Rudyane Rivera-Lindstrom, speaking above at a panel discussion featuring equity work from across the region, started working for Canby schools and Clackamas ESD last year. She joined us from the Oregon Department of Education where she worked on equity and support for English learners across the state. This January, Rudyane is bringing the renowned Zaretta Hammond to Clackamas ESD to train school equity teams from our region.
In following and reading Zaretta Hammond’s work, what has been one of the most memorable or unique perspectives you have gained?
There’s so much about Zaretta Hammond’s work that resonates with me. One thing that stands out is the clarification of the myth that poverty is cultural. Many traits and behaviors commonly associated with children in poverty actually exist at all socioeconomic levels. As we engage in learning about the groups and demographics we serve, we have to be mindful to not fall into generalizations and perpetuate stereotypical assumptions. Just because something is true for one person, doesn’t make it so for everybody of the same ethnicity, race, or socioeconomic status.
Another part of her book that resonated and was beautifully broken down was the explanation of individual vs. collective cultures. There is a ranking that she shares of the most individualist countries to the more collective ones. When you learn of these types of cultural dynamics, it becomes easier to understand individual children and their needs.
In your career as an equity professional, can you describe an ‘a ha’ moment for you or your team? When did you realize a new or innovative approach to the work, and how did it then get applied?
There have been so many ‘a ha’s over the years. What has become of extreme value is recognizing the critical importance in building relationships with the people we get to work with. This work is hard because it tackles attitudes and belief systems. Being able to connect allows for meaningful engagement over time. The intention and will has to be there first though. Without that, the equity work that some engage in is very superficial and just another task. The innovation comes in the ways we set up activities to get participants thinking and engaging. We have to be able to set up multiple sessions and a decent amount of time in order for the breakthroughs to happen.
Obviously, reading Zaretta Hammond’s work would be a great way to prepare for her session, but do you have any other recommended readings or videos by that could also prepare us?
A few years ago, I had the honor and privilege to work with Dr. Geneva Gay through a grant I was managing for the State of Oregon to help close our racial achievement gaps. I learned so much from her and others. Culturally responsive teaching came out of her research for the University of Washington. One of her books is: “Culturally Responsive Teaching: Theory, Research and Practice.” There are videos available of her speaking along with others who have been doing this work since the 90s. Other researchers I admire include Gloria Ladson-Billings and Pedro Noguera.
Equity work is tough by nature. You’re challenging people to rethink and unpack systems that have been created and cemented over generations. What do you do to unwind and refuel so you can come to work fresh each day?
I very much appreciate this question because wellness is always a priority for me. This work IS hard and at times emotionally draining. As a person of color engaging in supporting others understanding of equity, I have to be able to take in the comments and assumptions that often are made, process them out so that it doesn’t impact me negatively, then be able to teach it. Sometimes it’s easy to do and sometimes its not.
To stay balanced and unwind, I go on long walks with my beautiful French Shepherd, Leonidas. Every morning before I head into work, I practice yoga and meditate/pray to ground me. I’ve learned to set strong boundaries of when I work and when I don’t, and everyday I try to focus on the love in all things and expect miracles. 🙂
