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Diversity Statement
Addressing diversity in the classroom is a necessary part of becoming an effective
teacher. Creating curriculum that matches national teaching standards is one of the
professional development goals the Center for Teaching Quality implemented in North
Carolina in 2005 (Lieberman & Walker, 2007). While the standards are rigid, the
curriculum can be flexible depending on the need and dynamic of the students in the
classroom. The Alaska Cultural Standard for Educators (2012) is a guide for “learning
through the local culture and local perspective” (p. iv). This artifact is an example of created
curriculum for 3rd grade designed to identify Alaskan mammals in line with the Alaska
State Standards for science.
The term place-based knowledge means that educators connect bigger education
concepts to local culture and geography to enhance students’ engagement with their
learning. California State University at Chico has a residency program that works to
connect students with rural locations in a more meaningful way than just “existing” in a
location. Resident teachers are asked to be a part of the local community, speak to locals,
and connect authentically to students. The results are positive for the resident educators.
The residents then work to “capitalize on the strengths and resources of their placement
community to enhance their teaching” (Schulte, 2018). Mass-produced curriculum typically
does not speak well to Alaska students. There is an opportunity for educators to create
projects and lessons that connect to the reality that most of our students face. A child raised
in Alaska is much more inclined to know facts about moose or bears than cows or horses.
In the material I created, students can study identifying features of various mammals found
in our state including footprints, animal territories and other unique features of these
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animals. When students realize that what is “common” to them is exotic to another person
in a different geographic location, they can better appreciate the unique experiences of
“others.” This simple activity sets the groundwork of thinking in order for students to later
study concepts such as regional identities. Four high school teachers of World Literature in
Hawai’i chose to study international curriculum beginning with works that were relevant
to the students by religious, ethnic, and regional identities. By exploring their identity first,
students can better understand experiences of the “other” (Chappel, 2018). The skill of
knowing what makes Alaska a unique and special place will help students think more
critically and empathetically later in their education.
These examples of place-based knowledge relate to William Glasser’s Quality World
theory. Glasser believes students engage in their learning willingly and at a higher effort
when educators show interest in the things students’ hold dear. When the teacher knows a
student’s dearest topics of conversation, they can interact with that student in a more
meaningful way. There is also the opportunity to connect curriculum to their interests in
hopes of creating lessons students want to participate in. Coercion is taken out of the
picture. This type of teaching takes the power dynamic out of teaching and replaces it with
partnership with one another to create our best work (Nelson, 2002).
To me, diversity is not just about how we are different in the obvious ways. It is also
about how we became who we uniquely are. In Alaska it is easy to identify as a hiker, know
more than most people about our local indigenous culture, and know how to react when we
encounter a moose. These are in contrast to someone living in Miami who knows a
completely different skill set that is necessary to thrive in their geographic home. When we
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understand this, we can keep ourselves from making judgments about others and opening
up our minds to learn from the “other.”
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References
Alaska Department of Education & Early Development. (2012). Guide to implementing the
Alaska cultural standards for educators. Juneau, AK: Alaska Comprehensive Center,
Alaska Native Educators, and Educators Northwest.
An interview with William Glasser, M.D. [Interview by T. G. Nelson]. (2002). Teacher
Education Quarterly, 29(3), 93-98.
Chappel, J. (2018). Engendering cosmopolitanism on the ground through place-based and
culturally relevant curriculum: The experiences of four teachers of world literature
in Hawai’i. Journal of Curriculum Studies, 50(6), 805-819.
doi:10.1080/00220272.2018.1479450
Lieberman, J. M., & Walker, D. A. (2007). Connecting curriculum and instruction to national
teaching standards. The Educational Forum, 71(3), 274-282.
doi:10.1080/00131720709335011
Schulte, A. K. (2018). Connecting to students through place. Rural Educator,39(2), 13-19.
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