Is it a prerequisite that you feel fluent in the language of race, inclusion, and equity before tackling such issues in your organization?
This is a question I’ve been working through myself. Acting to resolve a sensitive issue we may be met with silence, confusion, denial, or resistance. If not communicated tactfully, we might unintentionally offend colleagues. In the worst case scenario, we might encounter marginalization, reprimand, or even termination. Scary stuff. So, initially, my intuition said that we should get good at talking about sensitive topics before launching into action to avoid complicating an already complex situation. Reaching a level of conversational proficiency where we feel confident to handle any situation before intervening in an equity issue seemed like a logical pursuit.
More recently, I’ve come to think that this is a recipe for delay, paralysis, and, ultimately, the perpetuation of the status quo. Waiting for everyone to reach proficiency won’t work because everyone’s starting from a different place. More importantly, as a sector and as leaders, we’re late to the game on this and it’s time to report for duty.
As an education leader, you have two roles: lead and provide space and support for others to grow. The same is true when making equity part of your daily dialogue. It’s important to acknowledge that people all have different levels of comfort and sophistication with discussions about race and equity. For instance, when we talk about race, there are often stark differences between people of color and whites. Continue reading