The conversation continues as our leaders look at the efforts of diversity and inclusion in the education space (19:09). Powe kicks off the conversion by describing her experience in the Balsz school district, explaining how “data-based decisions” drive action (19:45). 

She expresses the urgency for action lies in the need for intentional actions like “culturally responsive teaching” combined with  “research-based curriculum.” There is a need for students to see themselves in the curriculum they learn, she explains (20:38). 

She explains how strong leadership and action by the government board presents a powerful opportunity the implement actions and change surrounding diversity, inclusion and equity in schools (21:55). The board, she explains, has the power to “disrupt disparities, create a culture of inclusion, and hire those that reflect the demographics of our districts.” 

Villalobos comes in to point out that “equal funding does not equate to equity” and that there is a need for mitigation and action from school administration, as well as local businesses and policymakers, to ensure that equity comes to fruition(24:13). Education “is a non-negotiable,” she says, as it serves as a foundation for changing the system (25:32). 

Reed agrees that “the way to deal with systemic and structural inequities is to address them with systemic and structural responses” (26:05). He continues to explain how tackling the problems in the lower levels of education have the power to eliminate the problems faced in adulthood. 

Parra comes in to explain the ALL in for Equity framework used by ALL in Education as a means to guide decision-makers toward equity (30:25). As she unpacks the meaning behind the framework, she explains the importance of evaluating the impact of decisions on minority communities and questioning the impact of “their own assumptions and biases.” 

There is a need to include community stakeholders in the conversations surrounding these topics and decisions. She also explains the need for more opportunities for all members of the student population. “At the end of the day,” she reminds us, “equity means that we are creating opportunity and advancing justice for the communities that need it most” (32:14).

Villalobos agrees that there is a need to give parents, educators and students “the tools they need to succeed and be able to pivot and shift” in the way they perceive and engage in education (36:00). She continues by emphasizing how programs like All in Education’s Parent Academy allow a springboard for parents and educators to continue to have high expectations for our children while giving them the tools to do so. 

Reed concludes the conversation around education by emphasizing that “change happens when people take action” (38:25). Therefore, he explains, there is a need for resources to help people take action in alignment with the future we are hoping for.