Equity and Inclusion in the Classroom

Equity and inclusion in the classroom: 

Equity and inclusion in the classroom are deeply personal and meaningful to me. As a visible minority who has experienced exclusion both personally and professionally, I recognize how often equity work in schools becomes performative rather than transformative. The workshop on equity and inclusion brought this to light through a humorous yet powerful video from the Baroness von Sketch Show, which illustrated the emptiness of land acknowledgments when done without understanding or action. This resonated with my own experiences in schools, where land acknowledgments and Black History Month celebrations are often reduced to checkboxes, videos, posters, and announcements, with little effort to create deeper dialogue or meaningful change. In my practicum and the schools I've worked in, I have seen the contrast between performative efforts and genuine inclusion. For example, I work hard in my classroom to create a space where all students feel seen and celebrated, regardless of their language, culture, abilities, or identity. However, I've also witnessed resistance from some educators who see inclusive teaching practices as "extra work." These experiences have made me more determined to embed equity into every part of my practice—not just during designated months or units but every day.  My learning has strengthened my understanding of implicit bias and the long-term harm of subtle discrimination. Going forward, I will continue to challenge performative gestures and work toward a classroom where every student feels valued and empowered, using a trauma-informed, culturally responsive lens. True equity demands ongoing learning, action, and the courage to speak out—even when it's uncomfortable.

How microaggressions are like mosquito bites • Same Difference

Martin Luther King, Jr., "What Is Your Life's Blueprint?" https://www.buildingthinkingclassrooms.com/ 

Land acknowledgement | Baroness von Sketch Show

Edu 491 OTECD TeiaNG@NU