Voices | 多样性与公平

世界杯买球官网 (买球体育平台大全)

By 外围买球平台 (体育首存优惠最高的平台)     2023 年 1 月 11 日

世界杯买球官网 (买球体育平台大全)

Last year, I had the privilege of learning and leading as the 2022 年夏威夷州年度教师 and a CCSSO National Finalist. After being thrown into the public arena, my image, my story and my classroom were displayed and open for critique. As I traveled across the nation, teachers shared their stories with me. One of the most heartfelt stories I heard was from a fellow Asian educator. They appreciated seeing another Asian educator receive national recognition in a profession where only 2.1% 的公立学校教育工作者 are of Asian descent.

I sheepishly expressed gratitude while struggling with such praise. As a teacher in Hawaiʻi, I am keenly aware and reminded of my identity as a "local" teacher, one whose family heritage traces back generations in the same community. By ancestral lineage, I am gosei, five generations diasporic from Japan. I find pride in my ancestors’ survival and perseverance to separate themselves from imperial Japan and seek a better life in Hawaiʻi.

Japanese-Americans harvesting pineapples on a plantation in Hawaii ca. 1920. Everett Collection/Shutterstock

At the same time, I also recognize that my privileged experience in Hawaiʻi was forged by 定居者文化, the effects of which still persist in the state educational system. While 21% of teachers in Hawai’i are Japanese, only 10% have Native Hawaiian ancestry. This statistic is exacerbated by an inverse representation of students — 23% Native Hawaiian and 9% Japanese. The fact that I was selected as Hawaiʻi Teacher of the Year, despite not being a Native Hawaiian, only complicates my feeling as a settler in this community.

Often, I see educators across the US continent claiming an identity through proximity to land without any regard for its connection to Indigenous and Native communities. The off-handed remark - such as a person referring to themselves as “本土加利福尼亚” - is jarring if that individual cannot trace ancestral land back to 远古时代. For Indigenous and Native peoples, who have a deep sense of place that is woven into their cultures, practices and genealogy, this can be seen as disrespectful.




This experience was echoed by many of the educators I met over the past year. In fact, it is often the teachers - who are the only educators that hold marginalized identities - that find ways to navigate the hate against BIPOC and carve out supportive spaces for students. In these cases, support often looks like 确保学生在课程中看到自己, 尊重学生的多语言智能 and 直接与他们的社区和土地接触.



There are many teachers of color that can trace their arrivals - 无论是自愿还是被迫 - back to lands occupied by the United States government. Despite our history, we must contend with the fact that we are settlers with values and beliefs that may not align with Indigenous and Native communities.


However, through my years of teaching, I've learned how important it is to remind my students that we are occupying spaces that 积极取代土著人民, not only as a matter of fact but as a means of building a community where we can thoughtfully and respectfully honor the Indigenous and Native peoples of this land.


Our Responsibility as Settler 有色人种教师




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