Issue link: https://trevordayschool.uberflip.com/i/1462174
he asked. "It's not just racially. It's also gender. It's also looking at expertise, and what talents faculty and staff have that they can bring to our student body and their peers. You can look at a department and say, 'Who are we missing?' If you have a department with very seasoned teachers, what is the benefit of bringing in someone who has only been teaching for a few years? It's innovation. It's bringing ideas and practices to the department that are happening in universities. You'd be amazed at how that new lens can impact a curriculum." Mr. Hood asserted that we need to make sure that we diversify our community of educators in all of those ways in order to better diversity the curriculum. "We need to make sure that our students are seeing themselves in the front of our classrooms, but also in the books that they read and the assignments they are given. I want students to be able to say they were a part of a community, and that: "I went through Trevor, and Trevor went through me." "This work is about how we see each other as human beings." "We can sit here right now, for instance, and talk about race. And I can talk about what it means to be a Black man," said Mr. Hood. "But flip a coin. Now we are going to talk about gender. I would have to sit down and realize that I have privilege. I'd have to listen to what it is to be female, or to be someone who doesn't ascribe to a gender, or to be someone who is transgender. I would have to use it as an opportunity to learn. Flip the coin and talk about learning characteristics and differences. Flip the coin again and talk about socioeconomics. "is work is not about the other. It is about you. What is your lens on yourself and your lens on life?" Mr. Hood emphasized. "But our lenses are limited. If we each recognize our privileges and actively listen to the experiences of others, guess what is going to happen to our lenses? ey are going to expand. "If you want to make this world a better place, you have to know about someone different from yourself, and then have compassion and say how can I help?" he noted. "You all can do this, and we need you to do this." A club leader spoke on behalf of members of their club to inquire about the Upper School Contemporary Multicultural Issues (CMI) curriculum, which had paused since COVID-19. Students find this curriculum incredibly effective, they asserted, not only in educating about a number Students concurred that they have that same hope for LGBTQIA stories. One student shared that they want to get to a place where queer books in English or LGBTQIA milestones in history are not separate units or stand-alone examples, but an organic part of the fabric of the curriculum. Mr. Hood agreed. "When people get more comfortable, then the curriculum gets more comfortable. We share identity and build empathy. Utilizing students is key to creating that space. Students have more capacity than the adults in this arena … So we diversify though ethnicity, race, sexuality, and gender, and myriad other ways, and we also ask, 'How do you bring your story and your lens into the classroom?'" 3 0 T R E V O R D AY S C H O O L n W I N T E R 2 0 2 1 – 2 0 2 2