discipline but promised low-income students a better shot at college.

# data[].attributes.body
https://www.amazon.com/Breaking-Age-Code-Beliefs-Determine/dp/0063053195

# data[].attributes.attachment_link.title
Breaking the Age Code: How Your Beliefs About Aging Determine How Long and Well You Live

# data[].attributes.attachment_link.description
Buy Breaking the Age Code: How Your Beliefs About Aging Determine How Long and Well You Live on Amazon.com ✓ FREE SHIPPING on qualified orders

# data[].attributes.body
https://isshinternational.org/9340/features/accepting-oneself-in-a-world-where-others-cannot-yet-accept-them-the-story-of-permanent-resident-children-in-japan/

# data[].attributes.attachment_link.readable_text
When many people first think of the word "second-generation immigrant", they think about the American stereotypes of the immigrant who has broken off their relationship with their parents' cultures, or one who has overly embraced their native culture by rejecting their host culture. What most people don't understand is the unique journey and struggles each immigrant encounters to reach a balance between the two extremes.

In the EU a second-generation immigrant is defined as " a person who was born in and is residing in a country that at least one of their parents previously entered as a migrant ." Aditi A. ('24) and Anastasia P. ('24) are both permanent resident children who were born in their native countries, but have been raised in Japan. They both have parents who are permanent residents. Though they might not be called "second-generation immigrants," their experiences and struggles are similar.

With 831,157 permanent residents in Japan , according to the "Immigration Service agency of Japan" as of 2021, this experience is common but mostly unacknowledged. Being a permanent resident child in any country has countless struggles. Balancing several cultures, learning several languages and managing people's expectations along the way is extremely strenuous.

Japan is a racially homogenous country, culturally and linguistically. According to Demographics in Statista, only 2.3% of the population are foreign residents, making 97.7% of the population Japanese. This makes Japan a lonely country for immigrants, especially children brought up here.

Growing up in Japan, a child is only exposed to Japanese culture. They are expected to adhere to Japanese social standards and celebrate Japanese holidays. The food they eat, the clothes they wear and the entertainment they watch, is all focused on Japan. This makes it difficult for a child who is not Japanese to understand and appreciate their parent's native culture.

Aditi A.('24), an Indian permanent resident child was raised in Japan, while having Indian parents. She started her schooling in a Japanese kindergarten, where she was the only foreigner. Aditi A. ('24) said in an interview, "It is especially difficult in a racially homogenous country like Japan.There wasn't anyone that looked like me, I didn't do the same things the way they did at home."

Aditi felt quite isolated during her younger years. "The other kids were excluding me from most activities. I felt like there was this really big wall between us."

While Japan is a country that seems quite inviting to foreign visitors, xenophobia , or the dislike of people from other countries is apparent in Japan. Though xenophobia is not the fault of Japanese children and is influenced due to the homogenous environment and society they grow up in, this xenophobia can sometimes be explicit among younger children.

"There was this time when a kid told me that I couldn't play with him because my skin was darker than him. I came home crying and asked my dad why I [was] brown, " recalls Aditi.

Her struggles made her feel as though she should act more Japanese. She thought being the major ethnicity would make her fit in with the other kids."During that time, I was very Japanese. I wasn't really that fluent in my native language. I always asked my mom to make Japanese food," she said.

Later in her life, Aditi's parents started becoming more involved in the Indian community. "I remember my mother routinely attending religious gatherings with other Indians from our state. I performed a dance in these events and they started to involve me in other ethnic events." This involvement made her gain appreciation for her native culture, a culture she had thought of as a burden before. She now speaks not only English or Japanese, but also her native language, Malayalam and Tamil, fluently. She also started learning an Indian cultural dance called Bharatnatyam.

"Now, I think I'm pretty secure with which culture I identify with. I don't really need to prove to people how Indian I am, or how Japanese I am."

Another ISSH student, Anastasia P. ('24) endured a similar difficulty more recently. Being a Russian-American raised in Japan, as a child, Anastasia was very accepting of her Russian culture. She embraced ballet, a major dance form in Russia, learned Russian, and appreciated her Russian heritage.

"When I was young, there weren't many conflicts surrounding Russia," said Anastasia in an interview, " so I was quite accepting and proud of being Russian."

However, with the stigma surrounding Russia in light of the war in Ukraine, she is quite hesitant to share parts of her culture and her pride in her Russian heritage.

"When I go to base schools for tournaments, or even the US, I tend to have to put Russia in the background and say that I'm just American. Do I put Russian on my nationality list and have pride in it, but be questioned or supervised on a base, or do I play it safe and put the US?" said Anastasia.

Furthermore, living in Japan makes her more reluctant to share her culture.

"I think that's just due to history. I feel quite uncomfortable sometimes. I've lived in Japan as long as many people here, but I'm viewed as a bad person because I'm not from here," said Anastasia when discussing her struggles as a foreigner in Japan.

This journey of understanding her Russian culture, as well as being in an international school has prompted her to start exploring a new culture.

"I have somehow embraced US culture in my life as well. For example, the language I'm most comfortable with is English," said Anastastia. "Most of our classes talked about US history, so my knowledge was more centered around the US than Russia."

Despite the recent circumstances and the xenophobia she has experienced in her time in Japan, Anastasia still strives to embrace her Russian culture further.

Though their journeys are entirely different and unique, as permanent resident children in Japan, Anastasia and Aditi, both have struggled with understanding their identities and cultures. Even though they both have their own diverse sets of experiences and struggles, one struggle is alike, accepting themselves in a world where others do not yet accept them.

Despite their struggles, Aditi and Anastasia both agree that these experiences will be an asset to them in the future.

"Knowing so many cultures and friends from different countries, I am more open-minded. All these experiences would be benefits rather than disadvantages," said Anastasia.

In light of her own experiences, Aditi advises other students who are permanent resident children "to try to make an effort to learn about your culture, and appreciate it."

# data[].attributes.attachment_link.title
Accepting themselves in a world where others cannot yet accept them

# data[].attributes.attachment_link.description
Aditi A. ('24) and Anastasia P. ('24) are both permanent resident children who were born in their native countries, but have been raised in Japan. They both have parents who are permanent residents. Though they might not be called "second-generation immigrants," their experiences and struggles are similar.

# data[].attributes.body
I have my students' permission to share the ideas presented in their work. These were also shared with the current grade 11 class who sympathized with their perspective.

They commended the school for its obvious efforts to be inclusive and encouraged building on those efforts  in following areas as growth areas:
1) a more global outlook--especially in terms of post-secondary education
2) inclusion of more nationalities, ethnicities, and religions: "international students have found that not knowing Japanese is a barrier that affects their wellbeing"
3) more access to the study of more languages
4) more awareness of economic diversity in the student body and efforts to make opportunities accessible to everyone regardless of family income. There is sometimes a barrier between students who can afford additional costs of opportunities and those who can't.
5) more openness and support of the LGBTQ+ community: the feeling among students that this type of diversity is "accepted" [tolerated?] more than it is embraced. They would like to see more policy and structural changes that support this type of diversity.

# data[].attributes.body
What is our present level of activity in DEIJ? What regarding DEIJ is being taught in our curriculum?

How can we organize to perform specific tasks or to oversee segments of the school community.
Ivy

# data[].attributes.headline
PREPARING A SCHOOL COMMUNITY FOR DEIJB WORK THROUGH DEVELOPING SOCIAL AND EMOTIONAL COMPETENCIES

# data[].attributes.subject
PREPARING A SCHOOL COMMUNITY FOR DEIJB WORK THROUGH DEVELOPING SOCIAL AND EMOTIONAL COMPETENCIES

# data[].attributes.body
Page 18-20
The importance of SEL when discussing DEIJB. (Priya)

# data[].attributes.attachment_link.description
The ET Journal is a triannual publication of the East Asia Re- gional Council of Schools(EARCOS), a nonprofit 501(C)3, incorporated in the state of Delaware, USA, with a regional office in Manila, Philippines. Membership in EARCOS is open to elementary and secondary schools in East Asia which offer an educational program using English as the primary language of instruction, and to other organizations, institu- tions, and individuals.

# data[].attributes.attachment_link.description
As a non-profit organization, ISS is delighted to support the global education community, creating one of the largest footprints in international education services. Welcome to ISS EDUlearn: Ask Me Anything(AMA) Podcast. AMA stands for ask me anything and that's just what we are here to do. Let's...

# data[].attributes.attachment_link.description
What's CODE SWITCH? It's the fearless conversations about race that you've been waiting for. Hosted by journalists of color, our podcast tackles the subject of race with empathy and humor. We explore how race affects every part of society - from politics and pop culture to history, food and everything in between.

# data[].attributes.body
(Priya)

# data[].attributes.attachment_link.title
So Where's Home? A Film About Third Culture Kid Identity

# data[].attributes.attachment_link.description
So Where's Home? explores the unique perspectives and identities of Third Culture Kids, people who have spent a significant portion of their childhood overseas. The purpose of this short documentary project is to understand why third culture kids struggle to answer the question of “so where’s home?” and the implications this difficulty has on personal identity.

This project was my final senior thesis project for my film & media studies minor at Georgetown University. 

Special Thanks To:
Interviewees — Rickie Koo, Victoria Perrachon, Jake Wright, Yuko Shimada, Connor Liu, Oliver Silsby, Natalie Muller, Amy Burns, Hanah Lee
Thesis Adviser — Milena Santoro
FMST Georgetown — Caetlin Benson-Allott,  Edward Clark, Bridge Waugh, Bernie Cook

To all the FMST 2012 seniors, other interviewees, friends, and family involved: thanks for all the support over the past semester.

Dedicated To David Heavy

Equipment:
- Canon 7D
- Canon EF Lens 50 mm F/1.4
- Canon EF Lens 28-135mm IS
- Zoom H4N
- Sony UWP-V1 Wireless Lav Mic Kit

# data[].attributes.headline
What is the current situation at Sacred Heart?

# data[].attributes.subject
What is the current situation at Sacred Heart?

# data[].attributes.body
Who are we? What different groups make up who we are? (students, faculty and staff)

Who are the voices that are not heard enough?

What unconscious bias do we have at our school?

(Maki and Priya)

# data[].attributes.headline
Considerations for Teaching Mindfulness: Secularity, Trauma-Sensitivity, and Inclusivity: Secular teacher training in diverse, inclusive mindful practice (Aaron)

# data[].attributes.subject
Considerations for Teaching Mindfulness: Secularity, Trauma-Sensitivity, and Inclusivity: Secular teacher training in diverse, inclusive mindful practice (Aaron)

# data[].attributes.attachment_link.readable_text
Make a Gift Today
We've kicked off our annual fundraising campaign and we hope we can count on your support. Make a statement about the kind of community you want to live in and the future you want to see

Take Five: Classroom Activity
One of the great things about mindfulness is that it helps us insert pauses throughout the day. Try this Take Five exercise and print a poster for your classroom.

Mindful Communication, December 7
Discover tools and insights of nonviolent communication and the science of nervous system regulation to create more trust, cooperation, and collaboration.

We empower school teams to build upon their unique strengths to achieve their community's vision of wellness.

Our team of classroom teachers, administrators, and implementation specialists draws from lived experiences and expertise to design programs that are impactful and relevant for educators.

"Mindful Schools is our go-to organization when it comes to training and resources-- what we do, how we do it, and why we do it. We were searching for that, literally for years."

- Robert Caplinger, Elementary School Principal
Laveen, AZ

Schools are facing a mental health crisis, with anxiety, stress, and burnout at record levels. But it doesn't have to be this way. We take an integrated approach to create healthy school cultures in which every person feels valued, engaged, and ready to learn.
Ready to build resilient schools and districts?

Over 70,000 educators have started their mindfulness journey in a Mindful Schools workshop and 101 course. View our Program Catalog, explore upcoming programs, and join us in nurturing a new generation of leaders to create a more equitable and thriving world.

LIMITED OFFERINGS

New Year Retreat
Learn About Retreat
Sat, Jan 27, 2024

Virtual Mindfulness Retreat
8AM-1PM PT / 11AM-4PM ET
Registration Deadline: Jan 25

201 Live Intensive
Learn About 201 Live Intensive
July 2024

Join this powerful, 2-week live experience of our 201: Mindfulness in the Classroom course over the summer when you have more dedicated time to dive into the richness of the course content.

Communicate for a Change

Wed, Feb 28

Virtual Workshop:
1PM-2:30PM PT | 4PM-5:30PM ET

Disrupt communication habits that leave educators and students feeling drained and disconnected. Learn to shift this dynamic and build more authentic connection. Learn more.

# data[].attributes.attachment_link.title
Mindful Schools | An Integrated Approach to Create Equitable and Joyful School Culture

# data[].attributes.attachment_link.description
We help educators create equitable and joyful learning environments that center collective well-being. Mindful Schools has trained over 70,000 educators. What's New at Mindful Schools Make a Gift Today We've kicked off our annual fundraising campaign and we hope we can count on your support.

# data[].attributes.headline
Not what I expected (a focus on mindfulness), but still an interesting discussion especially in regards to inclusiveness in STEM. Aaron)

# data[].attributes.subject
Not what I expected (a focus on mindfulness), but still an interesting discussion especially in regards to inclusiveness in STEM. Aaron)

# data[].attributes.attachment_link.title
A Mindful Look at DEIJ (Diversity, Equity, Inclusion, and Justice) w/ April Jackson

# data[].attributes.headline
The role of school libraries in promoting DEIJ (Aaron)

# data[].attributes.subject
The role of school libraries in promoting DEIJ (Aaron)

# data[].attributes.attachment_link.readable_text
How schools show up in this work matters now more than ever.

Diversity, equity, and inclusion (DEI) work in schools and school systems have been a paramount focus for years, garnering attention more recently amidst backlash regarding Critical Race Theory (CRT). As of late July, 28 states have introduced legislation to limit the teaching of racism, bias, ethnic studies, and/or CRT specifically.

While CRT is typically not taught in K-12 schools and many of these efforts are misguided, this movement brings with it attempts to remove any conversations around race, racism, and discrimination (even in historical contexts) from teaching and curriculum. These efforts mean that DEI work, while under a microscope, is increasingly critical to ensuring that all students feel that their identities and histories belong in our school systems, despite attempts to erase much of our nation's painful history. Schools and districts can craft and implement equity policies and language; however, how they show up matters. Libraries are one very powerful way to do so.

Librarians are in a unique position, as they interact with all students in the school and have a general pulse on the building. They also see students outside the classroom, which opens opportunities to focus on different aspects of literacy - enjoyment, inquiry, and exploration without ties to assessment or performance-based grading measures. Libraries are a complementary partner to classrooms, where students can find out what kind of reader they want to be under the guidance of talented teachers and librarians. This does not mean, however, that libraries are free from structure. In fact, the American Association of School Libraries (AASL) has a structured framework for library instruction based on core tenets of critical thinking, inclusion, discovery, collaboration, and responsibility. Many school systems further adapt this framework for use at the local level.

The library is the cornerstone of the school - reflecting vitality and values - and setting the tone for students, staff, and the community. Librarians are unequivocal leaders in children's literature, creators of inclusive spaces, and on the frontlines of informational literacy. As such, they are positioned to support meaningful DEI work (directly and indirectly) in their schools but are an often untapped resource for such collaboration.

Children's literature is an access point for students to learn both about themselves as well as the world. Representation in children's literature matters - through diverse viewpoints, students have the ability to see themselves mirrored in texts, as well as have a window to other cultures and social groups ( Bishop, 1990).

Due to their extensive knowledge of children's literature and visibility within the school, librarians can intentionally create a space of representation, where all students feel seen. Ensuring that students have access to both mirrors and windows cultivates empathy, curiosity, and an ability to take on multiple perspectives.

By staying up-to-date on new releases and award-winning titles, as well as participating in professional organizations, librarians are able to evaluate the school's collection as a whole. Many librarians also conduct diversity audits of their own school libraries. These diversity audits not only examine representations of identity markers such as race, gender, social class, and ability within books, but they also take stock of topics to determine alignment with student interests. Through a deep understanding of their collection, librarians are primed to guide a particular student who is interested in space towards biographies of astronauts, or another who asks questions about nature towards collections of poetry about the seasons. For historically marginalized students, librarians can encourage them to explore topics that may not traditionally be included in the mainstream curriculum or mentor texts.

Libraries are deliberately free from assessment, which opens up other possibilities for engagement in literacy. Classrooms may not have the capacity to do the representation and inquiry work that libraries can due to the need to monitor student progress. When paralleling the classroom, however, the two spaces provide multiple avenues for students to be readers. They must operate in partnership, and are dynamic when done so.

The literature that we put in the hands of children matters. Librarians, therefore, can and should be tapped into to weigh in on curriculum choices and mentor texts. While librarians are often consulted informally or sporadically for text recommendations - particularly when augmenting classroom research - they are not always formalized as a part of text selection at the building or district level. Yet, there are few professionals in the school better equipped to ensure that the best quality, inclusive, and representative literature is being utilized in order to reach school DEI goals.

Librarians are also key levers in teaching information literacy, with the capacity to inspire intellectual curiosity and to encourage students to pursue inquiries (related to classroom research, or simply for enjoyment). These qualities are related to DEI work, as students who engage with a variety of perspectives, experiences, and knowledge are more apt to be tolerant of difference. They are also more likely to evaluate sources of information and to seek alternative perspectives for a well-rounded view - essential qualities for critical thought and debate.

Critical thinking skills, bolstered through informational literacy, ask students not to jump to conclusions about groups of people, but instead to understand the complexity of issues such as oppression and discrimination. Picture books based on true events such asHidden Figures (Shetterly, 2018) help students understand the barriers that women of color have faced in scientific fields, and All the Way to the Top (Pimentel, 2020) reveals the ways in which people with disabilities have been excluded from particular places. Both are examples of how thoughtful text selection, paired with critical thinking, builds empathy while simultaneously raising questions about larger systems of oppression. Many librarians are engaged in these conversations with their students daily.

One librarian that I have worked with conducted a research project with students where they inquired into a different country reflected in their school's diverse population. As students and family members entered the building, they saw the country flags in the foyer, with a code to scan underneath. Each code opened a video file that a student had created, sharing their research about the country. For families and community members, this not only showcased the research that students had engaged in, but also promoted inclusion, belonging, and a sense of pride for the international community.

With information literacy, students will learn how to determine fact from fiction, to think before making assumptions about the experiences of others, and to consider differing perspectives and experiences. In turn, these practices have the power to build tolerance and work against polarization in our communities.

A school library is one of the only places within our school walls where students can research anything that they desire and pursue answers to their own questions freely (often without ties to a particular product or performance). This flexibility prepares students for curiosity, innovation, and other intellectual pursuits as they develop empathy for the experiences of others.

Librarians are an often untapped resource in our schools. Despite this, they are key to helping students feel that their identities, backgrounds, interests, and questions belong in school spaces. Given their deep knowledge of children's literature, as well as the populations they serve, librarians are pivotal to successful school DEI initiatives.

# data[].attributes.attachment_link.title
School Libraries Are Key to Diversity, Equity, and Inclusion Work

# data[].attributes.attachment_link.description
How schools show up in this work matters now more than ever. Diversity, equity, and inclusion (DEI) work in schools and school systems have been a paramount focus for years, garnering attention more recently amidst backlash regarding Critical Race Theory (CRT).

# data[].attributes.body
Stamped: Racism, Antiracism, and You Jason Reynold, Ibram X. Kendi (2020)
(This book is in our library.)

# data[].attributes.body
Lots of helpful links and additional resources.

# data[].attributes.attachment_link.readable_text
Teachers shaken by recent events and wondering how to work for change in our society and schools can start with these lesson plans, videos, and other resources.

John Minchillo / Associated Press

Protesting the killing of George Floyd, a crowd gathers for a rally at Cadman Plaza Park in New York City on June 4, 2020.

"I'm a White educator, where do I start?"

"How can I help?"

"What if I get it wrong?"

Recent events have shaken me to my core, and the nationwide protests over the killing of George Floyd suggest that people across the country are similarly shaken. These are dark times, but if there's anything that seems like a glimmer of light to me at the moment, it's the fact that so many teachers are reflecting on how to fight racism:

For me, a Black educator and mother to a Black 16-year-old who has reached the appearance if not the legal age of manhood, these questions stir hope. Folks who don't look like me are embracing the idea that the fight for equity has to be everyone's fight. But fighting racism is a big job, and when the fires of outrage cool, we teachers will be confronted with the reality of planning deadlines, testing schedules, and another hundred things that are all in a day's work. The difficult work of equity may become just another item on a desk crowded with to-do lists.

What Can Teachers Do?

The answer, an old joke: How do you eat an elephant? One bite at a time, of course-and achieving equity is no different. Take small bites that can have big impact and don't worry about getting it wrong sometimes, as you inevitably will. If you keep going, you can do something that brings about change.

Reading: Even if you only have 10 minutes, you can learn something to help you create a more equitable classroom. Websites like Teaching Tolerance, the NEA's EdJustice, and KQED's Mindshift feature resources for lesson planning as well as lessons for you as a teacher. Teaching Tolerance is the perfect place to start, whether you want to use bias-free language to teach tolerance through reading with young learners or plan a social action campaign with high school students.

In addition to a rich collection of K-12 classroom resources, the website features self-guided PD, on-demand webinars, and podcasts that may enable you to earn a certificate-check with your administration first. Those can easily be broken up into small chunks of time. And note that many of the site's feature articles list recommended actions at the bottom.

If your goal is to understand the Black community better, sites designed for Black audiences like The Root, The Undefeated, and Huffington Post's Black Voices are good places to start. These non-mainstream media outlets feature content by minority and minority-supporting journalists. You'll find content on topics not covered in mainstream media, like coverage of historically Black colleges and universities, news about Black brands and influencers, and stories like this one on MIT's first Black female student body president in its 159-year history. If you're teaching Black children who are generally inundated by media that does not reflect them, these are priceless ways you can enrich your current events and show-and-tell circles.

Watching: You can improve your cultural competence and learn about Black Lives Matter by watching " 4 Black Lives Matter Myths Debunked" on YouTube, which will answer quite a few questions on social justice issues, probably including some you didn't even know you had. And if you want help in having real discussions on complex issues with young children, the YouTube show LivingRoomProtest will lead you through conversations on being Black, politics, pride, and even death and the afterlife-try the episode " Education Is a Human Right " for starters.

If you want entertainment with a cultural component, Netflix has a host of shows that cater to a Black audience, as well as original content that regularly features diverse character lineups. Hulu has not only a small curated selection of Black Stories but also six seasons of the binge-worthy, socially conscious Black-ish and its spin-off prequel Mixed-ish. While Black-ish might be a little campy, it tackles real issues surrounding racism, bias, and social justice issues that arise within the Black community.

Taking action: For the civic-minded, the Kellogg Foundation has put together a website that lets you create your own personal plan to support, donate, or volunteer in the way you find most relevant. This site can help you focus your attention on one or two civic tasks with broader impact.

Social action is also a great way to involve students, which multiplies your impact. You can teach students how to write emails or letters by asking them to write to your local government in favor of policy changes banning the eight most deadly policing strategies listed at 8 Can't Wait, which has ideas on how to call or email your government yourself-there's a script you can use or adapt.

Looking within: Finally, and perhaps most importantly, take inventory of your feelings. It's normal to be most comfortable around people who are like you. It's just not good when that makes you and those like you an "us" and those who aren't like you a "them." Use a journal to sort through your personal feelings on racism or read books that provide perspective on systemic inequities and bias. These long-haul strategies will produce change in you while you take more immediate action in other ways.

The devastating events of the last days have left me shaken. I have felt anger, fear, grief-so many emotions. But I have also felt buoyed by the great outpouring of support from my less melanated colleagues who want to listen, learn, and find out how to do better. So many of them are already doing amazing things with diverse students. This piece is dedicated to them. They give me hope that this time, we will fight racism together and bring about lasting change.

Don't stop now. How do you eat an elephant? One small bite at a time.

# data[].attributes.attachment_link.title
A Guide to Equity and Antiracism for Educators

# data[].attributes.attachment_link.description
Teachers shaken by recent events and wondering how to work for change in our society and schools can start with these lesson plans, videos, and other resources. John Minchillo / Associated Press Protesting the killing of George Floyd, a crowd gathers for a rally at Cadman Plaza Park in New York City on June 4, 2020.

# data[].attributes.body
One online organization purportedly attempting to address the issue of DEIJ specifically within the international school community

# data[].attributes.attachment_link.readable_text
Our Mission

The Diversity Collaborative (DC) is committed to creating and sustaining a more diverse, inclusive, equitable, and just international school community through our focus on leadership.

Our Vision

We recognize that diversity without equity, inclusion, and justice is insufficient and can perpetuate ongoing harm. Therefore, we strive not only to recognize and redistribute power, but also to eradicate the systems and structures in place that cause and have caused injustice, inequity and exclusion. We aspire to see the leadership of international schools reflect the global majority.

Our Commitments

To realize our commitment to diversity, equity, inclusion, and justice, the Diversity Collaborative wholeheartedly challenges all leaders, international schools and associated organizations to address the absence of diverse leadership in formal leadership positions. Concurrently, we acknowledge that anyone in a school can demonstrate leadership by serving as an agent of change. The Diversity Collaborative (DC) conducts research on the leadership pipeline and recruitment practices, provides leadership development, and advocates for international school communities to (1) critically reflect on diversity or the lack thereof, (2) develop equity-minded stakeholders, (3) promote inclusive environments, and (4) serve as social justice activists.

# data[].attributes.attachment_link.description
This cross-organization group connects educational professionals to create lasting change. See how you can make a difference today.

# data[].attributes.headline
Gilbert and Gubar, Shakespeare's Sisters

# data[].attributes.subject
Gilbert and Gubar, Shakespeare's Sisters

# data[].attributes.body
A groundbreaking feminist re-reading of many female poets, which fueled the debate against the traditional western literary canon of "dead white male" authors

# data[].attributes.attachment_link.readable_text
A poet, feminist critic, and professor of English at the University of California at Davis, Gilbert received her Ph.D. from Columbia University in 1968. Her early work addressed canonical male figures, but in the 1970s she began to focus on women writers from a feminist perspective, teaming up with Susan Gubar in what has proven to be a very influential collaboration. In 1979 they published their first joint efforts, a collection of feminist essays on women poets, Shakespeare's Sisters, and The Madwoman in the Attic, an exploration of major nineteenth-century women writers, which has had a major role in defining feminist scholarship. This massive volume takes its title from Jane Eyre's "mad" and monstrous double, Bertha, hidden away in the attic by Jane's would-be lover, Rochester; Gilbert and Gubar see figures like Bertha as resisting patriarchy, subversive surrogates for the docile heroines who populate nineteenth-century fiction by women. Although Gilbert and Gubar's ideas have been very influential, many critics, particularly poststructuralists, have taken issue with them. For Gilbert and Gubar, a woman writer is by definition angry, and her text will express that anger, albeit in disguised or distorted form. Reading hinges on knowing the sex of the author, rather than on a careful analysis of the text itself and the multivalency of its language. Gilbert and Gubar's work is part of a debate about essentialist and antiessentialist feminist theories, which has addressed issues like "the signature" (the significance of knowledge about the author and authorial intentions) and gendered expression in general.

# data[].attributes.attachment_link.description
A poet, feminist critic, and professor of English at the University of California at Davis, Gilbert received her Ph.D. from Columbia University in 1968. Her early work addressed canonical male figures, but in the 1970s she began to focus on women writers from a feminist perspective, teaming up with Susan Gubar in what has proven to be a very influential collaboration.

# data[].attributes.body
A classic text on the socioeconomic obstacles historically faced by female authors (Aaron)

# data[].attributes.attachment_link.readable_text
Virginia Woolf. The third chapter of Woolf's essay "A Room of One's Own," based on two lectures the author gave to female students at Cambridge in 1928 on the topic of women and fiction. 36 pages. Tale Blazers.

# data[].attributes.attachment_link.description
Virginia Woolf. The third chapter of Woolf's essay "A Room of One's Own," based on two lectures the author gave to female students at Cambridge in 1928 on the topic of women and fiction. 36 pages. Tale Blazers.

# data[].attributes.headline
Ngugi wa Thiong'o, Decolonising the Mind

# data[].attributes.subject
Ngugi wa Thiong'o, Decolonising the Mind

# data[].attributes.body
An academic treatise, and memoir, on the opposition of postcolonial literature to the western literary canon (Aaron)

# data[].attributes.body
Resources from NSEAD

# data[].attributes.attachment_link.readable_text
Foreday Morning by Paul Dash

From a close-knit community and childhood in Barbados to his teenage years in Oxford, where he was the only black child of secondary age in state education, Paul Dash relates his life and experiences in his book Foreday Morning.

# data[].attributes.attachment_link.authors[].name
Anti-Racist Art Education (ARAE) Resources | NSEAD

# data[].attributes.attachment_link.title
Anti-Racist Art Education (ARAE) Resources | NSEAD

# data[].attributes.attachment_link.description
Anti-Racist Art Education Action (ARAEA) Group was set up in July 2020 to ensure that NSEAD, our subject and all who engage in it, are actively anti-racist. The resources found here aim to support this work and provide educators with tools to take specifi

# data[].attributes.body
Lessons and resources for visual arts.

# data[].attributes.attachment_link.readable_text
Anti-Racist : a person who opposes racism and promotes racial tolerance.

Bias : favoring or showing prejudice towards certain people or ideas.

BIPOC : Black, Indigenous and People of Color.

Cultural Appropriation: inappropriately and/or incorrectly using or taking advantage of, or claiming ownership and rights to use another culture's capital and patrimony; such as fashion, trends, iconography, traditional art, ceremonies, etc.

False Narrative : a story that you perceive as being true but has little basis in reality, this perception can be due to insufficient or inaccurate information or to insufficient or inaccurate assessment.

NBIPOC : Non-Black Indigenous People of Color

Person of color : a person who is not white or of European parentage.

Stereotype : a category or group that we put people into (thinking a certain type of person or thing acts/thinks/looks a certain way).

# data[].attributes.body
Series of BBC articles exploring equality/inequality in various shapes and forms, usually focusing on what is seen in the workplace. (Maki)

# data[].attributes.attachment_link.description
A global solutions-based approach to the subject of inequality, highlighting the people, places and ideas that are trying to make these issues a thing of the past.

# data[].attributes.body
The case for diverse perspectives in storytelling. (Maki)

# data[].attributes.attachment_link.description
Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

# data[].attributes.body
This TED Talk was one resource that helped me learn about neurodiversity. (Maki)

# data[].attributes.attachment_link.title
Temple Grandin: The world needs all kinds of minds

# data[].attributes.attachment_link.description
Temple Grandin, diagnosed with autism as a child, talks about how her mind works -- sharing her ability to "think in pictures," which helps her solve problems that neurotypical brains might miss. She makes the case that the world needs people on the autism spectrum: visual thinkers, pattern thinkers, verbal thinkers, and all kinds of smart geeky kids.

# data[].attributes.body
18-hour MOOC

# data[].attributes.attachment_link.readable_text
Student diversity is becoming the rule rather than the exception in education systems across the world. Students bring to classroom different characteristics such as ability and disability, socio-economic background, race, ethnicity, and cultural background, beliefs and religion, and gender characteristics. The United Nations' Sustainable Development Goal 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (United Nations, 2015).

However, creating inclusive quality education for all remains a ubiquitous challenge faced by educators faced with increasing student diversity. And certain groups of students are more likely to experience barriers to access, participate and success in education. During this course, you will: Develop a critical understanding of the concepts and assumptions about diversity and difference, including notions of ability and disability, socio-economic background, race, ethnicity, and cultural background, beliefs and religion, and gender. Develop awareness of historical and contemporary definitions of inclusive education, taking into account policy, theories and models. Develop the ability to critically analyse contexts in order to identify barriers to developing inclusive and equitable quality education for all learners. Develop knowledge about ways to develop inclusive and equitable quality education for all learners, taking into account their diverse characteristics and needs.

# data[].attributes.attachment_link.description
Student diversity is becoming the rule rather than the exception in education systems across the world. Students bring to classroom different characteristics such as ability and disability, socio-economic background, race, ethnicity, and cultural background, beliefs and religion, and gender characteristics.

# data[].attributes.body
DEIJ page from Seisen website, showing organization of steering committee and subgroups: neurodiversity, gender diversity, cultural diversity and antiracism

# data[].attributes.attachment_link.title
DEIJ - Seisen International School in Tokyo - IB Girls School

# data[].attributes.attachment_link.description
I-DEA - Seisen International School in Setagaya offers IB PYP, MYP and DP Programmes. All girls education from Grade 1 to 12. Co-ed pre-school kindergarten.

# data[].attributes.body
Padlet of DEIJ information from Joel Llban, speaker and international school educator, who spoke at JCIS event in Sept '22 as well as SENIA conference.

# data[].attributes.attachment_link.title
How to get serious about diversity and inclusion in the workplace | Janet Stovall | TED

# data[].attributes.attachment_link.readable_text
Skip to Content

Main

Equity Framework

Office of Equity recognizes that we must take a multi-pronged approach to ensure educational equity in CPS.

CPS launched the City of Chicago's first office devoted solely to equity in education, the CPS Office of Equity in 2018. This office works with every district office to apply an equity lens to each undertaking, from capital improvements to curriculum design.

# data[].attributes.attachment_link.description
Skip to Content Main Equity Framework Office of Equity recognizes that we must take a multi-pronged approach to ensure educational equity in CPS. CPS launched the City of Chicago's first office devoted solely to equity in education, the CPS Office of Equity in 2018.

# data[].attributes.attachment_link.title
Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy (Scholastic Professional)

# data[].attributes.attachment_link.description
Amazon.co.jp: Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy (Scholastic Professional) : Muhammad, Gholdy: Foreign Language Books

# data[].attributes.headline
Writing Workshop for Creative Classrooms. 

# data[].attributes.subject
Writing Workshop for Creative Classrooms. 

# data[].attributes.attachment_link.title
The Anti-Racist Writing Workshop: How To Decolonize the Creative Classroom (BreakBeat Poets)

# data[].attributes.attachment_link.description
Amazon.co.jp: The Anti-Racist Writing Workshop: How To Decolonize the Creative Classroom (BreakBeat Poets) : Chavez, Felicia Rose: Foreign Language Books

# data[].attributes.attachment_link.readable_text
Implementing an anti racist approach can be a struggle. We might know what the term means, but Lorena has found that not many of us know what that looks like in practice. So she got to work and created a workbook for all of us. In this book you'll find hands-on strategies couched in love and justice. Lorena walks us through some theoretical and research-based frameworks to develop anti racist reading instruction practices. Think: What strategies implement an anti racist stance? What does it mean to be a reading teacher or teach young people how to read/analyze/comprehend in an anti racist way?

# data[].attributes.attachment_link.title
The Anti Racist Teacher: Reading Instruction Workbook

# data[].attributes.attachment_link.description
Implementing an anti racist approach can be a struggle. We might know what the term means, but Lorena has found that not many of us know what that looks like in practice. So she got to work and created a workbook for all of us.

# data[].attributes.body
A thought provoking read.

# data[].attributes.body
What Kanto Plain alumnae from international schools said they wished they had learnt in high school regarding Intersectionality and Social Justice.

# data[].attributes.body
What Sacred Heart and alumnae from other Kanto Plain international schools wished they had learnt about Postcolonialism and whiteness while in high school.

# data[].attributes.body
What is the unified goal we can commit to for this committe?

# data[].attributes.body
Based on your resource,what do we need to know to help lead and implement DEIJ at Sacred Heart?

# data[].attributes.headline
Post the resource you are bringing with you below. 

# data[].attributes.subject
Post the resource you are bringing with you below. 

# data[].attributes.headline
Leading by Example: Justice cannot exist without free conversation and accountability

# data[].attributes.subject
Leading by Example: Justice cannot exist without free conversation and accountability

# data[].attributes.body
We are here for the students and we want them to build a better world. In agreement with the first article, it can be frightening to loosen control but without open discourse and accountability at all levels we are not modeling the sort of character we wish to instill in our student body.
Article: How to lead by example

# data[].attributes.body
I want to understand if each and every one of our students feels included. Do we have a dominant culture in the HS student body? How do we ensure that all voices feel that they matter? Are there voices that are not heard? To summarise, my goal is to ensure inclusion for all, and explore what we can do as a faculty to support this goal.

# data[].attributes.headline
Leading by Example: Freedom to speak without fear of reprisals, consistent and even application of written rules for all.

# data[].attributes.subject
Leading by Example: Freedom to speak without fear of reprisals, consistent and even application of written rules for all.

# data[].attributes.body
We are clear that we want students to stand up not only for themselves but others in open dialogue. Transparency and accountability are prerequisites of justice. Are we doing enough in practice to support these ideals n relation to all stakeholders? Article: How to lead by example

# data[].attributes.attachment_link.title
How to Lead by Example: 4 Tips from an Asana Leader [2023] * Asana

# data[].attributes.attachment_link.description
If you ever played follow the leader or Simon Says, you've practiced leading by example-even if you didn't know it. Part of being a successful leader is inspiring and motivating your team. Developing your leadership skills and learning to actively lead by example can help you model effective ways for your team to make the most impact.

# data[].attributes.body
What about faculty who fit this general description?