Episode 18: Applying Neuroscience to Designing Inclusive Schools
Schools are workplaces – not only for students, but for the faculty and staff who provide the learning environment in a school community. Are we truly designing our schools to be great workplaces for everyone? What does research about neuroscience and the human experience teach us about the qualities of truly productive, inclusive, desirable places to work and learn? And do we truly understand what it means to bring equity to a community through the way we design our environments, systems and policies for the benefit of all?
Guest: Camille Inge
Resources and Expanded Show Notes
Full Transcript
In This Episode:
- “Feeling respected, feeling that you're trusted, that you have the ability to make choices, that you can take on creative pursuits, that you can have a voice that you can feel like you matter and have a sense of self in that place. And then that they're flexible. And agile, you know, that we can keep up with the pace of change, that we can listen, learn, adapt in a timely manner. So integrity, diversity, inclusion and empowerment, flexibility.” (10:17)
- “I mean, downtime is something that we're talking about a lot now, as something that we've neglected and that's so core to us being able to regenerate and be able to refuel, is this intentional creation of space where there's no goal. To just be able to mind wander and just be. I mean, it's relatively mindful. And we don't have a lot of space for that and it's negatively stigmatized, but in a place like kindergarten, it seems quite core to it…those things should be maintained throughout the whole human experience.” (13:34)
- “Likely if we're not actively including, we're probably accidentally excluding, cause it's a lot easier to go about our daily lives focused from a first person perspective rather than considering the perspectives of others, that platinum rule.” (38:53)
- “And at least thinking at the highest level of abstraction, do we, do we believe in the same things? Do we want the best for our students? Yes, of course. That's common ground. How do we get there? We might differ on that, but at least we can agree, yes, we want the best for our students, for our community. And starting there can be a really inclusive behavior before assuming that someone has ill intentions. We all probably would say we have the best intentions. So let's give each other the benefit of the doubt as well and work from there.” (40:44)
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