Most organizations, including ours, don’t share much about their internal workings. But recently, the Farm has undertaken an important internal initiative that we thought you might be interested in. It will make us a stronger organization, and have impacts that will ripple out to our program participants, visitors, and more.
We’re excited to be conducting an organization-wide Equity/Diversity Assessment.
The assessment is a recent effort, but the Farm has long been committed to advancing our understanding and practice of equity, access, inclusion and diversity. These ideas are foundational to our educational mission, and to the sustainable future we’re working toward. Equity and diversity are two of the Big Ideas of Sustainability.
This journey is one of continual learning, without clear guideposts or end zones. But it is critically important, maybe especially so as an organization with a property history steeped in privilege.
To support us, we are working on the assessment with Shadiin Garcia of Shoreline Consulting.
I sat down with Shadiin to ask her a few questions about equity assessments, and what one may mean for the Farm.
What is an Equity Assessment?
An equity assessment is a year-long process that is intended to support and foster organizational learning and change in service to equity-centered practices and culture. This process includes the identification of intentions, goals and outcomes; a customization of the process to identify individual and organizational strengths and opportunities for growth, improvement, learning, and change; and culminates in an action plan to identify and begin implementing strategies and leverage points for addressing these key areas. This process has three phases: Phase I is the development of relationships and the co-construction of goals; Phase II is the data collection (surveys, focus groups, interviews, document analysis, etc.); Phase III is a qualitative assessment, a report, and an implementation plan.
Why is this work important?
Participating in a process where folks are examining their practices is important because it does two things: It attempts to address over 500 years of deep colonization and erasure, and it fosters a community of learning, love, relationship and well-being.
What do you personally love about this work?
I love building new relationships with people who believe that equity matters and who are excited to share why they love the work they do. I also love engaging with folks who are tentative about what equity means and not even sure it matters, but are willing to explore.
How have other organizations responded to such assessments?
Responses run the gamut from “we do not need an assessment because we already do diversity well” to “Yes, I am excited and willing to learn more.” Some organizations truly believe they do not need to grow when it comes to equity, diversity, access and belonging, and it takes a bit longer to develop a relationship of trust. Others embrace the process with gusto. In the end, when the trust is built, the learning explodes and takes organizations down multiple exciting paths of new growth internally and externally.
What have you noticed about the Farm so far?
That is a HUGE question. Quite frankly, I have fallen in love with the farm - there is great integrity in the approach folks have taken in embracing this assessment. The enormous list of strengths that exist to help the Farm address the future challenge in equity is heartening and full of concrete promise.
What special challenges do you think the Farm faces?
There are two types of challenges – those that all organizations face and those that are unique to the Farm. The first: Creating conditions for all to engage deeply in work of equity, power, and privilege requires folks to embrace humility, love, vulnerability, and more. That deep work can be destabilizing and scary. It requires building new muscles on how we are in relation with each other and how we examine our own cosmologies, worldviews, and ways of knowing. That is a challenge shared by all who engage in this work.
The challenge facing the Farm is that it has many moving parts. It is not just a farm - it is a concept/idea/place that includes homes, livelihoods, memories, traditions, education, families, celebrations. At times it creates a sense of deep belonging and at other times a sense of deep exclusion. The beauty, though, of having so many moving parts is that Shelburne Farms has myriad strengths it can use to address any concerns that the assessment will shed light on.
Truth is power and knowing the history of how our ancestors lived and treated each other while living on this land over the past 500 years allows one to understand how this history has molded life as we experience it today.
By deeply exploring our spiritual and physical paths we then have the option to choose the paths we want to build, exploring ways we can create what we want to experience in the future.
This story is beautifully expressed. Thank you for this vivid inside views of the very Hearts, Souls, and Intellects that combine so naturally as a complete entity at Shelburne Farms.
We took the world apart—so we could understand it, so we could explain it, and so we could teach it—but we never made it whole again. I believe that education for sustainability offers a remedy to the disconnected, disjointed state of teaching and learning.
When educators gather, something amazing happens that equals more than the sum of its parts. Some say it is when 2+2 = 5, but I like to think about when 2+2= Magic!
That’s what happened October 2nd at the Coach Barn at Shelburne Farms.
What were early childhood educators doing playing a kids game (with no kids), long after school hours, on the tail end of an already exhausting work day?
In education, differentiation is a promising practice to support student learning, build on prior knowledge and experiences, and connect students to each other and their environment. It is equally important when offering professional instruction to adults.
What happens when a boy with food anxieties is regularly exposed to new foods in the classroom? Dana Hudson found out as a Shelburne Farms educator for a "Dairy in the Classroom" program.
Tag along with a school field trip exploring sugaring in this photo blog. See sugaring through the eyes of schoolchildren -- and learn a few things, too!
When did it become so difficult for young children to play and learn outdoors? And how can we get them back out there? Here's a preview to the upcoming conference we're hosting on Nature-Based Early Childhood Education.
“…Inspirational, reflective, and restorative summer professional work is so essential to nurturing the whole teacher. “ Find out how Shelburne Farms serves that role for many educators practicing Education for Sustainability.
While the fall colors are in full show in Vermont, I'm heading to Kunming, China to share Education for Sustainability practices with students, teachers, and community members.
With a look back at Farm to School Month, read about our pioneering Jr Iron Chef Vermont program via Edible Green Mountains. We're thrilled to see so many other Jr Iron's pop up across the country. And we're excited for 2016's competition!
Educator Ryan Morra shares his experiences and reflects back on his recent trip to China to share the Farm's Education for Sustainability practices with middle-school students in Yunnan Province.
How is Vermont's Farm to School movement growing a more sustainable future? Our presentation at the 3rd International Conference on Food Education, EXPO Milan 2015.
How we’re building a community of people who care passionately and teach thoughtfully about the land we live on and farm, and the healthy foods that derive from it.
Find out how A Forest for Every Classroom (and upcoming program, A Watershed for Every Classroom), helps educators bring students outdoors for meaningful, place-based service-learning experiences.
Maybe you’ve seen the solar panels on our Farm Barn roof or visited our Solar Orchard. Recently, we added information panels to both of these structures.
We welcomed educators from near and far this summer — from Texas to Quebec and Indiana to Hawaii — every one bringing their commitment to educating for a sustainable future.
What does instruction around the critical, yet sensitive issue of climate change look like? And what does "climate literacy" mean? Teachers at our Education for Sustainability Institute this past summer found out.
Discover some promising practices for how to educate for sustainability in our newly released ebook, with nine case studies and twelve contributing author educators.
How do you galvanize teachers and students to address the most pressing sustainability issues of our time? To start, you get them all in one room. That's what we did on September 21 to launch of year of learning and change.
We share author, food activist, and fermentation guru Sandor Katz's fervor for getting everyone involved with the food we eat. Inspired by Katz's work, we brought fermentation into the outdoor classroom with our preschoolers.
We recently received a "High Five" award from King Street Center. Educator Linda Wellings reflects back on all we do for King Street kids -- and all that they do for us.
The Farm was recently inspired by other dedicated educators at the UN Regional Centers of Expertise Conference of the Americas in Curitiba, Brazil. Greater Burlington was recognized as a Regional Center of Expertise on Education for Sustainable Development in 2015.
Teachers from Chittenden South Supervisory Union were participating in a recent Vermont FEED professional development course. And it was all about the food.
Director of Professional Development Jen Cirillo explains why we work with educators, and what they’re doing when they’re learning to “Educate for Sustainability.”
Immigrant and refugee children from Sara Holbrook New Arrivals Camp discover the Farm, new language skills, and a community when they join us each summer.
This book helps me remember that although we can feel isolated and overwhelmed by the world, we are not alone. We are part of the natural world and, if we care to listen and notice, the plants can be our teachers, just as we are for our students.
An inspiring story of how a school found purpose and vision in the idea of sustainability. Walter Huston of Perkins Academy is an alum of our EFS Leadership Academy.
Martinez uses the art of storytelling to weave a narrative that informs you about the latest in critical global issues AND makes you want to get up and take action.
2017 marks 20 years of partnership with Outreach for Earth Stewardship. Have you ever met a mighty bird of prey here on the Farm? If so, it is all thanks to OFES!
Nearly 100 educators, school nutrition staff, administrators, farmers, and regional Farm to School organizations gathered for the Farm to School Institute.
In the face of reports outlining the dire impacts of climate change, it is the actions of students and teachers -- through climate change education -- that give me hope.
Cultivating Pathways to Sustainability, an educational initiative of two teachers and Shelburne Farms, was recently recognized as a “Flagship Project” by the United Nations for its contributions to Quality Education, one of the UN Sustainable Development Goals (SDGs).
Comments
Submitted by Gail Holmes on
Submitted by Jacques-Paul Marton on
Add new comment