- Re-Education of Educators:
Teachers and educators at all levels of the educational-system must go through intense training centered on multiculturalism with social-justice as the premise. Educators must decolonize their way(s) of thinking. In this intense training, educators will look at their own position in society and how their position impacts the way they interact and view the world. In seeing their positionality, educators will begin to start the work of understanding intersectionality. Intersectionality would look at the various identity-markers (sexuality, race, religion, gender, socio-economic class, and etc) and how it intertwines to form individuals’ lived realities. In looking at this, educators will begin to understand that individuals within society, within schools are faced with multiple oppressions just based off of their identity. In undergoing such an intense training, educators will look at equitable ways to: restructure a school including school culture, creating equitable lessons within classroom, equitable disciplinary action and etc.
In the words of Paulo Freire’s Pedagogy of the Oppressed, ““[T]he more radical the person is, the more fully he or she enters into reality so that, knowing it better, he or she can transform it. This individual is not afraid to confront, to listen, to see the world unveiled. This person is not afraid to meet the people or to enter into a dialogue with them. This person does not consider himself or herself the proprietor of history or of all people, or the liberator of the oppressed; but he or she does commit himself or herself, within history, to fight at their side.”
2. Re-Structuring of Curriculum: Districts will work with diversity-committees and/or groups to ensure that curriculum is based in multiculturalism. Within curriculum, teachers are taught how to implement multiculturalism in lessons that will based in social-justice as the aim. Professional-development throughout the year will help teachers learn how to implement teaching strategies and equitable assessment to ensure that students of all backgrounds are given quality education that is critical in thinking and problem-solving. Within the curriculum, students are action-researchers and given the tools needed to go out into the world to solve problems within their own communities and afar.“The classroom remains the most radical space of possibility in the academy”
― bell hooks, Teaching to Transgress: Education as the Practice of Freedom
- Classroom Environment: Within the classroom setting, teachers are not givers of knowledge, but facilitators. Students are given the role to actively ask questions and seek out answers. Students are taught the tools needed to be critical in the analysis of the world. Students are ongoing researchers that are given access to tools need to solve problems within the content-area or interdisciplinary. The teacher urges students to bring prior knowledge to the classroom to discuss issues pertaining to: race, gender, socio-economic class, religion, culture, and etc. The teacher will help students connect these identity markers to multicultural issues that are present within the world. Furthermore, students are taught to reflect on the knowledge they gain and create. Students will understand that change will not come until reflection is done.
“Any situation in which some men prevent others from engaging in the process of inquiry is one of violence;… to alienate humans from their own decision making is to change them into objects.”
― Paulo Freire