June 3, 2020

Pandemic Series | Bringing Together School and Family: An Exploration of Resources Aimed at Equity-Centered Teaching and Learning in These Times by Holly Klock

In this third installment of the AJE Forum Pandemic Series, Holly Klock, Ph.D. candidate, and professional development supervisor, places educational inequity at the forefront and presents a series of tailored recommendations to consider when engaging in equity-centered teaching and learning in these times of the pandemic.

As a current Ph.D. student, working in the College of Education at a major university, my positionality provides access to conversations occurring in both the elementary and higher education settings. In a higher education meeting a few weeks ago, I found myself listening to the language a beloved colleague so deliberately chose to use in a virtual setting. In contrast to “distance learning,” my colleague spoke of ways in which educators might consider how our students may be “learning in these times.” Unlike describing this environment as our “new normal,” learning in these times speaks to the daily shifts in uncertainties, challenges, and joys that we have experienced over the past few months related to the COVID-19 pandemic. On that day, our dialogue included an exchange of many articles portraying various narratives from across the United States and the impact of these extraordinary times upon students. Because of the way systems in our society discriminate against the intersection of certain identities such as race, gender, socio-economic status, and nationality[1], historically marginalized individuals have experienced these times in far worse conditions. (As a note, Megan Lynch discusses these disparities earlier in this series.)

Anecdotally, I have noticed a top-down approach to planning for K-12 learning in these times. Early on, I began to read about school districts making “all or nothing” policies and confounding issues of equity with equality. Blanket policies were put in place to ensure that all students receive the same education. However, these decisions do not place marginalized students, teachers, and their families into focus. Thus, my aim of this piece is to bring awareness to educators’ voices who are fighting to place equity at the center of their work.

Over the past few months, I have watched, listened to, and at least a dozen resources designed to support teachers and students in these times by deliberately placing equity at the center of the discussion. In doing such, I came across an implicit theme that is at the heart of this piece; a commitment of school and family uniting as one in a symbiotic, collaborative unit. In the text to follow, I first ground this work in an understanding of educational equity. I then present a series of recommendations that are informed by the voices of educators tirelessly placing equity front and center. Finally, I discuss future-oriented actions that we must take to re-frame a system of education that has historically silenced the voices of too many.

Educational Equity

Educational equity recognizes and acts towards dismantling institutional structures that inadequately meet the needs of all students, teachers, and their families. It acknowledges that students, teachers, and their families may experience a lack of stable shelters, access to food, and support services (Ashemu et al., 2020). Now that our institutions are looking through the windows of webcams into the daily lives of our students, these colossal injustices are hard to ignore. However, these inequalities existed before these times.

Our system of education has become increasingly stratified in such a way that marginalized students, teachers, and families are not afforded equal access to opportunity. Historically specific types of power differentials and constraining normativities have led to the perpetuation of oppression based on the intersectionalities of socio-cultural categories (Lykke, 2010). The structure of the educational system in the United States, coupled with systemic racism, sexism, and other “isms” make identities the consequence of and the vehicle for vulnerability (Crenshaw, 2016).

Educational equity ensures access and opportunity. To ensure educational equity, it is necessary to engage in dialogue across and beyond our institutions. K-12 education in the United States is now embedded in family units. Amid this crisis, we can begin reimagining education by co-designing learning opportunities alongside our community members so that each child and adult “learns, thrives, and experiences a sense of belonging” (National Equity Project, n.d.).

Steps towards Engaging in Equity-Centered Teaching and Learning

With a definition of educational equity in mind, I present a series of recommendations to consider when engaging in equity-centered teaching and learning in these times. All educators (teachers and administrators) must engage thoughtfully with this work if we are to collectively recognize and act towards dismantling institutional structures that inadequately meet the needs of all students, teachers, and their families.

Reimagine Co-teaching

Most often, in a brick and mortar school, co-teachers include special education teachers, English language learning teachers, and counselors, to name just a few. Now that we have shifted to learning in these times, we have been provided with an opportunity to expand our understanding of who may support students’ social, emotional, and academic well-being (Cariaga et al., 2020). Parents, guardians, siblings, and our students are now our co-teachers. Helton et al. (2020) suggest that we include these co-teachers into our planning and instruction. These co-teachers may provide valuable insight into food/shelter insecurities, logistics of internet access, bandwidth, and (un)successful student engagement.

When reimagining co-teaching in these times, it is necessary to ensure all co-teachers are given an opportunity to understand the learning platforms with which students engage. Two ways we have seen teachers do this is through hosting parent and guardian video-sessions and/or sending how-to videos. Additionally, multiple resources suggest providing all co-teachers with an opportunity to offer routine feedback. This may be done by asking students to evaluate learning tools and to reflect upon their learning experience.

2. Establish Clear Lines of Communication with Co-teachers and Students

It is essential that communication be routine and predictable to foster a community of adults, working alongside one another to best support student learners (Saylor, 2020). Establish lines of communication through one platform and send all communication at a predictable time each week. Additionally, keeping co-teachers in the loop beyond email communication may foster a greater sense of community. Teachers are doing this through virtual, live “office hours” for parents and guardians and pre-recorded video-newsletters.

When sharing any communication with parents, guardians, and students, ensure that the media is accessible to all individuals. Access to media may include text transcriptions of videos and translated materials. Why Equity Matters Now! panelists (2020) recommend working with administrators to establish resources for translating materials such as the Talkingpoints App. Finally, ensure all co-teachers are provided with opportunities to evaluate student needs. For instance, establish a schedule for regular check-ins to support students with Individualized Education Plans (IEPs) and 504s. Provide parents, guardians, and, if applicable students, with virtual and/or printed copies of the most recent individualized plan and an opportunity to reflect on areas of growth and need.

3. Balance (A)Synchronous Teaching

Teaching and learning in these times have been directly impacted by an array of unexpected barriers for students, teachers, and their families. When planning for instruction, it is recommended that student access and opportunity may be discussed and evaluated through the CAPE approach (Ko, 2019). This method assesses the district’s capacity to teach in a digital setting, student access to learning, participation, and experiences (Helton et al., 2020). In doing so, we ask vital questions such as Who is participating? What is their experience? Do they feel welcomed? Are they developing interest?

Saylor (2020) suggests that asynchronous lessons give students greater flexibility and opportunity to work at a pace that fits their needs and the needs of their family units. Simultaneously, live lessons can help students feel connected and may support the development of a classroom community. If a student does not attend synchronous lessons, brainstorm ways to reach out to that student and learn about their daily experiences and possible hurdles, they may be navigating. When reaching out to students individually, prioritize social-emotional needs over academic engagement (Ashemu et al., 2020).

4. Build Upon Funds of Knowledge

Checking in on individual students and families regularly may foster ways we can reimagine learning in these times together with our communities (Cariaga et al., 2020; Helton et al., 2020). These conversations may lead to new insights, knowledge, and expertise that can drive learning. One explicit way to bring together schools and families in a symbiotic, collaborative approach is to elevate student’s funds of knowledge in the classroom space (Vélez-Ibáñez & Greenberg, 2005). Establishing and cultivating a collaborative unit recognizes the collections of knowledge, based in cultural practices, that are a part of families’ inner culture, work experience, and/or daily routine.

I recently heard an educator reflecting through frustration that a student went fishing with his father instead of attending a synchronous class meeting. Rather than viewing our students’ lives through a deficit perspective, acknowledge ways to build upon this experience. Perhaps the student can write a how-to book on fishing, study the local ecosystem, or investigate artifacts and tools used to fish. Work with communities to balance learning in these times; by doing so, students may notice their school valuing what they experience at home.

Plan for an Uncertain Future

We can begin to take steps towards planning for the future. Schools may consider incorporating digital inventory surveys at various points in the year in which parents and guardians can describe digital access (Helton et al., 2020).

Additionally, educators may continue to learn about their own identities in relation to society and our system of public education. Establish a book club with other educators and discuss the implications of this work in these times[2]. We must begin holding space for discourse at the classroom, school, and district levels in which educators ask What voices are present in our curriculum, instruction, and decision making processes? Whose have been silenced? How are marginalized students directly impacted by the current structure of our special education program, English as a Second Language (ESOL) program, or discipline protocol?

We must reimagine learning with students and families at the center. Educators must redesign professional development, curriculum, and instruction in ways that interlace with families and take value in local communities. Professional development aimed at socio-emotional learning or restorative practices must be taught in relation to systemic inequalities and must be designed for sustainability. We have an opportunity to reimagine our system of education. We must now take the steps towards doing so, side by side with our students, families, and community.

[1] For the purpose of this article, only four dynamics of identity have been mentioned. However, there are an infinite number of other dynamics and the intersectionality of those that could be used.

[2] To access equity-centered booklists for students and educators visit: https://socialjusticebooks.org/booklists/

Holly Klock is a Ph.D. candidate in Curriculum and Supervision at Penn State University. Klock is a former intern in her alma mater’s Elementary Professional Development School Partnership. She has also been a supervising professional development associate in this setting during her graduate work. Prior to her graduate studies, Klock taught Kindergarten and Fourth grade in Fairfax County Public Schools. Her research interests involve preservice teacher learning in relation to identity, transformation, and social justice.

References

Ashemu, H., Donavan, R., Jefferson, A., Matias, C. E., Ramirez, J., & Romero Otero, S. (2020, April 23). #EducationEquityOrElse Townhall [Webinar]. https://www.facebook.com/hsoul.watson/videos/10157119178830060/

Cariaga, S., Love, B., Salazar, S., Shalaby, C., Zuñiga, M., Pour-Khorshid, F., & Hernandez C. (2020, June 2). Repurposing our pedagogies: Abolitionist teaching in a global pandemic [Webinar]. Education for Liberation Network. https://www.youtube.com/channel/UCrPc74R46Sv7cTElnDn2TVg/live

Crenshaw, K. (2016, March 14). On Intersectionality [Keynote]. Women of the World Festival, London. https://www.youtube.com/watch?v=-DW4HLgYPlA&t=419s

Helton, S., Brown, P., Jefferson, C., Howard, N., Lewis, V., Flood, M., & Shelton, K. (2020). Why equity matters now! [Webinar]. International Society for Technology in Education. https://zoom.us/rec/play/7MEuIemrqm83HNKV4gSDCqMvW425K6qs0iVP_voFzh3jV3QHNwb0Y7AWM-UcTqycbAXV0hLqu8CXF59d?continueMode=true&_x_zm_rtaid=_1Upj-lTR92vrZ0wVYwAsw.1587754187757.71ed0699b90db833431840870f8061e3&_x_zm_rhtaid=861

Ko, A. (2019, September 13). CSEdCon 2019 trip report: A deep dive into CS education policy. Media. https://medium.com/bits-and-behavior/csedcon-2019-trip-report-a-deep-dive-into-cs-education-policy-98efb62eb341

Lykke, N. (2010). Feminist studies: A guide to intersectional theory, methodology and writing. Routledge.

National Equity Project. (n.d.). Why equity?. https://www.nationalequityproject.org

Saylor, V. (2020, April 9). 7 ways to make distance learning more equitable. Common sense media. https://www.commonsense.org/education/articles/7-ways-to-make-distance-learning-more-equitable

Vélez-Ibáñez, C., & Greenberg, J. (2005). Formation and transformation of funds of knowledge. In González, N., Moll, L. C., & Amanti, C. (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 47–69). Mahwah, NJ: Lawrence Erlbaum.