Unlocking the Transformative Power of Education

As I reflect on the recent Supreme Court decision, I am struck by the many ways education, its content, and who gets access to it, is frequently used as a stand-in for something else. Instead of a discussion of how best to increase accessibility, expand our methods of inquiry, and create an environment where multiple (even contradictory) perspectives are encouraged to proliferate, we, too often, cultivate spaces of deficit. We operate not from a mindset of abundance, but rather from a strictly and narrowly defined idea of what forms a “good” education takes.

I’m sure it will surprise none of you that this usually means a definition of merit that is easily quantifiable and repeatable, an idea that the best intellectual communities are those that eschew the world around them and focus on “the hard work” of the mind (I must say I envy those able to convince themselves that embodiment and cognition are so straightforwardly delineated), and a rather static notion of learning as a kind of unidirectional download of information. Such beliefs often coincide with a nostalgic longing for some ill-defined “before” time—a time where things were not muddled by the messiness of identities, the burden of accountability, the courage to envision a future that intentionally disrupts the present.

It's critical to clarify, in order to prevent any misconceptions, that the promotion of diversity among students, staff, and faculty does not equate to compromising the standards of ability or intellect. Indeed, it is utterly absurd to suggest that a prestigious university is unable to identify a plentiful pool of highly intelligent and proficient individuals with diverse backgrounds to enhance the intellectual vitality of its community.

These individuals not only meet the rigorous academic standards set by the institution, but their diverse experiences also bring unique perspectives that foster creativity, innovation, and robust discussions, thereby enriching the learning environment. The inclusivity that diversity promotes is a strength, not a concession, as it elevates the overall quality of intellectual engagement within the institution.

As the Director of IDEA Education and Training my vision of education is one that embraces diversity and inclusivity as indispensable components of the learning experience, not as inconvenient interruptions to be managed. It is a vision that recognizes the interconnectedness of thought and experience, where the 'hard work' of the mind is enriched by the lived realities of individuals.

Within this vision, our intellectual communities become vibrant spaces for dialogue. They are not homogenous echo chambers, but dynamic ecosystems that recognize the value of each voice, each story, each unique perspective. To dismiss the importance of diversity in these spaces is to dismiss the richness of human experience, and by extension, the richness of potential learning and growth.

Let us not be seduced by the allure of a mythical “before” time. The uncomfortable truth is that the past was often a place of exclusion, not inclusion. It was a time when the voices of many were silenced, their stories untold, their potential unrealized. Today, we have the opportunity, and indeed the responsibility, to create a more inclusive and equitable educational environment, one where every community member feels seen, heard, and valued.

It's time to shift away from the old paradigms and embrace an education model that reflects the diverse world we live in. A model that not only values diversity but actively seeks it, not only tolerates difference but encourages it. This is not a mere aspiration, but an urgent necessity. It is through this lens of diversity and inclusivity that we can truly unlock the transformative power of education because, as Audre Lorde wrote, "Education is not a luxury. It is a method of empowering people to deal with their environment, to develop their abilities, and to carve out their future.”