5 Preparing to disrupt bias
Let’s explore a classroom example. In a linguistics course discussing endangered languages, you invite a guest speaker from the Red River Métis community to join the class and share their firsthand perspectives. Before introducing the guest, you ensure that students understand the significance of active listening without imposing their own frameworks or interpretations on Michif language. You ensure that the students understand that the speaker is an expert in this area and will be adding to the knowledge base for the class. The speaker is to be treated with the same respect afforded any other expert or scholar.
During the discussion, you demonstrate contextual responsiveness by adapting the lesson plan based on the guest speaker’s narrative. When the speaker shares stories that highlight the importance of land-based activities tied to language preservation, you shift the focus from theoretical linguistics to practical examples of community-based initiatives. You ensure that the classroom space remains respectful, encouraging students to ask questions that deepen understanding rather than imply superiority or hierarchy of knowledge (i.e. Western, Eurocentric knowledge as more valid than Indigenous knowledge)
Look at the following self-reflection questions. We encourage you reflect on these questions as we move forward.
- What are some specific ways you can ensure your teaching practices are responsive to the lived experiences of the community you chose to consider?
- How can you encourage students to actively listen and engage without imposing their own cognitive biases? How do you challenge your own?
- How does your own cultural background influence your understanding of language preservation?
- Think about a time when your own positionality affected your interaction with a guest speaker or community member. How did you navigate that situation?
