DEI & ABAR

We empower the children to be able to identify and articulate elements of their culture, such as food, music, family traditions, etc. We define nationality for the children and teach them about how citizens or ethnic groups can be part of political nations. We also talk to children about their skin color and race (more on Race/Racism in the next section). 

 

We encourage conversations with the children so that we can learn about each other’s cultures to better understand each other. We post photographs in the classroom and read books to the children about cultures that are both represented, and not represented, in our classrooms and school. 

 

We invite family members to join us in the classroom to teach us about their family culture at Circle and/or at community festivals. We invite families who want to share elements of their culture with us by way of educating us. We are careful not to participate in cultural celebrations that are not our own nor do we participate in cultural appropriation. 

 

Gender identity and sexual orientation are very different. We don’t “teach” either and are very conscious of what is age-appropriate for our student body. We don’t teach about being cisgendered, non-binary, or transgendered. We do, however, model vocabulary and invite inclusion for each facet of identity, including identities along a continuum of gender. We model inclusion through our language, which creates windows and mirrors for the children. We normalize all the ways that people show up in the world, because all expressions of the self are normal, whether they are binary or non-binary. We have come to understand and embrace the fact that while we are all born with certain reproductive organs, our gender identity can be self-defined, is very personal, and is unique to each individual. It is not our job to tell another person what their gender is or how they should express their gender (implicitly or explicitly). 

 

Personal pronouns can be another expression of gender identity. Using someone’s chosen pronouns demonstrates respect for them and contributes to creating an inclusive environment. 

Here is more information on why pronouns matter.

 

Not only do we support questions or curiosity from our students, but we also support the choices of our diverse families and staff members. We have members of our community whose pronouns are “he/him,” “she/her,” “they/them,” and “she/they.” These various pronouns reflect different facets of their own personal gender identity, and we honor and respect those choices and model for the children that there are these different options available to people in the world. 

 

Gender expression can be different from gender identity, and is also a facet of identity. We allow for exploration that may come from the children, and are careful not to shame any type of curiosity. For example, if a boy wears a dress to school, we normalize it. We may source a photograph of a male-identifying person wearing a dress to hang in the classroom. 

 

Gender identities and the concept of gender roles develop at a very young age, so young that we know the messages come from marketing and society at first. Children younger than three tell us here at school what is “for boys” and what is “for girls.” From colors to toys, from clothing to nicknames, from games to careers; young children are inundated by messages about who they should be according to our society’s ideas, firmly rooted in the gender binary. We believe it is important to encourage all children to learn and be curious or passionate about any type of career path or life role, and are careful not to inadvertently perpetuate old stereotypical gender roles in our books, photographs, and lessons. 

 

Here is an excellent article published by Montessori Life, an American Montessori Society publication, that is in alignment with our philosophy on gender identity.

We are an inclusive community for all abilities and disabilities. If you see something on campus that restricts access, please bring it to our attention.

We occasionally hear this age group beginning to label bodies as “good” or “bad,” so part of our goal is to normalize all body types and encourage the children not to pass judgment on others based on differences in appearance.