Post 10- Woke Read Alouds Reflection

 In the video by Akiea from the Woke Kindergarten YouTube channel,  Akiea reads aloud the book They, She, He, Easy as ABC. The book, aimed at young children, talks about some of the pronouns that individuals go by while also incorporating the alphabet into each page. The book teaches the importance of inclusion and acceptance, and delves into the idea that we must be compassionate and understanding toward those around us. Exposing children to books, lessons, etc. that promote individuality and acceptance while fostering relationships with those around us are crucial in developing community within classroom settings. Encouraging students on their journeys with gender identity can create an impact that the students may remember for the rest of their lives, and educating children on topics like gender identity can further influence how children will go on to treat others. 

In my own experience, I have had many friends throughout my schooling who felt that they needed to hide their true gender identity from teachers, school administration, and others in fear of the backlash they may receive as a result. No person should have to feel afraid to express themselves due to the possibility of being the target of discrimination, stigmatization, or other hateful acts. As educators, we must ensure that we are creating a learning environment where our students do not fear expressing themselves in ways that align with their gender identities. Like the RI Laws and Policies state, educational environments must foster an environment that is safe and free from discrimination for all students while similarly reducing harmful stigmatization. By creating a learning environment where students feel validated and safe, the learning experience is ultimately enhanced. If a student does not feel welcome or like they cannot truly be themselves in the classroom, it will be detrimental to both their social and learning experiences. 

Post 9- Hehir Argument

In this week's reading, Hehir emphasizes the different ways in which ableism is present within education, and highlights important steps in preventing schools from limiting the opportunities of those with disabilities. The reading brings up a few main themes regarding ending ableism in education. For example, one idea that Hehir emphasizes is regarding the inclusion of disability as a part of schools' overall diversity efforts. It is crucial that not only are discussions regarding disabilities being held, but they are presented in a natural way and not in a stereotypical or patronizing manner. Similarly to Alan Johnson in one of our first posts, Hehir states how progress first begins with the acknowledgement that ableism exists. Another point that Hehir highlights is to encourage students who are disabled to use the skills and modes of expression that are the most efficient for them. It is not wise to expect every student to perform in the same way, and this includes students with disabilities. Furthermore, the article addresses how emphasis needs to be placed on how education plays a key role in integrating those with disabilities into all aspects of society. Therefore, it is also important to have inclusion within the schools, with accommodations providing the support that will give those with disabilities the opportunities they need to succeed. The final key point that Hehir makes in the reading is that there should be a focus on high standards rather than high stakes. Relying solely on performance from high-stake tests can enforce inequities, and this is true for not just students who are disabled, but for many other students as well.