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1. I think that the two principles that are most important for our school community this coming year are bravery and generosity. Our school has begun the work of naming our own individual identities, but I think a certain level of bravery is needed for us to then face the challenges of “what comes next?” This is work that I also need to be prepared to do, and I am hopeful that by modeling it in conversations with colleagues and also with students that it can further our conversation. I think our school community needs to embrace generosity because there are many different roles on campus, and most certainly we don’t all understand the intricacies of what someone else is trying to accomplish or manage in their role. Approaching each other with a sense of generosity and assuming the best intentions would be a helpful place for us to start.
2. My first key takeaway is that identities are always evolving. I am realizing that in the past I have said “I am x, y, z” and held that as though it would always be true. I think continuing the conversation with students but also with other adults about how there are pieces of our identity that continue to shift has been an important point of learning for me.
Our school community undertook a big change with the implementation of our House system two years ago. I appreciated the checklist about why change might fail (p. 137-138) and it is causing me to think about how I might frame conversations more skillfully for the adult advisors who are members of my House. I want to be a committed participant in the change and to emphasize the collaborative nature of that change rather than the individual.
1. In reading this text, I have been thinking a lot about the way that language identities are celebrated (or conversely marginalized) in my school community. A colleague who has done more work around this than I have recently mentioned to me that many students who speak a language other than English at home never see their heritage language written down over the course of the school day (perhaps beyond a “hello” poster in many languages). I wonder if there is a way to have our school’s physical space be more inclusive of highlighting those languages. I am curious if there are messages that I send in my classroom (purposefully or not) that would value English over other languages. It is something that I will be more attentive to this coming school year.
2. Our school has ongoing Equity Leadership Groups that continue to work on developing awareness amongst our adult community of our relatively privileged or marginalized identities. One of our richest conversations this past school year in ELG was on the topic of intersectionality. I am often vocal with my students about how my gender identity (as a woman) shows up for me in a school that educates only boys. There is an opportunity cost there, however, and I’m now curious in spending time thinking about that one specific identity if there are other ways that I am relatively privileged that I have been ignoring.
3. I continue to grapple with what it means to support and celebrate students with LGBTQ+ identities in a Catholic school. I feel fortunate to be in a space where many classroom doors and faculty laptops are adorned with pride stickers and where our CGSO (Catholic Gay Straight Organization) has a visible presence and strong membership. That said, I know there are students in our school community who are experiencing the intersection of not just a Catholic school but also a home environment where LGBTQ+ identities are not affirmed. What does it look like to best serve them?
Two years ago, our school implemented a House system. In this system, each student is placed in a House and works with the same advisor, Head of House, and school and college counselor over the course of four years. Meeting in advisory three times per week and seeing his Head of House every day (or nearly every day) allows the time and space for students to show up as who they are and feel valued for all of their identities. I think this model actively practices inclusion because there are multiple spaces throughout the day where students are being encouraged to learn about the lives and identities of their peers, as well as sharing on their own.
This model gives students with special needs, indigenous students, linguistic minorities, students with LGBTQ+ identities, and immigrant students a place to celebrate each of those identities and to share their story with a team of trusted adults and/or peers.
I think our retreat programming also is an inclusive space around all student identities. Students can choose the kind of retreat that they want to attend, which helps buy in. Once on retreat, they are able to open up more than they would in the “normal” spaces of our school like the cafeteria, locker room, or library.
I like your point about joy. A practice that I adopted from a colleague is to include one (optional, though the students almost all respond) question at the end of my quizzes and tests that isn’t content-related. Sometimes it is “what has been bringing you joy recently?” or “what is something you are looking forward to this weekend/week/month/quarter?”… it turns into great conversation starters for the next class, and students have shared on end of year surveys that it was something that helped them become more reflective outside of class as well. I wonder if there might be a space for that in your classroom!
1. Working in a Jesuit, Catholic school, I think that one of my hesitancies or difficulties in talking about identities stems from the tension that arises in wanting to celebrate all identities that members of our community hold even though some of those identities are not celebrated by the Catholic church. I wonder if I am currently teaching students who, in a different setting, might embrace their identities in a way that they don’t feel able to do in our place.
Additionally, as a Catholic woman, I find that identity one that is hard to discuss/describe in school (particularly in the all-boys setting where I teach).
2. Since first being introduced to these questions by friends who went to BC, I have always considered them in terms of discovering vocation rather than understanding identity. I like the way that it broadens the conversation, as vocation is something that feels less fluid than identity. I also like the addition of “or could you get good at it?”, because that honors the work that we continue to do as learners.
1. Good afternoon. My name is Katie McKiernan. Three aspects of my identity that are important to me are being an educator, being a mother, and being an athlete. Though my roles in education have changed over time (I’ve worked with students in grades PreK – 12 and in two departments – math & French), my commitment to helping students discover their own strength has not. As a parent, my children (ages 7, 5, and 2) keep me laughing, keep me guessing, and keep me present. I’m choosing the umbrella term “athlete” because I like to stay active any way possible – things like running, cycling, hiking, swimming. I do all of those things slowly but enthusiastically!
2. I am choosing to participate because in my current role of Head of House at a Jesuit high school, I want to ensure that each of my students feels seen, valued, and cared for in our shared space. I am fortunate to be participating in this virtual book club with several colleagues, so I am also participating as a way of furthering our professional learning communities at school.
Looking forward to the experience.
Katie
