Issues for Educators

Throughout the book, I have reiterated the importance of creating a supportive and “confirming” environment, of offering appropriate challenge, and of embodying respect and acceptance. As I have said numerous times, our own perspectives, attitudes, and behaviors are central to our educational effectiveness. Yet, thus far, the primary focus has been on gaining insight into the students or people we work with. Characteristics of privileged groups, various developmental theories, reasons for resistance, motivations for supporting social justice, and how these affect educational strategies or pedagogy have been discussed. I have emphasized how more knowledge and insight about our students allows us to be better educators. However, our students are not the only ones we need to understand. So, I now turn to the spotlight on us as educators. In Chapter 3, I referred to the qualities identified by Rogers (1980) that are

necessary for growth-promoting relationships-genuineness, unconditional positive regard, and empathy. People need to be able to trust us in order to take intellectual and emotional risks. Stephen Brookfield (1990) refers to the trust between teachers and students as the “affective glue” that binds educational relationships together (p. 163). We need to be perceived as authentic-as human beings, in our regard for the students, and in our commitment to equity. Students need to feel that we really do care about them and are their allies in the learning process. They also need to believe that we are genuine in our interest in the issues and in our desire to promote social justice. In addition, trust is gained when people see us as credible and congruent: when we have sufficient knowledge and experience, and when our

actions match our words. If we talk about valuing individuals and cultural differences, we had better reflect that in our practice. Furthermore, through our own reactions and interactions with students, we have

the opportunity to model the principles of equity, democracy, and respect that we espouse. Our classrooms are microcosms of the larger systems of social relations and can be laboratories for alternative ways of relating. On the one hand, we can engage in classroom dynamics that mirror the societal dynamics of domination, competition, and win-lose conflict. We do this when we treat students disrespectfully, overpower their voices, or show off our expertise at their expense. Or, on the other hand, we can demonstrate how power can be used in ways that enhances others and how conflict can be a productive process. Our own behavior is a powerful educational tool. In a similar vein, Shelley Kessler (1991) describes the “teaching presence”, the

qualities in the classroom that allow students to be vulnerable and discover new things, to be authentic and fully alive. She identifies three components for generating this teaching presence: being present, an open heart, and discipline. When a teacher is fully present, she or he is “alert to the circumstances of what is happening right now, attentive to what is happening inside him-herself and what is going on in the room” (p. 13, italics in the original). A teacher with an open heart is willing and able to care, and willing and able to be vulnerable-to feel deeply and to be moved. Discipline refers to creating the safety needed to allow students to take risks and be authentic with one another. The teacher ensures that students follow the class guidelines and are not allowed to hurt each other. These qualities transcend any particular methods or activities. Although she writes about her work with young people in a program to foster spiritual development, these ways of being correspond to the non-judgmentalness and compassion I have stressed are needed when educating people from dominant groups about social justice. Without a doubt, cultivating this “teaching presence” is easier said than

done. When educating about diversity and social justice, who among us has not at some point gotten our buttons pushed or gotten hooked? How many of us have never disliked a person and found it hard to work with that individual, become aware of our biases, or felt very judgmental toward a student? Who has not at some point lost their ability to think clearly, respond flexibly, really listen, and be understanding? As we become aware of our own issues and reactions, we can better manage and

transform our responses. Self-awareness is essential for any good teacher. There are many things we should know about ourselves in order to be competent and compassionate educators. Because of the intellectual and emotional complexity of educating about diversity, it is even more critical for social justice educators to be self-reflective. Insight into our own inter-and intrapersonal dynamics allows us to better monitor our behavior and address areas of limitation (see Bell, Love, Washington, & Weinstein, 2007). We then can more successfully create educational experiences that meet our goals.