SIS Equity Site: Newsletters

Allyship: Ways to speak up and make space for everyone

via @betterallies

Being an ALLY means working to dismantle the societal systems of oppression that limit opportunities for people of the global majority. It can look like putting yourself in a vulnerable position for the sake of another person who is being marginalized.

A true ally ...

• reflects on his or her own missteps and seeks to be better in the future
• calls in a friend who utters a slur or microagression to another person
• asks if a woman or a person of the global majority was considered for a promotion over themselves
• steps in to shield someone in a racially-charged confrontation with police
• is a person with conviction and courage regarding DEIJ issues

It's not easy to be a true ally

The first step is to build inner awareness and strategies for your own interactions and missteps.

The following suggestions are taken from the document "How to Monitor Impact over Intent" which was created after an incident on a panel discussion at a recent DEIJ webinar. 

1. Pause and receive -- ask questions only if you need clarity
2. Believe, take responsibility, and lean into your mistakes and missteps to reframe this experience as a way to learn, grow, and do better next time
3. Do the inner work to unpack why you caused the harm, address the harm caused, and acknowledge its impact
4. To work toward restoring trust, check in to ask if you may apologize without causing more harm
5. Apologize (without centering yourself or your intentions) by specifically naming and owning the oppressive harm. You should do this verbally, in writing, and (most importantly) through your changed behavior
6. Reflect and use this opportunity to learn, grow, and do and be better

Who can be an Ally? ANYONE and EVERYONE!

Here's a recent example:

• Podcast: The Director of the Pechersk School in Ukraine talks about supporting Ukrainian families

Resources to begin the work:

• Better Allies, a site devoted to "everyday actions to create inclusive workspaces" (free weekly newsletter)
  • In particular, see these excellent visuals with specific language to watch for and use
• Be a Better Ally, a podcast with Kathleen Naglee
• For working with students: The ABC's of Allyship (posters for $5.00 to print, sample below)

Upcoming Training

• EARCOS (Free) Implicit Bias Training, April 9
  • If we are able to be on campus, SIS attendees will gather in the Net Valley library

Share your experiences and perspective about Allyship:

example of ABC's of Allyship poster set (order via link)

Microaggressions: Identifying and Eliminating them

Microaggressions are...

• "the brief and commonplace daily verbal, behavioral, and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial, gender, sexual orientation, and religious slights and insults to the target person or group” (Solorzano et al). 

Because microaggressions may be unintentional, they can continue unchecked and become increasingly hurtful over time. As a community, we hope to identify and speak to microaggressions when they happen so we can eliminate them from our day-to-day interactions.

微侵害是……

•“对目标个人或群体进行的简短而普遍的日常言语、行为和环境侮辱，无论有意或无意，都是对其进行敌意、贬损或负面的种族、性别、性取向和宗教侮辱”(索洛扎诺等人)。

因为微侵害可能是无意的，它们可以不受控制地继续下去，随着时间的推移会变得越来越伤人。作为一个社区，我们希望当微侵害发生时，我们能够识别并应对它们，这样我们就可以将它们从我们的日常互动中消除。

See two types here:

• Micro-insults are
 behaviors,
 actions,
 or
 verbal
 remarks
 that
 convey
 rudeness,
 insensitivity,
or
 demean
 a 
person’s
 group
 or 
social
 identity 
or 
heritage.
(Sue,
 et.
al.
2007)
• Micro-invalidations are 
actions
 that 
exclude,
 negate,
or
 nullify
 the
 psychological
 thoughts,
 feelings
 or
 experiential
 reality 
of
 people
 who
 represent
 different
 groups
 (Sue,
 et.
al.
 2007).

微侵害有两种类型:

•微侮辱是通过行动或言语表达无礼,
或贬低他人的所属群体或社会身份的行为。
(苏,
等。
al .
2007)

•微失效是包含排除、否定、不认可别人所代表的想法、感觉或现实的行为。 (苏,
等。
al .
2007)。

Explore common microaggressions and how they hurt in various ways:

• The Micropedia: An encyclopedia of micro-aggressions based on type, topic. Search to learn about terms you might not be familiar with.

探究常见的微侵害行为，以及它们如何以各种方式造成伤害:

• 《微百科全书》:一本关于微侵害的类型和主题的百科全书。可通过此书来学习你可能不熟悉的术语。

Learn More:

• "Where are you from? Microaggressions from both sides of the Pacific" via TIE online
  • Understand various scenarios in international schools, including how students can feel alone in their own country in an international school
• "Microaggressions in the Classroom" via University of Denver
  • Examples and tips to ensure you are not unwittingly communicating micro-aggressions
• "Educator Self-Reflection Toolkit" by Sharla Serasanke Falodi
  • Review various types of microaggressions (verbal, non-verbal, and environmental)  
  • Learn ways to avoid each type 
• Videos below:
  • Microaggressions in Everyday Life (4:25)
  • Teenagers Discuss Microagressions and Racism (1:45)
  • Microaggressions (3:15)

了解更多:

• “你来自哪里?”太平洋两岸的微侵害”通过TIE在线
  • 了解国际学校的各种情况，包括学生在自己国家的国际学校如何感到孤独
• 《课堂上的微侵害》丹佛大学
  • 例子和提示，以确保你不会无意中微侵害他人
• “教育者自我反思工具包”，作者:Sharla Serasanke Falodi
  • 审查各种类型的微侵害(言语、非言语和环境)
  • 学习避免每种类型的方法
• 视频:日常生活中的微侵害(4:25)
• 视频：青少年讨论微侵害和种族主义 (1:45)
• 视频：微攻击 (3:15)

Share your experiences and thoughts by clicking or scanning the code below

• Have you felt a microaggression at some point?
• Can you identify a microaggression you have used without realizing it?

点击或浏览下面的代码，分享你的经验和想法

•你是否曾在某一时刻感受到微侵害?

•你能识别出你使用过却没有意识到的微侵害吗?

References:

Sue,
 DW; 
Bucceri,
 J;
 Lin,
 AI;
 Nadal,
 KL,
 &
Torino,
 GC
 (2007).
 Racial
 microaggressions
 and 
the
 Asian
 American
Experience.
 Cultural
 Diversity
 and
 Ethnic 
Minority
 Psychology 
(13)1.
 pp.
72‐81.

Solorzano,
 D,
 Ceja,
 M,
 &
 Yosso,
T (2000).
 Critical
 race
 theory,
 racial
 microaggressions, 
and
 campus
 racial
 climate:
 The
 experiences
 of
 African
 American
 college
 students.
The
 Journal
 of 
Negro 
Education,
 69, pp 
60‐73.

Hidden Curriculum: What is it and how can we be more aware?

Welcome to our Equity newsletter for December! 

欢迎阅读我们12月的简报。

In this post, we will...

• Share an announcement from ISS
• Share reflections from the Danau Tanu PD session
• Define and give examples of the concept "Hidden Curriculum"
• Suggest ways to create more awareness for yourself and your students around each other's identities
• Provide a place for your feedback and thoughts

在这一期的简报中，您将看到：

• ISS的最新公告
• 分享Danau Tanu 培训的感想
• 定义“隐藏课程”的概念并举例说明
• 建议一些让你和你的学生对彼此的身份有更多认识的方法
• 为你的反馈和想法提供一个空间

ISS Announces their new Diversity, Equity, Inclusion, and Justice (DEIJ) officer:

ISS宣布他们新的负责多样性，公平，包容和正义(DEIJ)的官员：

 Joel Jr Llaban will serve as the full-time DEIJ officer for all ISS schools and the organization in   general, beginning August 2022

 Read about him HERE

 To follow him on twitter: https://twitter.com/JoelJrLLABAN

Joel Jr Llaban将从2022年8月开始担任ISS所有学校和组织的全职DEIJ官员

 请点击链接阅读他的完整信息 HERE

 他的推特帐号是: https://twitter.com/JoelJrLLABAN

Reflections from the Danau Tanu session on November 19:

11月19日Danau Tanu 培训的感想:

• 18 members of our whole school took the time to reflect on our whole school PD session with Danau. We are hoping for more engagement from faculty and staff with this work moving forward.  Justice will not happen for our students if it doesn’t start from the adults.  
• Whilst there were members who questioned her methodology, she gave us one lens that can give us a view into how colonial structures are harming our students. From the 18 responses, most agreed that there needs to more of a deep-dive into understanding our student population.  A few suggested more work needs to be done to understand microaggressions and intersectionality and how they play into our school structures, host country, and our student and staff population. 

“People talk about micro aggressions. I think we all need to understand what they are and how they are perceived in daily lives here in SIS” - SIS staff member who wishes to remain anonymous. 

Next steps suggested by the 18 staff members:

• Create an SIS DEIJ Mission Statement  

• Dedicate whole school meeting time to delve into readings and research and participate in discussions 

• Decolonize curriculum and resources and ensure diverse representation in classroom books 

• De-Center Celebrations from a western focus 

• Define international mindedness and equity and describe what it looks like at SIS 

• Intentionally include of student voice 

• Offer tangible strategies 

• Re-examine the roles of TA positions, funding, and professional development 

• Continue the conversation (Please complete the questionnaire at the end of this newsletter!)

我们学校的18名员工花时间回顾了Danau Tanu给我校员工带来的培训。我们希望更多的教职员工参与进来，让公平体现在每个人的身上。

虽然有人质疑她的方法，但她给了我们一个视角，让我们看到殖民结构是如何伤害我们的学生的。在18个回复中，大多数人同意需要更深入地了解我们的学生群体。一些人建议，需要做更多的工作来理解微侵犯和交叉性，以及它们如何在我们学校内部、东道国和我们的学生和教职人员中发挥作用。

“人们在谈论微侵犯。但我认为我们先需要了解微侵犯是什么，以及他们在SIS的日常生活中被如何看待。”——SIS匿名员工

以下是来自这18名员工的想法

• 创建SIS DEIJ任务声明
• 利用全校会议时间进行研究和讨论
• 对课程和资源进行非殖民化，确保课堂教材的多样化
• 对西方庆祝活动进行去中心化
• 定义国际思维和公平，并描述它在SIS的样子
• 要有意地听听来自学生的声音
• 提供切实可行的策略
• 重新审视助教职位、经费和职业发展的作用
• 继续对话

请填写简报最后的问卷调查

Definitions:

• Structural Racism: A system in which public policies, institutional practices, cultural representations, and other norms work in various, often reinforcing ways to perpetuate racial group inequity. It identifies dimensions of our history and culture that have allowed privileges associated with “whiteness” and disadvantages associated with “color” to endure and adapt over time. Structural racism is not something that a few people or institutions choose to practice. Instead it has been a feature of the social, economic and political systems in which we all exist. (via The Aspen Institute)

• Hidden Curriculum refers to the unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn in school. While the “formal” curriculum consists of the courses, lessons, and learning activities students participate in, as well as the knowledge and skills educators intentionally teach to students, the hidden curriculum consists of the unspoken or implicit academic, social, and cultural messages that are communicated to students while they are in school. (via Ed Glossary)

定义

结构性种族主义:公共政策、制度实践、文化表征和其他以各种方式发挥作用的体系，往往强化种族群体不平等。它存在于我们的历史和文化的各个方面，这些方面允许与“白人”相关的特权和与“肤色”相关的劣势随着时间的推移而持续。结构性种族主义不是少数人或机构选择去实践的东西。相反，它一直是我们所处的社会、经济和政治制度的一个特征。(via The Aspen Institute)

“隐性课程”指的是学生在学校里学到的不成文的、非官方的、经常是无意中学到的课程、价值观和观点。而“正式”课程由课程，学习活动,以及教育工作者有意地教给学生的知识和技能,隐性课程通过不言而喻的或隐含的学术、社会和文化等传达给在校的学生。(via Ed Glossary)

• Video with full article

What Is the Potential for Harm?

潜在的危害是什么？

There are two areas where a lack of understanding of the hidden curriculum can be particularly harmful for our students: 

• Language – expecting students to use English all the time is harmful.
  • English is our language of instruction, but should not be expected as the language of inclusion. Everyone's language is equally valuable as a way to socialize and learn from each other
• Race – expecting someone to behave a certain way based on stereotypes about their race or culture
  • "He's Asian so he should be good at math"
  • "She's African so she should be a fast runner"

缺乏对隐藏课程的理解对我们的学生来说有两个方面是特别有害的:

• 语言—让学生一直使用英语是有害的。英语是我们的教学语言，但不应该被认定成为包容的语言。每个人的语言都是一种社交和相互学习的方式，有同样的价值。
• 种族—期望某人基于他人对他们种族或文化的刻板印象做出相应的表现(他是亚洲人，所以他应该擅长数学。她是非洲人，所以她应该跑得很快)

Examples of the Hidden Curriculum: 

隐藏课程的例子：

• A teacher asks two students who are speaking Korean during a class project to use English instead. This conveys that English is the preferred language and limits their ability to learn the content as deeply.  
• 在一个课堂中，一名老师让两个说韩语的学生改说英语。这就像学生表明了英语才是首选语言，同时也限制了他们深入学习内容的能力。

• A teacher objects to a Korean student calling her "Teacher" not realizing that is a respectful way to address a teacher in Korean culture. This conveys a lack of understanding about the child's culture and assumes a negative intention.
• 一名老师反对一名韩国学生叫她“老师“，没有意识到在韩国文化中这是对老师的尊重。这表达了对孩子的文化缺乏了解，并带有消极的意图。

• A teacher remarks negatively on a cultural eating habit (such as eating with plastic gloves) in the lunchroom, calling the habit "So Chinese". This conveys a sense that there is something wrong with that way of eating. 
• 一位老师对一种文化的饮食习惯(比如戴着塑料手套吃饭)进行了负面评价，称这种习惯“太中国化了”。这传达了一种感觉，那就是这个习惯有问题。

• A school hires mainly white teachers. This conveys to students and parents that western teachers are preferred and that non-western teachers are of less value to the school's programs.
• 学校主要雇佣西方或白人教师。这向学生和家长传达了这样一种信息:他们更喜欢西方教师，而非西方教师对学校课程的价值更低。

• A school's policy is to hire only "Native English speakers" but really only hires English speakers with Western accents (British, American, Australian, New Zealand).  This conveys some English accents are better than others (the English of the colonizers).
• 学校的政策是只雇佣“母语为英语的人”，但实际上只雇佣有西方口音的人(英国人、美国人、澳大利亚人、新西兰人)。这表明这些人的英语口音比其他人的口音更好(移民的英语)。

• The teacher organizes groups of children by gender. This conveys that there are only two clear genders, which is not accepting of transgender and non-binary people. 
• 老师按性别把孩子们分组。这传达了只有两种明确的性别，即不接受跨性别者和非二元性人。

via Hafferty & Finn (2014) and this post on Medium

How Can We be More Aware of The Hidden Curriculum in our School?

我们如何认识学校的隐性课程?

The first step to awareness is understanding.

To understand the perspectives of others, we need to make time for identity work. When we increase our understanding of our students' and each other's identities, we will be more aware of aspects of our hidden curriculum that can cause harm.

• Consider ways to learn more about your students, their values, their culture.
• Consider ways to share your own identity and values with your students and your colleagues. 
  • Handout with prompts to build cultural awareness and learn about the various identities in your classes.

第一步是理解。

为了理解他人的观点，我们需要腾出时间来认识身份。当我们增加对学生和彼此身份的了解时，我们就会更加意识到我们隐藏的课程中可能造成伤害的一些方面。

• 想办法更多地了解你的学生、他们的价值观和文化。
• 想办法与你的学生和同事分享你的身份和价值观。

• 切实可行的策略:利用本简报上的提示来建立文化意识，并了解课堂上的各种身份。

What Do You Think?

继续对话：你怎么看？

• What have you seen and noticed in your classroom and/or in our school that is part of the hidden curriculum?  
• What actions might you take as you become aware of this? 
• 你在你的教室和/或我们学校的隐藏课程中看到和注意到了什么?
• 当你意识到这一点时，你会采取什么行动?

Thank you for Learning With Us!

感谢您与我们一起学习!

下一期简报:理解微冒犯和交叉性

Danau Tanu's Presentation and more

We hope you found the session with Danau Tanu thought-provoking.

Please share your experiences and wishes for our school on this form.

Although optional, we hope many of you will share your experiences and thoughts. Your comments may be kept anonymous if you wish. Or, you may choose to allow us to share your comments with our community to help everyone learn how to be more aware of any underlying racism that exists in the SIS community.

Who Are We?

The SIS Equity Taskforce is a group of teachers and administrators. We are learning alongside our colleagues and know that we may make mistakes along the way. Please let us know of anything that causes you discomfort and please reach out to any of us - anytime - with questions, concerns, or ideas.

The Taskforce welcomes new members any time during the school year. SIS wants all voices represented as we move forward to create a more equitable climate in our school.

We aim to...

• Support the school and the community as we become increasingly aware of equity issues
• Support the school's leadership in addressing equity issues through professional development and policy renewal
• Provide a voice for anyone with experiences, concerns, and learnings to share

You may contact any members at any time. Please indicate the level of confidentiality you desire in your note.  

Resources from Danau's Talk:

• "Being Seen" slides
• "Being Seen" Outline and Activities
• Growing Up in Transit, website
• Resources for Educators from her website
• "Third Culture Kids of Asia" a podcast
• Follow Danau Tanu on twitter @danautanu