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How can we modify the words we use to be more inclusive of identity diversity?

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Something others may or may not know about me is that the first language I learned to speak was Japanese, which I later lost after attending school in the US and rejecting my Japanese background.

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To me, being straight means (among many other things) that I constantly see me and my partner's relationship mirrored in practically every book, film, and television show.

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I sometimes feel different from others because I am introverted and tend to avoid social gatherings.

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One way I am different from my school community is that I am focused heavily on DEIJ.

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People sometimes assume that I am White when they read my name, but I am biracial (Asian/White) and often pass as fully Asian.

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One thing I often need to explain to others is why I ended up becoming an elementary teacher after getting two engineering degrees.

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One way I act differently at school and home is: at school I speak almost entirely in English, while at home I speak almost entirely in Korean.

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When I am with my friends, I am louder. When I am with my family/relatives, I am more reserved.

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4 Components of Identity-Centered Learning

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4 Components of Identity-Centered Learning

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What transformations to TEACHING/LEARNING have you made (or want to make)?

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What transformations to TEACHING/LEARNING have you made (or want to make)?

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Bringing my own languages, cultures, families, reflections, stories into my teaching.

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Co-creating and practicing clear expectations around identity respect and understanding.

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Using our identity webs as a source for all projects– project-based inquiry learning.

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References and Further Reading

Ahmed, S. K. (2019). Being the change: Lessons and strategies to teach social comprehension. Heinemann USA Imprint.

Arráiz Matute A. (2014) Entre el Aquí y el Allá: International Schooling and the Colonized Mind. In: Dei G.J.S., McDermott M. (eds) Politics of Anti-Racism Education: In Search of Strategies for Transformative Learning. Explorations of Educational Purpose, vol 27. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7627-2_13

Cote, James. (1996). Identity: A multidimensional analysis.

Crenshaw, K. (1990). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stan. L. Rev., 43, 1241.

Erikson, E. H. (1980). Identity and the life cycle. W W Norton & Co.

Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.

Ladson‐Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into practice, 34(3), 159-165.

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational researcher, 41(3), 93-97.

Robinson, Erin Nicole (2012). The Relationship Between Teacher Cultural Competency and Student Engagement. Electronic Theses and Dissertations. 553.

Safir, S. and Dugan, J. (2021) Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation. First Edition. Corwin.

Schachter, E. P. & Rich. Y. (2011). Identity Education: A new conceptual framework for researchers and practitioners. Educational Psychologist, 46(4), 222-238.

Settles, Isis. (2004). When Multiple Identities Interfere: The Role of Identity Centrality. Personality & social psychology bulletin.

Tanu, D. (2017). Growing up in transit: The politics of belonging at an international school. Berghahn Books.

Weinreich, P., & Saunderson, W. (Eds.) (2003). Analysing Identity: Cross Cultural, Societal and Clinical Contexts. London and New York: Routledge.

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Infographics to help educators and educational leaders understand students' identities and create safe exploratory spaces for students' identity development.

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I have tried to plant seeds with students' families and administrators by inviting them into my room to see Identity-Centered Learning in action.

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I have connected with DEIJ-focused co-conspirators in my school, within Hong Kong, and across the world to collaborate and strategize.

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I continue to create free identity-centered resources for educators to use and share.

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I plan to do more documentation of the results of my identity-centered work as evidence of its effectiveness.

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One thing I often need to explain to others about me is my disability because it is a "hidden disability." A person can not look at me and identify me as a person with a disability just from my appearance.

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One thing I sometimes need to explain to others about me is that life has been really really hard for me and I struggle with depression. I present like I am happy and upbeat all the time, but I struggle internally more than most people know.