MY Hanahau‘oli A Commitment to Diversity and Improving the Lives of Others Diversity, Equity, and Inclusion (DEI) Work at Hanahau‘oli School ~ by Jingwoan Chang and Amber Strong ‘89 Makaiau
In 2019, Hanahau‘oli faculty and staff visited more than 20
progressive schools across the country. This was the ambitious Hele A‘o (Learning Journey) initiative, and the purpose was to spark new ideas, inspire innovation, and plant seeds for future growth at our beloved school. Among the key takeaways from Hele A‘o was a desire to learn more about social justice as it pertains to progressive education. At a number of schools, Hanahau‘oli faculty and staff saw teachers referring to students as “changemakers.” They also observed language related to diversity, equity, and inclusion as a fully integrated part of progressive school curricula. Above all, the students were able to articulate ways in which they were promoting social justice, and were taking action in their communities. John Dewey tells us that a defining feature of progressive educators is their “acquaintance with a changing world” (Dewey, 1938, p. 20). The events we lived through since 2019 highlight the moral responsibility all educators have to implement diversity, equity, and inclusion (DEI) work in schools. However, the idea of DEI is not new in schools or progressive education. In fact, concepts like justice and informed action, which aim to bring about systemic change, have always been at the heart of the progressive education movement. Furthermore, the current moment reminds us that social justice in education is ongoing work that requires continuous reflection and growth. This is evident in the history of Hanahau‘oli School. Over the years, diversity, equity, justice, inclusion, and action have been woven into the fabric of our school culture and curriculum, in response to a changing world. Examples shared by Peters (2018, 2019) include: n 1920 - School structures, daily routines, and traditions are grounded in community, shared governance, democractic values, and civic engagement n 1930 - Thanksgiving, originally focused on the traditional Pilgrim story, became Makahiki--one example of the school’s commitment to place-based and multicultural learning n 1940 - Local and international community service projects are incorporated into schoolwide and individual class curricula, including student-led fundraising for identified causes, distribution of resources, and natural restoration projects n 1950 - Hanahau‘oli admissions process is studied and refined, affirming the school’s commitment to a “variety of children and individual diversity” n 1960 - Board of Directors adopts a statement of
“Hanahau‘oli Aims and Ideals,” which reiterates founding principles such as “to listen thoughtfully, to live and work happily in a group which appreciates democratic values, and to understand self and others” n 1970 - Multiage classrooms proposed as a way to formalize the school’s commitment to serve the unique nature of each child, and honor that children learn at different rates and in different ways n 1980 - Christmas program becomes a more inclusive Holiday Program aimed at teaching about diverse holiday traditions, religions, and world cultures through music and movement n 1990 - Kulāiwi social studies unit on families is expanded to include examples of diverse family structures n 2000 - Racial injustice and the civil rights movement is incorporated into the 6th grade curriculum n 2010 - Kukunaokalā social studies unit on shelters addresses houselessness and engages children in taking informed action at projects like Kahauiki Village, a transitional housing community n 2020 - All-gender bathrooms are adopted school-wide, and the school community engages in teaching and learning related to gender equity and inclusion This ongoing work in social justice education at Hanahau‘oli School was reinforced by the thoughtful reflections from the Hele A‘o school visits and the growing momentum around DEI movements nationally. These factors inspired a team of 13 faculty and staff to volunteer for a DEI Thinking Team, a group that attends to issues of diversity, equity, and inclusion, with a focus on how children and adults at Hanahau‘oli School can continue “to learn about, [and] to put into action, a commitment to diversity and to improving the lives of others’’ (Kohn, 2008). One initiative addressed by the DEI Thinking Team in the 2020-2021 school year was gender identity and expression in our community. On the Northern California Hele A‘o journey, DEI team members Sarah DeLuca, Jennifer Stierli, Lia Woo, and Veronica Kimi observed 1st and 5th grade buddies at Park Day School in Oakland, California introducing their names, hobbies, and gender pronouns with confidence and ease. Similarly, teachers visiting other schools from the Pacific Northwest to the East Coast noted with awe the inclusive messages emblazoned on classroom walls about gender identity and empowerment. Hanahau’oli faculty and staff also saw numerous examples of schools with all-gender bathroom policies. These efforts to “move beyond the pink/blue binary to support students who don’t conform to narrow gender norms” (Kilman, 2013) struck our teachers as profound, yet age-appropriate, ways to promote a community that embraces diversity with action. Established research supports the importance of early conversations about gender identity and inclusivity across the curriculum (Goldfarb & Lieberman, 2020). A 2009 report found that “nearly 90 percent of transgender youth surveyed had Summer 2021 <
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