The DNC’s Missteps Reminded Us About The Importance Of DEIJ Work In Schools

Last month, I tuned into the Democratic National Convention online. The one thing that was very clear to me was the Democratic Party’s attempt to be inclusive of and honor the intersections of many identities. For the most part, I thought they did a pretty good job, but a couple of things bothered me.

The first thing was the Democratic Party deciding to open the convention with a land acknowledgment, honoring the people of the Prairie Land Potawatomi Nation. While this appears to be an admirable act on the surface, it came off as being performative and hypocritical because of the Democratic party’s continuous role in enacting harmful policies that perpetuate the active extermination and displacement of Native tribes. From supporting pipelines that threaten sacred lands to failing to address the epidemic of missing and murdered Indigenous women, the party has consistently fallen short in its commitment to Native sovereignty and rights. This behavior pattern undermines the land acknowledgment's sincerity, reducing it to a performative act rather than a genuine commitment to change.

I was even more bothered by the fact that not a single Palestinian-American speaker was invited to speak at the Convention. I kept thinking, ‘If the Democrats are truly serious about working towards a ceasefire in Gaza, why didn’t they extend the speaking invitation to Michigan Congresswoman Rashida Tlaib, Georgia State Representative Ruwa Romman, or another Palestinian-American activist to speak at the convention?’ Considering that the genocide of Palestinian people in Gaza has been going on for over 300 days and that this year’s Convention took place in Chicago, where one will find the largest Palestinian community in the United States, it’s disheartening that the Democratic Party didn’t take advantage of the opportunity to connect with the Palestinian people. 

Between the performative land acknowledgment and the absence of a Palestinian-American speaker at the Convention, what should be clear to all is that these missteps provide a glaring oversight that should resonate deeply with teachers and school leaders committed to engaging in DEIJ (Diversity, Equity, Inclusion, & Justice) work in their schools.

These missteps should be a stark reminder that we cannot be selective in whose voices we amplify, especially when striving for true intersectionality in our efforts to create more inclusive, identity-affirming learning environments.

Lessons for Educators and School Leaders Engaging in DEIJ Work

The missed opportunities at the DNC should serve as a wake-up call for educators and school leaders. It challenges us to reflect on how we approach DEIJ work in our schools. Are we genuinely being inclusive, or are we selectively engaging with specific identities while ignoring others?

To create a genuinely inclusive school environment, we must ensure all students feel seen, heard, and valued.

Here are a few steps educators and school leaders can take to ensure a more intersectional approach to DEIJ work this school year:

1. Audit the Curriculum: Review the curriculum to ensure it includes diverse perspectives, including those often marginalized, such as Palestinian-American and Native narratives. This enriches students' understanding of global issues and validates the experiences of students from those communities.
   
   
2. Create Inclusive, Identity-Affirming Spaces: Ensure that school events, clubs, and activities are inclusive and affirming of all identities. This might mean establishing forums where students from underrepresented groups can share their experiences or creating spaces where difficult conversations about identity and justice occur.
   
   
3. Professional Development: Invest in ongoing professional development for staff on intersectionality and the importance of inclusive DEIJ work. Educators need the tools and knowledge to engage with all aspects of identity and oppression, not just the ones they are most familiar with.
   
   
4. Student Voice: Actively seek out and amplify students' voices from historically marginalized communities. Encourage them to share their stories, lead initiatives, and participate in decision-making processes within the school.

In the end, the Democratic National Convention’s failure to include a Palestinian-American speaker and its performative land acknowledgment are stark reminders of the dangers of selective engagement in justice work. The lesson for educators and school leaders is clear: DEIJ work must be genuinely intersectional and inclusive, embracing all historically marginalized voices and identities. Schools can only create environments where every student feels seen, heard, and valued by committing to this comprehensive approach.

The path forward requires not just symbolic gestures but meaningful actions that address the full complexity of identity and oppression in our schools and society.