“If we do not change our language to match changes in thinking, we perpetuate what always was.” Timoti Harris
In education, certain words and phrases have become the currency of our organisational systems and processes. We have ORS students, and “gifted and talented”, and TAs, and SEG grants, priority learners, and target students. We use the terms, in good faith, to define roles and responsibilities, determine funding needs, and allocate resourcing.
However, our actions raise some questions:
- What is the hidden impact of those words on the wellbeing and learning of students and on the expectations and actions of teachers?
- Is there an alternative approach?