Inserting Postmodern Epistemological Perspectives into Discourse on Readiness: Privileging Assets, Capacity Building, and Diversity to Increase Equity

Abstract

We as a school district must begin to “ready” ourselves and our classrooms to be both responsive, and reflexive, to the students and families we are in service to. Asking ourselves and one another, how are we “readying” our curricular approaches and instructional strategies for the diverse and unique needs of the students and families we open our doors to every day? In what ways are we “ready” and willing to engage, encourage, and empower families to contribute and participate in the daily instructional design process? What do we, as individuals, divisions, and departments, need to shift—across the system—in order for this kind of “ready school—school readiness” to occur? Without our schools and district simultaneously embracing the responsibility of “school readiness” within our own practice and belief system, our children and families will be forced to continue to confront and bare the inequitable weight of “school readiness” deficit discourse, never once taking into consideration the enormity of responsibility a school, district, and society has to ready themselves for our students. (Interview with Sarah Collins, 0–8 Early Education Coordinator, Everett Unified School District, December 2013)