Freeing Inquiry From the Yoke of Adult Supremacy

Darnell Fine

< 1 min read

About the talk

Too often, schools inhibit inquiry and knowledge ownership in students. Some argue that this reinforces oppression. If we teach who we are (Palmer, 2009), educators are potential agents of oppression, imposing their identities and ways of knowing onto students.

Through this session, instructional coach and educator Darnell Fine will explore how as middle-level educators working with students building their sense of self, you can model an ongoing interrogation into who we are and what we know. You will also explore the value of critical reflection even as teachers and reimagine schools as sites of radical self-inquiry in both adults and students.

Key highlights you don’t want to miss

How a familiar model of inquiry can support educators to draw on data-informed conclusions
The many ways you can connect with, and learn from teachers, students and parents in the community
Language cues and actionable methods to build up towards an inclusive learning environment

Speaker

Darnell Fine

Instructional Coach & Chair of the DEI Planning Team, Singapore American School

Disclaimer - This event is organised independently of and not endorsed by the IB. Toddle’s events and webinars are organised to enable an exchange of practices and ideas within the educator community and are not a replacement for official IB workshops. Views and opinions expressed by the speakers are their personal views and should not be construed as official guidance by the IB. Please seek assistance from your school’s IB coordinator and/or refer to official IB documents before implementing shared ideas and strategies in your classroom.

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Back

Darnell Fine

Darnell Fine is an experienced facilitator of adult learning focusing on curriculum & assessment, diversity, equity, inclusion, and culturally responsive teaching. Currently an instructional coach, he chairs the faculty Diversity, Equity, and Inclusion (DEI) planning team at Singapore American School. Also a doctoral candidate at the University of Southern California, studying educational leadership through a lens of equity and social justice, Darnell is a 2012 recipient of the Teaching Tolerance Award for Excellence in Culturally Responsive Teaching and former advisory board member with Teaching Tolerance.

Classroom Strategies, Inquiry-based Learning

Freeing Inquiry From the Yoke of Adult Supremacy

Too often, schools inhibit inquiry and knowledge ownership in students. Some argue that this reinforces oppression. If we teach who we are (Palmer, 2009), educators are potential agents of oppression, imposing their identities and ways of knowing onto students.

Through this session, Instructional Coach and educator Darnell Fine will explore how as middle-level educators working with students building their sense of self, you can model an ongoing interrogation into who we are and what we know. You will also explore the value of critical reflection even as teachers and reimagine schools as sites of radical self-inquiry in both adults and students.