Written by This year has allowed me a lot of time to contemplate how I am teaching JEDI in my classroom. It’s allowed me time to look at what I am actively teaching as well as what I am not actively teaching. What did I choose to teach (and not teach), what did I choose to bring up in conversation (or choose to not bring up) and look more deeply at why those choices were made (conscious or unconscious).
I think that I am really good at researching issues and connecting them to content and curriculum, even in the science world. I think I am good at bring up diversity amongst scientists, how money in science is used, who the end-users of certain sciences are and why it looks the way it does. I am good when I have time to research and make connections and get into a space where I feel comfortable with the material and move on from being fearful of saying the wrong thing.
I am not the best at addressing events in the news the next morning with my kids. This is an area I need to grow. Sometimes I am so shocked by what has happened I don’t even have my own opinions yet so how am I supposed to guide students through the information we have to form their own independent ideas based on the evidence? Sometimes I give into the curriculum push – we need to get this thing done today because next class there is a lab/test/event. Typing that sounds foolish – when does human life ever take a second to the test? It doesn’t, it’s an easy opt-out.
I think for me, examining my own biases this year and finding myself addressing issues with my homeroom class more often as the year went on has been a really positive experience, and one I plan to continue looking into as we move into another school year. I am more comfortable knowing that I may not have all the answers, but I can start the conversation and we can research together. I also know that JEDI needs to be addressed as it arises for our students. How can we expect our students to identify and take action if we don’t model what that looks like?