Q&A with Dawson's DEI Instructional Designer Kelisha Everage

When The Alexander Dawson School reopened in August, the leadership team made clear the important goal to develop competencies and take actions that continue to build diversity, equity, and inclusion throughout the Dawson experience. More than ever, it is important to take the words of Dawson’s Diversity Statement and Core Beliefs to heart as we work together to model for our children what it means to be agents of positive change. Together, all members of the School community must remain unwavering in our commitment to helping our children build communities where everyone truly feels valued, safe, and accepted.

To help lead our community in this important work, Dawson faculty member Kelisha Everage has taken on a new role at the School: In addition to being a sixth-grade advisor and math teacher this year, she has stepped into a leadership position as Dawson’s diversity, equity, and inclusion (DEI) instructional designer. Learn more about her responsibilities and passion for this work in this Q&A.
In your new role as DEI Instructional Designer, what are your new responsibilities and how are you feeling about the work you’re doing?
This new role has brought about exciting change. I have always had a passion for implementing instructional practices that honor the differences of others. Now, I not only have the space to do this important work with my students, but I can also help other teachers and staff build more skills that support DEI within their own instruction and with their students.

What are you most looking forward to in this role?
I am most looking forward to working with staff and faculty across all divisions. I've spent a lot of my time in the Lower School, but now I will be able to support DEI competencies in Early Childhood, the Middle School, and within the administrative team as well.

What is your vision for student affinity groups this school year and how will you fulfill your goals?
An affinity group provides a “brave space” in which the members can explore issues of shared identity and social experience. The space is structured to affirm your emotional and intellectual responses to being part of a distinct subset of the Dawson community. Being "the only or one of the few" coupled with being a member of a historically marginalized group, can leave you feeling alone, even in a room full of people. When you're in this brave space, you no longer have to feel unseen, devalued, or misunderstood. You are able to be who you are – brave, unique, and powerful –  as you develop connections with those who are similar to you.

Why is it important to have student affinity groups at Dawson? What do you hope students accomplish as members of these groups?
Affinity groups are an essential tool for reducing the sense of discomfort and marginalization many of us can feel in our school community. Only those who self-identify (which means, one might say, I am African American or a person of color) are able to participate. This is so the members who share the same identity are able to safely express their experiences without worry of misunderstanding and isolation from others. My biggest goal is for students and faculty who are part of marginalized groups to know their presence on campus is valued. We've spent a long time making people who are different feel welcome, but now it is time for individuals from diverse backgrounds to be included and know this "space" was made for them to succeed. 

You also lead the faculty and staff Justice, Equity, Diversity & Inclusion (JEDI) committee. Why is this group important? 
We need a team of people who are ready for change. We know Dawson is making strides toward embodying its Mission and Core Beliefs, and we want to help facilitate this progress. Our JEDI committee is this team. We work together to create an inclusive community through ongoing support; promote the education of all campus members by using anti-bias language, curriculum, and pedagogy; and address issues of diversity and justice so every campus member has a sense of belonging. This group is necessary to build individual DEI competencies as we stand on our commitment to celebrating and valuing differences.

What three things are you looking forward to accomplishing with the JEDI committee?
I am looking forward to becoming an organization that is comfortable with being uncomfortable; JEDI work, even in the most advanced communities, does not come easy but is so worth it. I am looking forward to having "Courageous Conversations" surrounding diversity, equity, and inclusion because if we cannot have them amongst each other as colleagues, how will we ever be able to do so with students and families? I am looking forward to building toolkits and resources that will reevaluate traditions and mindsets that position certain groups or cultures above others; support community awareness of Dawson policies and actions that violate our Mission, Vision, and Diversity Statement; and question norms that infringe upon the social-emotional wellbeing of people who are different.

What's been the biggest challenge so far?
The biggest challenge is having patience. I am eager to identify issues, collaborate plans for change, develop solutions, and to reflect upon our community's progress. It's important, however, that I am aware each individual within our community falls along different spots of the readiness-continuum. I have to honor where each person is now – while still providing encouragement and support – so more of us can, like Gandhi, "Be the change we want to see in the world," and, like Maya Angelou, realize, "In diversity there is beauty and there is strength."
Back

The Alexander Dawson School

The Alexander Dawson School at Rainbow Mountain, an independent school located on 33-acres in the community of Summerlin, is Nevada’s first Stanford University Challenge Success partner school for students in early childhood through grade eight. Utilizing the unique Challenge Success framework, Dawson uses research-based strategies and programs that emphasize student academics, wellbeing, and a healthy school-life balance to create more engaged, motivated, and resilient learners and leaders. At Dawson, students achieve their individual potential while savoring life and meeting the challenges of the world.