One of the things we are afraid to talk about in society, and by extension, in schools, is the idea of difference. We either negate or deflate the notion of difference by politically adopting a “color-blind” ethos towards practices and pedagogy (and leadership) because we think this, in fact, is a move in the right direction. If we believe this, we are wrong.

Difference is inevitable. Maintaining a color-blind ethos, and an ethos that extends to any other stereotypical, marginalized, and privileged determination without examining and investigating the root causes for such an observation is the real problem. It is true that we are all not the same, so marginalizing that conversation for the sake of political-correctness merely silences the important resolutions and growth that may come out of embracing our difference. This is where the dialogue starts at raw debate, strategically trying to “one up” eachother and eventually evolves into understanding…understanding difference, that is.

From the observable data, we select the data that is most appropriate and also most appropriating. Due to this convergence, we make meaning, or suture our analysis and fix bodies into particular spaces and places. When we draw conclusions, we are ending the conversation by applying our biases without ever challenging the very reasons by which we (in isolation, typically, but theoretically, by extension of society. See: Stuart Hall) are making meaning out of our initial observances. For me, this particular topic strikes home. I am a Black male who grew up in a lower to middle class environment who also espouses a particular culture. I do this every day as a teacher. The way I dress is a political statement. But my reasons for (re)presenting myself in a particular fashion, pardon the pun, are well-informed and always awaiting challenge. The problem happens when bodies in the school silence their opinions, hesitate to challenge, and fail to ever have conversations that move from “polite discussion” to progressive dialogue.

The solution: challenging bias where it lays. As a leader, this can happen most appropriately and most conveniently in staff meetings. The ladder of efficiency happens in the cultural proficiency framework. It is indeed a mindset. The real underlying issue then becomes, how, as a leader, do you move your team, to conceptualize and act upon this framework? Surface answer: there are many ways to create a capacity for a cultural proficiency framework. Specific examples include the “21 steps” activity that you can facilitate with your staff, “circles of yourself”, and simply sharing personal stories. The last seems the most obvious but is often the most neglected. However, at the core, candid conversations occur when staff is committed to being candid because there is a culture of authenticity and openness amongst the dynamic. My conscious and lens has been cultivated through my Masters degree in Social Justice Education at OISE. Not every teacher has the time, money nor urge to pursue what could be termed as such a limited field of reference. But the work informs my practice and will undoubtedly inform my conversation with staff, regardless of the community I work in or dynamic makeup of staff I lead. Again, in regard to this topic, it becomes a conversation that moves from “recognizing difference” to “embracing difference” to “learning from difference”. We must understand that culturally proficient dialogue stems from the “willingness to engage in courageous conversations”.

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I must admit, I felt a tinge of conscious uncomfortability as I walked into school that morning. Of the few things I learned in teachers’ college, one was that a teacher should never overbearingly share particular personal information especially in regards to religious views and political opinions. I guess the idea behind this parting notion is that teachers are in a position of such authority that sharing these types of personal ideologies can affect students in ways that detract from the main purpose of schooling. It is the narrative that posits how teaching ought to be objective and slightly impersonal. But that’s another topic for another day. So, as I passed some of my colleagues while donned in the 49ers number 7, I wondered what they may be thinking as they saw me. As the morning bell rang and both students and teachers began to flood the hallways, a fellow teacher gazed in my direction and quizzically asked, “Are you a Kaepernick fan?” Uh oh, the first sign of potential conflict with a peer I thought. I remarked, “Not so much a fan of his play, but I am a fan of his stance.” Wrong choice of word I immediately thought. He chuckled and said, “Ahh okay, yeah me too, man.” I would be lying if I said that I wasn’t glad that he agreed with my opinion on the whole subject.

When it comes to this whole Colin Kaepernick issue, I can understand both sides of the coin and would never take a hardline against anyone who feels like what he is doing is wrong. Of course this subject stems from race and racism, but for me as an educator, I find more value in seeing it as an issue about choice. Beneath all the core learning objectives teachers strive to impart upon their students day in and day out, fostering the values of self-esteem, confidence, and independence is what good educators keep in mind as they teach, assess, and communicate. Wearing a Colin Kaepernick jersey to work is not necessarily a sign of allegiance with how this man chose to take action against injustices. But it is a sign of solidarity with the notion that all individuals have the freedom to express their opinions, and as long as it is not hurting anyone, the freedom to demonstrate action in the hopes of creating a better community. In a school where many students already feel like the deck is against them, simply wearing that jersey is an open invitation to discuss something that is vital to their learning – agency. Perhaps I will push this agenda in the future, but this first time wearing it I didn’t draw any attention to it, I just let it stand alone. So that is why I decided to wear that jersey to school.

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