Howard C. Stevenson from Penn’s Graduate School of Education indicates three steps to address these harmful discourses as they enter your classroom.
- Start with you – Process your own feelings, and address your own vulnerabilities before entering the classroom. Develop a support system with your colleagues. Practice – Classroom reactions usually happen in a split second. Prepare yourself for these instances by role-playing with colleagues in your building, or online with your PLN.
- After an incident – Resist the urge to condemn the action or content. First try to understand the motivation if is disseminated through your classroom or building. Allow the school’s code of conduct to address instances where students actively spread this information. Strongly explain to students that these harmful discourses and the messages being spread about individuals and groups are not accepted. You will not accept the silencing of voices.
- Keep talking – After these events, the best course of action is to keep talking. Difficult discussions will often ensue, but children and adults alike need to be able to process their feelings and reactions. This is an opportunity to shut down and be silent, or engage and promote change.
Ian O’Byrne discusses the challenges of engaging in harmful discourses. He provides some ways to responding, as well as a number of ways to be proactive. This touches on what danah boyd describes as the weaponisation of worldviews.