I teach in a district that supports culturally affirming practices, which made it all the more surprising when I was asked to remove the word “identity” from a unit title in a ninth grade course. Even though I was not asked to change the curriculum, I could no longer call the unit what it was.
I knew that this was a reaction to one parent’s complaint that teachers are pushing an LGTBQ+ agenda in our classrooms. The complaint was not based in fact, and the irony of this directive was not lost on me.
How can I authentically encourage my students to celebrate their identities when I am not permitted to use that word when naming a course of study?
I felt that by erasing the word “identity” from our unit title, I was symbolically erasing my own commitment to defend my students’ rights to boldly — and bravely — be who they are.
I am not the only educator whose work is being scrutinized, and I can’t help but wonder to what extent the large number of teachers leaving the profession and the lack of people entering into it are due to the nationwide scrutiny and distrust of our work.
Others wonder this, too, as researchers have said “political attacks on teachers have likely played a role” in teachers exiting the profession. A 2022 survey by the National Education Association found 55% of U.S. educators said they are considering leaving their jobs earlier than planned.
In Pennsylvania, the supply of teachers has dropped by two-thirds over the past decade.
What does it say about our nation when, as teachers, we are relied upon to protect our students in active shooter drills but can’t be trusted to responsibly teach the approved curricula we know and have been trained to deliver? This is why I feel that as a teacher I need to be brave, because today it takes bravery to stay committed to teaching. Instead of fearing backlash for typing words like “identity” into my computer, I focus on the positive impact of creating a space that emphasizes this word for my students.
I’m happy that the Pennsylvania State Board of Education has approved nine culturally relevant and sustaining education competencies that educators will soon be required to demonstrate both inside the classroom and with ongoing professional development. The very first standard under Competency No. 1 mentions the critical importance of reflecting on one’s identity.
This word is recognized by the state as a foundational requirement for demonstrating competency for teachers as culturally affirming educators.
We must now ensure that these nine competencies are reflected earnestly, implemented intentionally and used effectively by teachers and administrators.
For teachers, this means proactively familiarizing ourselves with the competencies, asking administrators for opportunities for professional development on them and working to implement them in our classrooms and in collaboration with colleagues.
For administrators, this means providing teachers with safe space and encouragement to learn about and practice the competencies, while also educating parents and community members on their importance and defending teachers who may encounter pushback.
These competencies can then be used as a tool when we engage in those brave conversations with parents, community members and all stakeholders to defend the purpose, and identity, of education.
When I think about what the word “identity” means for my students, I think about the email I received from a former student, Sanjana, as she reflected on her favorite moment from our class that year. She wrote, “Talking about being a first-generation American is something I don’t get to do very often as not a lot of my friends can relate. It’s also really hard to talk about because I feel like I’m forgetting my privilege, but you really created a safe space in our class and for that I am forever grateful.”
Sanjana was referring to an activity called the “Personal and Social Identities” exercise, and her email reminds me why the word “identity” belongs in unit titles. The concept of identity deserves to be front and center in my classroom because it helps to foster empathy and understanding between my students. It deserves to be front and center in all classrooms across the country.
And so I will continue to be brave in supporting my students’ right to be who they are and in fulfilling my responsibilities to them, for I am responsible for teaching my students how to think critically, how to engage meaningfully and how to navigate a complex world with complex issues.
This is something that I take very seriously as part of my identity as an educator.
