One of the guidelines I have used for many years in my work with educators trying to make their schools, classrooms, and districts more socially just is to practice
both/and thinking.
Both/and thinking contrasts with the dominant tendency to search for
either/or solutions. For example, an
either/or approach frames the achievement gap as being about race
or class. “Don’t you think the problem is really poverty, not race?” educators ask when we’re looking at test score data. In contrast,
both/and thinking frames the achievement and opportunity gap as being about the ways race
and class (and many other things) are inextricably linked in our country.
Both/and thinking recognizes that when it comes to issues of social justice, the answers are almost always more complicated than we think.
THE PROBLEM...
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