Civic character

Educators can engage multiple and diverse perspectives by creating an inclusive classroom environment that draws out the voices and opinions of everyone in the class. They can support students in developing this practice by offering structured, civil opportunities for students to discuss controversial topics and present divergent perspectives. They can create democratic processes for classroom procedures that actively seek to find ways to accommodate the concerns of students who don’t vote with the majority. And they can explain their beliefs on a topic and ask students to provide other points of view. When teachers model Practice C2 in these ways, they help set students’ expectations for what diverse, democratic communities can look like when community members are able to recognize the value of each person’s differences and learn to collaborate with and support each other.

Leaders of education systems can set the tone for their communities by engaging multiple and diverse perspectives at many levels of the system. They can start by creating structures and safe spaces that encourage stakeholders to voice their opinions, even when they have dissenting views or disagree with one another. Some practices—such as providing translation services so that people can express themselves in the dignity of their native languages in parent or public meetings, or bringing in external facilitators to guide conversation when discussing challenging topics with teachers or community members—can go a long way toward encouraging inclusive, civil dialogue. Making publicly clear that the organization seeks to engage a diversity of thought and experience creates an environment in which collaboration, creativity, and innovation can thrive.