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I think it means providing windows through which kids can view the world and mirrors in which they can see themselves

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Education that is appropriate for a specific group or groups of people

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An education that is diverse in a number of ways which reflects America as a whole.

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Learning that includes a wide variety of cultures so all feel included and relevant

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Teaching that showcases the works and accomplishments of people from diverse backgrounds that are teflected in the student body

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Inclusion of all types of culture. Curriculum with opportunities for students to explore their culture and the culture of others.

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Creating meaningful opportunities for all learners.

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Creating meaningful opportunities for all learners.

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Education that’s directly related to current events, issues, and highlights within all cultures from within surrounding communities, states, our country, and the world.

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Creating learning opportunities that allow scholars to express themselves and celebrate what is unique to them. Also to guide them to resources that allow them to see themselves represented in literature.

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An education that shares and embraces the beliefs, customs, and values of ALL 

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An education that shares and embraces the beliefs, customs, and values of ALL 

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We don’t want to teach through the lens of our own culture 

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We don’t want to teach through the lens of our own culture 

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Inclusive, Relevant, and Accessible.

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Including the identities of our scholars in our curriculum.

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Scholars learning about people and topics that have meaning to them personally 

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Scholars learning about people and topics that have meaning to them personally 

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Ladson-Billings

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Representation of ALL ethnicities, cultures, religions,  sexual orientations, and socioeconomic status.

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Representation of ALL ethnicities, cultures, religions,  sexual orientations, and socioeconomic status.

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I am represented and I'm taking in different perspectives

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Providing opportunities for exploration of multicultural viewpoints and inviting students to explore complex identities and analyze power and privilege

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Neo-nazi and KKK, extremists

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Duh,

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Understanding and developing curriculum, climate and rapport that is inclusive of all

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Diversity

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CRE is an approach that gives every student in a class to find a way to connect to what is being taught.

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Rethinking "traditional" white and male-centered content

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Rethinking "traditional" white and male-centered content

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Material that directly applies to a specific group of students' experiences

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If not done with fidelity and intentionality it can be just another box to check 

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If not done with fidelity and intentionality it can be just another box to check 

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A system which is designed to keep status quo in terms of power.

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Hatred

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Ladson-Billings-the warm demander!

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Making connections to the students lives in ways that are relevant to them. 

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Making connections to the students lives in ways that are relevant to them. 

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Expanding education beyond the hx books.

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Elitist, angry, mean people who just want white people in a white world with mean as the focus and in power

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Prejudice

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Education that reflects both heritage, ethnicity, identity, and the changing culture around our scholars, and the interaction between identity, community, and our evolving history as a nation.

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Hate breeds hate

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Active or passive suppression of other races

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All inclusive

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Scholars learning about topics that they can relate to

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Ignorance and intolerance

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Knowing the students you teach and responding to that

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Knowing the students you teach and responding to that

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Separation and barriers

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Racism

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Because “history” is written by those who “win”

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Extreme ignorance

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Linear experiences and viewpoints

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police brutality, trump, kenosha shootings

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Whites and other groups with social power (men, straight, rich) thinking they are better Than others and using their power to perpetuate the power and hold down others 

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Whites and other groups with social power (men, straight, rich) thinking they are better Than others and using their power to perpetuate the power and hold down others 

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Insulation and rigid ignorance

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Hate, brain washing, scared white people

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White men

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Insecurity and weakness

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Present in our society much more than many are willing to see (because it hides itself to those with privilege).

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Individual, Group AND Systems level

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Color blindness

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Inertia

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Not only racism

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Not meeting the needs of students as well as the mission of magnet schools

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Lack of appropriate representation

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stagnant social progression

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Disengaged scholars which leads to disciplinary issues.

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Disengaged scholars which leads to disciplinary issues.

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A failed educational system.

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disengagement, disenchantment and disenfranchisement...

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It doesn’t give an opportunity to present your true self 

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It doesn’t give an opportunity to present your true self 

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Fail at teaching the the whole child

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Process of “othering”

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Feelings of unfairness

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Underlying message that you are sending to students of color and white students about their value

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Lack of growth and understanding from the teachers as well, not just the scholars. 

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Lack of growth and understanding from the teachers as well, not just the scholars. 

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One perspective is taught to have power and control.
It only benefits the the “controller”.

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You diminish the accomplishments and importance of others

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You diminish the accomplishments and importance of others

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Do not meet the needs of all scholars

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How I feel, understand, or interpret any situation always determines the "perceived" outcome of an event, or the collective disposition experienced and acted upon with a group of students or colleagues. When we feel any kind of negative emotion, our perspectives narrow, and we spin in repetitive conflict cycles, reacting and subconsciously creating more negative emotion. Under negatively experienced stress, we feel bound and limited in our choices of responses. Neuroplasticity is the brain's innate ability to structurally and functionally change with every new experience. Our perspectives hold the power to create more of what we desire to experience.

When we change our perspectives, we provide ourselves with a novel view through a lens that can open us to a growth mindset, defined by Carol Dweck as a belief that emotional and cognitive intelligence can change based on our desires and the plasticity of our thought processes.

What can we do to shift perspective in our schools and classrooms? From my experiences, these three practices might assist us in approaching relationships, instruction, and even assessments with a novel working lens and increased learning.

1. Recognize Triggers and Challenges

Write down two or three of the greatest teachers in your classroom or building. (These are the individuals who trigger hot emotion inside of you.) Your triggers could also be a particular routine or procedure that feels stale and oppressive, or simply not invigorating anymore. After you identify the experiences or persons that feel challenging; write down two positive outcomes that, once upon a time, did not feel so challenging about those persons or situations. These don't have to be enormous realizations. They can be daily "noticings" that have disappeared from our vision because our mindset and eyes have landed on the tedious, repetitive negative.

Here's a powerful example. A few months ago, Darren began his typical rendition of a poor choice sequence of tiresome behaviors. He was bouncing out of his seat without permission, interrupting instruction as he conversed with students around him. When asked to turn around or to please sit down, there was the usual eye rolling, denying, and increased anger. I decided to create a shift for both of us, and thought of Darren's expertise and strengths. I knew he was very familiar with smartphones and, even at 12 years old, probably knew more about them than I did. I used his knowledge and leadership to turn our perspectives around. "Darren," I said, "I need to respond right away to one of my students who just emailed me at the University, but I have to prepare for our group discussion here in three minutes. Could you please send her a message for me?" I pulled out my phone, called up the email, and explained to Darren what I wanted to say.

There are no words to describe how excited he was as he crafted a perfect message to my undergraduate student, forgetting his bad mood and his "felt" opposition toward me and toward the class. I thanked him, and we began again. Darren asked if he could use his new phone to pull up additional research while other students moved to the computers. The rest of the afternoon felt different and pleasurable, as my perspective guided Darren away from his usual precipice and onto the safer ground of feeling capable and successful.

2. Show a Different View

Teach your students about the power of perspective. Explain that we all see, feel and behave in ways that mirror our own attitudes, thoughts, and emotions. As you begin to implement the muscle of perspective, greet students at the door with a directive to move to a certain area in the room so that each student is seeing a different view. A few students could be lying down, while others could be facing a bulletin board, the door, the sink, a window. Explain that although everyone is gathered in the same room, each person has a different view, and that is how we can all approach daily experiences and relationships. After each student has recorded his or her view, talk about these changed views, relating this activity to a frustration or a stuck thought or feeling. There is great change that occurs in groups as together we can brainstorm new ways to see worn-out behaviors and relationships.

3. Offer a Fresh Start

Change up the routine for a week to generate fresh methods of instruction and classroom culture. When students walk in on Monday morning, offer subjects in a different order, wear your clothes backward, or create mottos or nicknames to use for the week based on an attribute of each student. Connect props to content and standards, wear two different shoes, or greet your class as you sit by a freshly decorated entrance to the room, a gesture that indirectly states, "You have a fresh start every time you walk through these doors. What will you choose to see and create today?"
Some people see scars; and it is wounding they remember.
To me, they are proof of the fact that there is healing.
-- Linda Hogan

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Perspective: A Game Changer in the Classroom and in Our Lives

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How I feel, understand, or interpret any situation always determines the "perceived" outcome of an event, or the collective disposition experienced and acted upon with a group of students or colleagues. When we feel any kind of negative emotion, our perspectives narrow, and we spin in repetitive conflict cycles, reacting and subconsciously creating more negative emotion.

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It financially benefits the people that currently have money and power

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White males gets the benefit