Submitted by: Simone Henry Agblonon, Assistant Director of Diversity, Equity, Inclusion and Belonging for Lower and Middle School
As we settle into the rhythm of another wonderful school year, we hope to continue to invite parents and caregivers into our “community of learners,” by sharing about a foundational element of our educational philosophy: the meaningful work of identity and community based learning. This is the first of a two-part series to share the shape of that work with families.
At every age, helping children understand who they are and appreciate the diverse identities of others is essential to their personal growth, academic engagement, and social development. In 1990, scholar Dr. Rudine Sims Bishop introduced the concept that books and learning experiences should serve as "mirrors, windows, and sliding glass doors."
- Mirrors: Experiences that reflect students’ own identities, helping them see themselves valued, validated, and affirmed in their school life.
- Windows: Opportunities to learn about the lived experiences of others.
- Sliding Glass Doors: Invitations for students to envision bright futures, build connections, and walk in someone else’s shoes with empathy.
When children encounter mirrors, they develop healthy pride in all aspects of who they are and build the skills and confidence to advocate for themselves. When they look through windows and step through sliding glass doors, they deepen their capacity for empathy, kindness, and inclusion, ultimately strengthening our entire school community.
Across five identifiers (race and ethnicity, religions and beliefs, socioeconomic class, neurological and physical abilities, and gender and orientation) common themes and learning objectives are taught, tailored in age-appropriate ways at every stage of development:
In Preschool: Students will develop awareness of the fact that people with diverse identities exist and be able to recognize both commonalities and differences within our community. Students will read books and engage in corresponding activities regarding various skin tones, hair textures, faiths and corresponding traditions, needs vs. wants, learning styles, family structures, and toys, clothes, and colors that are for anyone.
In Kindergarten: Students will learn about additional characteristics and manifestations of each identifier. Students will learn that some people who share a given identifier might look similar, wear similar things, or use similar tools to meet needs and achieve goals. Simultaneously, students will be encouraged to recognize that all people are different, and not all people who share a part of their identity look or act the same.
In 1st Grade: Students will learn about the multiplicity that exists within our D-E community, exploring the countless ways in which our school community is diverse. Students will learn about and share aspects of their own identities, celebrate the identities of others, and recognize the concurrent gift and challenge that diversity can be.
In 2nd Grade: Students will begin to learn more about identities that exist outside of D-E by exploring and celebrating global and local communities, as well as individuals that exemplify various forms of identity. For example, the 2nd Grade Canine Companions unit provides an opportunity to learn about diverse forms of ability and how people navigate this aspect of their identity. Students will also be encouraged to recognize that though an aspect of one’s identity may be important, it is just one piece of who a person is.
In 3rd Grade: Students will learn more about individuals, families, and communities who identify proudly with a given aspect (or multiple aspects) of who they are. They will explore how people demonstrate that pride, what motivates them to do so, and what the D-E community can learn from their strength of character.
In 4th Grade: Students will learn about challenges and disparities that individuals and/or communities have faced as a result of their identity and what people are doing to change that and “make it better.” This also ties to their exploration of civics and government.
In 5th Grade: Students will learn about allyship, the power of advocating for and with others, and the agency that young people (including 5th graders like them) have to make meaningful, impactful contributions.
Through carefully selected literature, thoughtful classroom discussions, and engaging learning experiences, we aim to ensure that every Dwight-Englewood student has ample opportunity to feel seen and celebrated. Providing such opportunities also allows students to learn from, and about, one another and about the world around them.
The ultimate result of this work is to cultivate confident, kind, and empathetic students who will (as our mission statement expresses) “embrace diversity in order to develop the skills, values, and courage to meet the challenges of a changing world and make it better.”