As I am writing this, there is a new blanket of fresh snow on the ground. This can only mean one thing: winter is coming and with it, all the warm and fuzzy feelings I hold about the upcoming holidays are coming. I take time to reflect on what I am thankful for, make space to gather my enormous family, and look forward to the new year ahead.
As an educator I also feel the weight of the holidays and the responsibility I have to consider that others around me may not celebrate the same ways I do.
It's probably not a surprise to those who know me that I have always been interested in world cultures. I wanted to learn all the languages and travel all the places and meet all the people. That’s probably one of the reasons why I became a teacher. When I began my journey as an educator, I was ravenous for information about the different cultures of my students. I believed that if I knew all I could know about their home cultures, I could be the best teacher I could be for them.
However, the more I learned, the more I realized how little I knew! I don’t have to tell you how quickly I became overwhelmed and hopeless. I was convinced that I would offend someone if I said or did the wrong thing because I couldn’t possibly know it all. This fear led me to nervously gloss over questions students would ask or cobble together some half-truth from the bits of knowledge I had. The fear I had that I would be thought incompetent kept me from truly honoring the curiosity of my students. It certainly wasn’t that I didn’t care--I was simply not equipped. That is, until I encountered the notion of cultural humility.
Cultural Humility is a philosophical approach that pushes us to continually challenge our own biases or previously held beliefs, knowing we can not possibly ever know all there is to know about cultures other than our own. It is different from the notion of Cultural Competency, which suggests that by studying a culture we can know all we need to know in order to provide support to our marginalized students. Cultural Humility rather calls on us to examine power imbalances and work to fix them while developing partnerships with those who can advocate for greater systemic change. In other words, it is about lifelong learning and being comfortable with saying, “I don’t know, but I will find out!” It’s considering new understandings, not wallowing in the embarrassment of, “I never knew that,” and striving to rethink the old ways of doing things.
Cultural humility is a motivating force behind the work we are doing in Curriculum and Instruction here in RPS. We know that the myths we’ve been told are not accurate and we know our students--all of our students--deserve better. It is our desire to do better that guides us as we work closely with our American Indian Liaison, Dawn Bjoraker, and our American Indian Parent Committee to improve the way we teach about those who are Indigenous to this land. We have much work to do, but it is with a sense of cultural humility, that we move forward, striving to honor the experiences of our American Indian students and families.
As the snow continues to fall and Thanksgiving approaches, many may be wondering how to best approach the holiday with our students. Luckily, we have some wonderful resources available through our media specialists. I’ve included some links to check out. Also, below is a short video that highlights some ways we can begin to take a new look at the way we teach the upcoming holiday.
Most importantly, don’t be afraid to say I don’t know, but then don’t stop there--work with your students to find the answers. Ask questions, reach out to families, call on the expertise of others, and never stop learning!
This post brought to you by Kim Eversman, E-12 Equity Implementation Associate
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