Over the last 20+ years I have been working with diversity
and equity issues, sometimes with official titles, sometimes without. Standing
up for others has become part of who I am and what I think I am supposed to do
in this life. Currently working in an independent school, I have made no secret
of the fact that I would love to lead a school in its diversity and inclusion
efforts. And I also know that in many ways I already do. However, I am also
quite conscious of the fact that I am a white, cisgender, hetero male. I am not
exactly the common face of such efforts. I am aware that by virtue of this
identity I may be seen with some question, doubt or confusion.
Weeks ago I attended my 4th People of Color
Conference. It was in Anaheim this year, so it was close enough to drive.
Ta-Nehisi Coates was one of the keynote speakers. How could I not go?! Part of
the tradition and work of this conference is affinity group work. For me that
means a chance for dialogue with other white educators on this journey. This
year in affinity groups I shared my desire and self-awareness regarding being a
school’s diversity leader. A colleague nodded and said, “That’s not the job you
want, you want to be the Director of Dismantling White, Male Privilege.” My
group had a good laugh and we moved on, but not before I acknowledged that she
had a very serious and valid point.
I’ve been thinking about that suggestion in the weeks since.
Our schools are often hospitable places for those of the dominant culture. But
what about everyone who isn’t male, or white, or cisgender, or able-bodied, or
male, or Christian, or even wealthy (particularly in independent schools)?
We’ve created educational systems and communities that support the power
structures that have historically dominated.
So why not
Director of Diversity and Inclusion or Equity Coordinator?
What is “diversity”
and what and who is it for? Who needs the diversifying? Who deems whom diverse?
Who is the diversity for? Are we bringing in non-traditional or non-white
students for the benefit of the kids we have? Are we using “diverse” kids to
broaden the educational experience of others? Are we trying to help some kids,
and if so, how do we guard against a savior complex? Or is it conceivable that
diversity in educational environments actually has appositive impact for all
involved?
Who is getting included and into what? How is inclusion different from tolerance? If
we include others, what have we done to be sure “they” are successful? Do the
systems that created the challenges we face get altered at all when we include
the previously excluded?
I tend to like thinking about equity as our goal, but I can’t help but think of that graphic
of the kids at the fence where we see the difference between equality and
equity. The fence is too tall for two of the three kids. If we aim for equality
we bring in the same size box for each of them to stand on, but that’s not
enough to help one kid and it’s unnecessary for the tallest kid. If we aim for
equity we bring in boxes according to each kid’s needs so they all see over the
fence.
But what about tearing down the fence? What about tearing
down the barriers? What about
dismantling the very structures that have caused the inequities we are trying
to fix? What about working to dismantle the white, male, cisgender,
heterosexual, Christian, aspirational structures and create new systems and
structures that support the success of all? That’s what I want to do, create
new structures and new paradigms to support and educate all students on their
terms while getting them ready for the world at large. To do so is to use our power as educators to
actually create positive, long-lasting, deep, societal change. I want to
dismantle white, male privilege and the structures it created and that support
it.
Finally, I do not pretend to have answers. I don't know how to do this. I am not even sure if this is the best lens from which to do this work. But I am more than ready for the conversation. In fact, it's through the conversation that I know we make a better world for all.
