Issue 18: Language
Noun. The principal method of human communication, consisting of words used in a structured and conventional way and conveyed by speech, writing, or gesture.
Scrabble letters are placed together to display the phrase “Choose Your Words”. Photo by Brett Jordan on Unsplash.
Check-In:
When I went to Dwayne Chism’s (author of Leading Your School Toward Equity: A Practical Framework for Walking the Talk) workshop at the ASCD Conference he talked about the fact that he didn’t use the term “white supremacy” in his book. In my book, I use it…A LOT. One reason for this is audience. Dwayne’s book is written for a wide audience. It allows many people to enter no matter where they are on their journey to racial consciousness. My book is written for leaders of the global majority with a clear starting line. It is for those who can say/read the term “white supremacy” and not only know what it means but can point it out because they have experienced its impact.
In my day-to-day work we often talk about “meeting people where they are at” and that regularly includes language. When I first used the term “Latinx” in Texas, folks were like, “What is Latinx? I’m Hispanic.” I spoke to an equity officer recently who was looking for other titles because the term “equity” had become too much of a hot-button word in their community.
I remember hearing someone else use the phrase “meeting people where they are at” and I cringed. It sounded like we they were bending and compromising so much their purpose was lost. This is where I struggle. Using Hispanic instead of Latinx in Texas feels like the right language change. Not using the term equity hurts my soul. When and how do you determine what’s appropriate and what’s too far? Is it the person making the language change request? Is it the context in which you are working? Is it the impact and outcome you are seeking? Something else? All of it?
A few years ago I began subscribing to John McWhorter’s New York Times column. He is a Columbia University linguist and he takes the time to dive head-first into the history of a word/phrase and how it has evolved over time. I may not always agree with his final conclusion but appreciate the journey and history I gleam from him every week.
My interview with Jeremy highlights the expansiveness of language in the lives of our students and communities. Multilinguism is a conversation that has been part of the U.S. Secretary of Education Miguel Cardona’s remarks in the past few months. The first step in Dwayne’s four-step Equity Leadership Framework is to define and clarify equity. He emphasizes that the language on the page sets the tone for how the work is understood and embodied by staff and students.
Language can call people out. Language can call people in. What was a cultural colloquilism is picked-up by ‘mainstream media’ and takes its own journey. Language continues to expand and evolve.
How do you choose your words?
#mondaymotivation: “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.” ‒ Nelson Mandela
Interview with a Leader of the Global Majority:
Jeremy* was the Director of Language, Culture, and Equity of a medium-sized district in Colorado for over ten years. The comments below are Jeremy’s and do not reflect the opinions of his district.
Jeremy: I am the Director of Language, Culture, and Equity of a medium-sized district in Colorado.
Mary: I'm curious to hear a little bit more about that decision and need to add language as part of your title.
Jeremy: So, I think that when we initially conceptualized and developed the name of the department, equity was something that we really thought about through resource equity and helping marginalized communities access, equitable education.
Jeremy: We are a predominantly white, affluent community and when I entered it was evident that we needed to engage issues of poverty. And it was a safe space. In general, people are okay with speaking about poverty. And when we start to engage in issues of identity and race and culture, it becomes a lot harder. It becomes more personal.
Jeremy: And so, the Department of Language, Culture, and Equity did not develop under the normal or the traditional concept of diversity, equity, and inclusion.
Jeremy: I oversee federal programs which are Title I, II, III, IV. Migrant Education, Immigrant Set-Aside, Refugee Services, Family, School, Community Partnerships, which is our family liaisons, Out of School time, which is our afterschool and extended year summer school program, McKinney-Vento Homeless Education, English Language Development, Teen Parents….
Jeremy: And also, Diversity, Equity, and Inclusion.
Jeremy: So, English Language Development is huge. So, when you talk about language, it really is about supporting language development.
Jeremy: And so, it didn't make sense for us to be talking about family engagement and not talking about linguistically diverse and family liaisons and not doing language development and language learners and immigrant migrant refugee, and not talking about McKinney-Vento, and not providing extended year programs like summer school.
Jeremy: So, it really was a systemic approach to being able to provide comprehensive support services to families.
*name changed
You can read more from Jeremy in “Leading Within Systems of Inequity in Education: A Liberation Guide for Leaders of Color”. Let me know if you would like to be interviewed and/or recommend someone to be profiled in this section.
What I’m Reading: Leading Your School Toward Equity: A Practical Framework for Walking the Talk by Dwayne Chism.
About the author(s): Dwayne Chism is the Dean of the School of Education at Peru State College in Nebraska.
Book Audience: District, school, and teacher leaders looking to form an equity-driven culture
Book Overview:
Before you even jump into this book, Dwayne provides a self-assessment to gauge your understanding of leading for equity. He encourages the reader to return and take it again after reading the book.
The four-step Equity Leadership Framework is central to this book. The steps are:
Define and clarify equity (ch. 2)- Provides two different activities leaders can use to develop a common understanding of equity then gives steps to creating a working definition of equity that is focused on accountability and action.
Create discomfort (ch.3)- Gives examples and reasons why this is so challenging for adults as well as climate assessment tools to generate a barometer of where your school is in the areas of mindsets and climate.
Build efficacy (ch. 4)- Speaks to the importance of individual and collective efficacy. Also provides steps to build a culture of efficacy- neutralize weakness, sow optimism and support growth.
Normalize action (ch. 5)- Lays out a process to leverage data to get to step #5- ‘game plan’. The final part of the chapter focuses on the role of pedagogy in the game plan and needing to use tools like an equity walk to see the impacts of the plan and where adjustments need to be made.
The last chapter of the book focuses on leadership and the need for focus, competence and passion.
This book is FULL of practical, applicable guidance, exercises, and activities that you can take and apply to your school environment.
Next Book: Liberate! Pocket-Sized Paradigms for Liberatory Learning by Michelle Sadrena-Pledger. You can find a full list of my book recommendations here. Please note that I am an affiliate with Bookshop.org and receive a small compensation for your purchase when you use the book links provided.
Resources:
‘The anti-CRT crusade’: 5 trends that point to its impact on education in 2023. A new report by CRT Forward, an initiative from the University of California Los Angeles School of Law Critical Race Studies Program, reveals some of the most prominent trends that came about over the last two years of what they call “the crusade against CRT.”
CRT focus affects push for Native American studies. Dozens of states recently adopted or are considering laws and policies that put parameters on critical race theory in education. These efforts, however, have affected a move to increase the focus on teaching Native American history in several states, including South Dakota, Oklahoma, and New Mexico. Full Story: The Hechinger Report(4/12)
In this episode of the "Race in the Workplace" podcast, host Joanna Shoffner Scott, Ph.D. interviews Sheri Brady, VP of Strategy and Program at Children's Defense Fund, on how leaders can step up and center racial equity. Brady's wealth of experience and expertise in creating a more inclusive workplace provide valuable insights that will inspire you to take action! Let's Talk Racial Equity and Leadership with Sheri Brady
Upcoming Events:
Virtual Conversation:
On Monday, April 24th, please join a virtual conversation with Tauheedah Baker-Jones, EdLd, Chief Equity and Social Justice Officer of Atlanta Public Schools. This conversation will be moderated by Nancy Gutierrez, EdLd, President and CEO of The Leadership Academy. You can RSVP for this event here: https://pp.events/avxN235D
AP Leadership Academy
I will be joining Baruti Kafele for his virtual AP Leadership Academy on Saturday, May 6th from 11:00 AM- 12:30 PM EST to discuss my book.
ASCD Author Workshop
I will be facilitating a 2hr virtual workshop: Leading Towards Liberation as a Leader of Color on Wednesday, May 24th from 11:00 AM - 1:00 PM EST. You can register here.
Leading-Within Wednesdays
Every other Wednesday I highlight one of the 10 competencies introduced in the book. It will be a short post that will also be available via audio/video if you prefer an alternative to reading. These will be shared through this newsletter so if you’re not signed up…here’s the time to do it!
If this is your first time reading, please go back and read my Introductions post.
Thanks for reading! Let me know what you think. If you like it, please share it with your network!