Author: Geeta Kumar

My positionality: To preface this post, I am engaging in this work as a co-learner rather than an expert. As a racialized woman and a life-long learner, my role as an anti-racist teacher involves knowing the students and families in front of me to create equitable learning experiences to ensure students feel a sense of belonging and community. This means doing the heart and hard work of learning and unlearning.

Cultivating an equity mindset isn’t a checklist—it’s a lifelong journey. It involves continual reflection, deep listening, and a commitment to shifting how we see and support our students. In this article, we’re exploring two powerful shifts that can transform our practice: Asset-Based Thinking and Lifelong Learning and Unlearning.

• Read here Part One!
• Read here for Part Two!

Shift # 3 Asset-Based Thinking

An asset-based approach starts from a place of strength. All students enter our classrooms with valuable assets:

• Linguistic assets – home languages and unique ways of communicating
• Cultural assets – traditions, values, and worldviews
• Social-emotional strengths – resilience, adaptability, empathy
• Transferable Skills – curiosity, problem-solving

As equity-minded educators, it’s our responsibility to see, name, and nurture these gifts. When we shift our thinking to “What strengths does this student bring?”, we reframe our role. This habit of mind pushes against deficit thinking and reframes the narrative from one of struggle to one of potential. When we view students as capable and whole, we create space for their brilliance to shine.

Read this article here where I go deeper into it.

Shift # 4 Lifelong Learning and Unlearning 

It is important to commit to growing our lenses by learning from and about individuals with diverse identities, lived experiences, and perspectives so that we can notice more.

We need to continually build awareness related to aspects of our identities where we experience comfort because of power and privilege.

An equity mindset recognizes that we are always learning and unlearning. This means staying open to:

• New research and evolving best practices
• Voices and stories from those with lived experiences different from our own
• Feedback that challenges our assumptions or biases
• Unlearning – this in particular, can be difficult. It involves letting go of ingrained beliefs or practices that may unintentionally cause harm, even if they were once well-intentioned. This takes vulnerability, humility, and courage.

Equity Habits of Mind is a life long journey. While it is uncomfortable, it helps us create to classroom communities where every student is seen, valued, and empowered. When educators commit to developing these habits, we move closer to educational spaces that are truly inclusive, just, and transformative.

At a recent monthly staff meeting, our school’s Special Education Team facilitated a powerful presentation on complex learning profiles and how to support students in ways that preserve their dignity, foster belonging, and promote true inclusion.

One of the messages that resonated with me

Don’t Assume

This message was shared in connection with a compelling video of a woman with Down syndrome, confidently speaking about her own abilities and advocating for herself. Her words were a reminder that assumptions—especially when unexamined—can create invisible barriers for students.

High Expectations for All

To not assume is to hold high expectations for all students, regardless of their lived experiences, identities, or social locations. Every learner comes with unique strengths, challenges, perspectives, and potential. When we assume what a student can or cannot do, we risk limiting them before they’ve even had the chance to show us who they are.

Assumptions, even when well-intended, can reinforce systemic inequities. They can maintain certain dominant narratives. These narratives can influence the level of support students receive, the expectations we set, and ultimately, the level of success they’re able to achieve.

So how do we shift this? We get curious.

• Don’t assume… Ask – Seek to understand a student’s perspective. Ask them about their interests, needs, and goals.

• Don’t assume… Observe – Watch how they interact, what excites them, and how they respond to different strategies.

• Don’t assume… Listen – Take in their words, their actions, and their silences with openness.

• Don’t assume… Try – Experiment with new approaches, tools, and scaffolds to support their learning.

• Don’t assume… Try again – If something doesn’t work, don’t give up. Try something else. Flexibility is key.

• Don’t assume… Research – Learn about their specific needs, whether that’s a diagnosis, cultural background, or learning style.

• Don’t assume… Look at the data – Let evidence guide our next steps instead of assumptions.

• Don’t assume… Be curious – Remain open-minded and committed to learning alongside our students.

A Call to Action

“Don’t assume” isn’t just a gentle suggestion—it’s a call to action. A challenge to all of us in education to do better by our students. When we let go of assumptions, we create room for students to show us who they really are—and the results might just surprise us.

Let’s choose to believe in every child’s potential. Let’s stay curious, stay humble, and stay committed to creating classrooms where every learner feels seen, valued, and supported.

Because when we don’t assume, we create space for possibility.

My positionality: To preface this post, I am engaging in this work as a co-learner rather than an expert. As a racialized woman and a life-long learner, my role as an anti-racist teacher involves knowing the students and families in front of me to create equitable learning experiences to ensure students feel a sense of belonging and community. This means doing the heart and hard work of learning and unlearning.

Cultivating an equity mindset isn’t a checklist—it’s a lifelong journey. It involves continual reflection, deep listening, and a commitment to shifting how we see and support our students. In this article, we’re exploring another powerful shifts that can transform our practice: Curiosity over Judgement

Read here part one! 

Shift # 2 Curiosity Over Judgment 

As educators committed to equity habits of mind, we’re often encouraged to reflect on our beliefs, assumptions, and practices. One of the most powerful mindset shifts we can make is choosing curiosity over judgment—especially when student behavior or academic performance challenges us.

It’s natural to feel frustrated when a student is disengaged, or underperforming. But equity-minded educators pause to ask:

• What might this student be experiencing?
• What is happening beneath the surface?
• What can I shift in my practice to meet this student’s needs?

This approach moves us toward deeper understanding.

The Iceberg of Culture: Looking Beneath the Surface

To fully embrace curiosity, we must also deepen our understanding of what influences student behavior and learning. This is where the Iceberg of Culture comes in—a framework that reminds us that only a small portion of culture is visible above the surface. See the photo below to explore the three surfaces of culture. 

What we visibly see in students:

• Language use
• Behavior
• Dress
• Eye contact
• Participation style
• Physical Ability

But what lies beneath includes (not extensive):

• Family expectations and roles
• Socioeconomic realities
• Past trauma or displacement
• Cultural values (e.g., collectivism vs. individualism)
• Experiences with racism or bias
• Language proficiency and identity

Just like an iceberg, the most impactful elements are hidden—and they profoundly shape how students engage with school.

When we take the time to learn about our students, we build empathy. 

This shift in perspective leads to deeper understanding and culturally responsive supports that honour each student’s lived experience.