Learn with Me Creating a Caring Environment (Equity and Women's Services)

“The pursuit of self-knowledge —knowledge of the self  as an individual, as a male or female, as a member of a race and community, as part  of a particular  age group — blends easily into a study of relations with others. Part of learning to care for one’s self is a concomitant learning  to care  for others.”1

How  do  we  support one  another  in   our  endeavours to  learn? 

Educational theorist  Nel  Noddings believes there  is  a  need to approach learning as  a  community that  is  enriched by  support and encouragement.  However, it  takes time to nurture and build relationships. It  is  also important to  recognize that  groups change and evolve and so should the strategies we use  in the process.  Discovering  and trying out new ways to work together with respect can help us create safe and caring  environments  where professional  and personal growth can occur.

Most of us are able to recognize the limitations of our knowledge.  We are also keenly aware  that building our  knowledge can help us understand equity issues that are outside of our own experiences. But how do we support  one  another in  accessing new knowledge?  Our workdays  are full;  yet there remains an expectation that we make and take time to critically reflect on our practice, in an effort to improve our daily work. Critical reflection is often  highlighted as one step toward change. However, without acquiring new knowledge,  we can be left with limited  options in moving toward  our goals.

ETFO members  embark  on various ways to gain new knowledge.  One way is through reading and discussing current research and another is by sharing our perspectives on issues through focused conversations.  These strategies look to  the collective and can help us challenge some of the limitations of individualistic thinking.

Several teachers recently decided to participate in  a program  to build their  knowledge together.  Marsha Jones,   Darline  Pomeroy, and  Crystal Donato are part of the Kawartha Pine Ridge Teacher and Occasional  Teacher Locals’   joint   equity and diversity committee. They share their  thoughts about participating in an Equity and Women Services  program.

Marsha Jones

“The  equity  and  diversity  committee of   ETFO Kawartha Pine  Ridge consists of  both contract and  occasional teachers. I  was  very  quick  to agree to  participate in  a  professional learning community  with this group of members  who are committed to social justice issues.”

“When we selected our event in preparation for application, I was confident that I could always improve my ‘communication’  skills.  Though  this was the descriptor used in the presentation flyer, I  had never considered  that I would learn about communicating with  myself.  I  did  manage to take some positive messages from the  required reading. Our connections  among the group began when we all questioned the theories presented.

“Prior to attending the face-to-face portion of the PLC, we had time to discuss the print material and, as an aside, to  share our personal stories. Through these  sessions and  our  time  together in  Toronto,  we learned a great deal about each other’s experiences, joys,  and  challenges. This has  been helpful  in  creating  a  solid  base for our equity work. Our committee has become a cohesive group that is willing to work to achieve ambitious goals for the betterment  of groups of people within and beyond our community.”

“In  the  climate in  which we are living,  individuals often hesitate to take on another responsibility. Though a commitment of time and effort was required, the strengthening of  our relationships  was well  worth  the  energy  expended. I would recommend  that any group of  colleagues participate in a similar opportunity.”

Darline Pomeroy

“For me, the participation in the recent PLC by members  of our equity committee exceeded all of the original hopes that I held for the venture. Initially, as committee chair, I saw group participation as an opportunity to  amplify and extend the learning that could potentially take place. I saw it  as a method of  using something  that  was unique and innovative to  motivate members. I felt certain that building and strengthening relationships among committee  members would have a direct impact on the commitment  they would bring to the committee’s  equity work.”

“The experience met these initial expectations  and much, much more! The power of the collective and group dynamics had a huge impact on all aspects of this quest for knowledge. The phenomenal sharing that took place among the group members  involved taking a risk and sharing innermost thoughts and personal  experiences. The  group ended up selecting a PLC and a text that few of the participants would have chosen independently.  We  met  to discuss readings and communicated via e-mail during the PLC.”

“We met again the evening prior having a full day of release time to conclude the PLC. The group stated unanimously that even before the next day’s workshop  we felt that the experience was successful, well beyond what  any member might have anticipated. The committee is one of the most committed and dedicated that I have had  an opportunity to work with and will no doubt take on new and valuable opportunities  to extend themselves  both in the knowledge and learning they acquire regarding equity issues and the commendable  social justice initiatives  we undertake together.”

Crystal Donato

“I was fortunate  to have the opportunity to learn in collaboration with other women  from my local’s equity  committee.  Attending the PLC on my own would have been a great learning experience; however,  being able to  share in it  with colleagues who I got to know over the last couple of years was worth more than I could have  ever imagined.   The  conversations  we had deepened  my learning.   Together,  we were able to go beyond the book  we were reading  and discuss in depth what it meant to us in our daily lives and in our classrooms.  Without this  support and these conversations,  my learning experience  would not have been as rich and I would not have  gained as much from the experience.  I am thankful to have had this opportunity.”

Source
_{1.  Nel Noddings,  Educating Moral People: A Caring Alternative  to Character Education, New York: Teachers College  Press, 2002, p. 35.}