Humanizing Classrooms, Expanding How We See & Make Space for Identity
Illustration: Humanizing History Visuals
Welcome to Humanizing History™! Every month, we feature a central theme. Each week, we dive into different areas of focus.
This month’s theme: Humanizing Classrooms, A Guide to Cultivating Inclusion and Belonging
This week’s focus: Identity Literacy, or helpful frameworks to expand how we approach identity
Today’s edition of Humanizing History™ is about 1,000 words, an estimated 3½-minute read.
The Why for This Week’s Topic
This month, we’re focusing on the theme “Humanizing Classrooms, A Guide To Cultivating Inclusion and Belonging” to honor teachers and the vital role they play in education and larger society.
In a recent newsletter, “Humanizing Classrooms, Where the Work Begins,” we shared ideas for starting inclusive practices, emphasizing the importance of examining our own lenses, recognizing both our strengths and areas for growth. We also highlighted the power of storytelling and the significance of acknowledging our values, alongside a reflection prompt to inspire self-awareness.
In another issue, “Our What, Why, and How,” we introduced a helpful framework to support the creation of humanizing classrooms, by asking: What is inclusion? Why does it matter? How can we cultivate it?
Last week, in “Adding Good Friction,” we expanded on the “How,” by exploring the strategy of pausing, reflecting and assessing our practices and actions.
Today, we’ll continue exploring the “How,” focusing on cultivating community — and one important way to do this is by broadening how we understand and make space for identity.
As a quick reminder, what we are suggesting are some ways to do this work, not the only way.
It's important that we step into action that feels authentic to us, so choose what works for you — your community, your context, your needs, your goals and values.
Expanding How We See & Make Space For Identity
What is identity? Identity can be many things — it’s intersectional and nuanced. It encompasses personal and social constructions, interests, values, learning styles, and much more. As educators and family members, it’s important to recognize that we play a vital role in shaping children’s developing sense of identity.
Too often, identity is viewed — whether by society at large or within fields like education — as something fixed, or something that can be contained in neat boxes. However, in the classroom, understanding identity as fluid, dynamic, and multifaceted can be especially beneficial when our goal is to foster human connection and cultivate a sense of belonging.
When it comes to social identities, such as race, psychologists have developed various theories to explain how people form their racial, ethnic, and cultural identities. Notable scholars include Janet Helms and William Cross, whose work we reference in “How to Talk to Kids About Race.”
To deepen our understanding of identity, we can also explore the work of another noteworthy psychologist and scholar of multicultural counseling: Dr. Derald Wing Sue.
Seeing Identity as Three Levels or Rings (Simultaneously)
In his work, Dr. Derald Wing Sue expanded on the Tripartite Identity Development Model to illustrate the multiple, interconnected layers of identity we navigate: the individual, the group, and the universal.
Visually, this model is often represented as concentric circles: the “individual” at the center, surrounded by the “group,” with the “universal” serving as the outermost ring.
A simplified description of this model may say that at our core, on the “individual” level, it's important to recognize that every person is incredibly unique — no one else on Earth is exactly like them. The “group” level encompasses social identities, such as ethnicity, gender, socio-economic status, religion, etc. This is where affinity and conflict often coexist. Finally, the “universal” level or ring represents shared human experiences, the parts of us that connect us all to a larger human story.
While this may not seem revelatory at first, if we ask ourselves deep reflective questions, — if we add “good friction” to how we think of and make space for identity — it may reveal that some of us prefer or feel most comfortable identifying with one layer or level over the others
For example, the statement,“I don’t see color, I only see the human race,” reflects a preference for the universal level — but at what cost? Does it allow space for the social identities that undeniably affect people’s lives? People often make quick or implicit judgements based on appearance or other group-level identities, whether we acknowledge it or not. Conversely, some may emphasize the group level, valuing the significance of social identities like race and gender, but risk overlooking the individual uniqueness of each person. Others may focus on individuality, celebrating what makes each student special, while unintentionally minimizing the impact of social identity, or not seeing the larger human connection.
In short, within this framework, a goal is to recognize that all three levels of identity — individual, group, and universal — exist at once. Simultaneously. We navigate and integrate these layers to form our sense of self, and by practicing this perspective, we can see others as fellow humans with nuanced, complex identities.
This holistic view is where the magic of belonging can take root.
By acknowledging these layers, or the “three rings” of identity, educators can design curricula and classroom practices that encourage personal expression and self-discovery (individual identity), reflect diverse stories and perspectives (group identity), and promote empathy and global citizenship (universal identity).
Identity as a Practice of Both Safeguarding & Celebration
Making space for both safeguarding and celebrating identity is also essential — not one or the other, but both, and again, simultaneously.
We can proactively celebrate identity in the classroom by embracing “many stories over single stories,” building a rich collection of picture books and other resources, and thoughtfully considering how we “name and frame” human-centered topics — including those that are challenging or historically complex.
At the same time, we must be prepared to respond when identity-based harm occurs. It is critical to interrupt such moments. Learning for Justice outlines a useful script outlining how to Interrupt, Question, Educate, and Echo. The key is to disrupt identity-based harm or microaggressions promptly, because silence is also a form of communication — and the silence may feel like permission for harm to continue.
Beyond safeguarding and celebrating identity, fostering connection requires building trust, active listening, and creating spaces where students feel psychologically safe. Establishing clear norms around expectations, providing opportunities for student voice and choice, and adopting a growth mindset rather than a deficit lens help create an encouraging environment where students feel safe to take risks. Additionally, building bridges with families is an important step in supporting students holistically.
By expanding how we see identity — as multiple layers existing simultaneously, and as something to be both safeguarded and celebrated — we move closer to cultivating belonging and creating spaces where students feel affirmed, connected, and empowered to thrive emotionally and academically.
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