Diversity, Equity & Inclusion

K-12 school districts around the country are looking for help as they work with challenges posed by increasingly diverse student bodies. We have developed a program to help address these needs. We have created a living rubric in order to perform linguistic analysis for diversity, inclusiveness, and culturalization issues. The Rubric is based, in part, on third-party standards for applicable definitions of relevant terms and issues. We thoroughly and carefully read and review all chapter content, including, but not limited to: main chapter text, box features, captions, photos, illustrations, tables, visuals, margin notes, and more. The analysis of your teaching materials, textbooks and potential adoptions highlights DEI concerns regarding issues of race, bias, gender, sex, ability, socio-economic status, national origin, etc. Our results are rendered in precise, easily understood language that your district can use to make informed decisions about the materials you are using. Let’s talk about DEI issues, their possible disruptions to education paths, and the effect this has on marginalized students in your district.


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Our Team:

Reader: Jenee Wilde

Dr. Jenée Wilde (Architect / Reader) teaches in the English Department at University of Oregon. Her interdisciplinary research fields include gender and queer studies, cultural studies, and cinema studies, and she engages in diversity, equity, and inclusion efforts at UO.

Professor Avinnash Tiwari (Architect / Reader) teaches English at the University of Oregon. His graduate emphasis was in 20th century African American Literature, with additional breadth in Gender, Power and Violence, and Post WWII Ethnic American Literature. He serves as the U of O English Department Diversity Committee Co-Chair.

Aidan Pang (Reader) is a PhD candidate Reader: Aidan Pang in the Department of English at the  University of Oregon. His work focuses on queer vocal embodiments in East Asian film and new media.

Gina Filo (Reader) is a PhD candidate in English at the University of Oregon. Her research focuses on the intersections of gender, sexuality, and race in the early modern period; She has published peer-reviewed articles that address these questions. Beyond her research, she has four years of experience teaching composition courses centering on questions of race, power, and American popular culture.

Reader: Blake Hutchins

Blake Hutchins (Project Manager / Reader) was a middle school teacher in California, where he taught at-risk children before attending the University of Oregon School of Law. There he focused on Constitutional Law and Criminal Justice, subequently serving as a public defender in Roseburg before moving to the software industry. With twenty years of legal, management, and project management experience, he serves as project manager for Extanto's DEI program.

Support: Bobbi Bernal

Bobbi Bernal (Tech Support / Community Liaison) works for Extanto Technologies as the QA team lead and trainer, she is also the Youth Program Coordinator at Serenity Lane, where she works with children 11 to 16 cope with parents that have an addiction. She has over 18 years working with educators from preschool to college: specializing in assistive technology, DEI verbiage and one on one instruction with students of all ages.

Avinnash Tiwari: Race and Power in Curricula

I began my higher-ed journey well after high school, and as a non-traditional, first-generation student, that journey wasn’t straightforward or easy. However, it wasn’t until I began teaching that I started reflecting on my K-12 education, and how so many of the challenges I faced as both an undergraduate and graduate student weren’t that dissimilar from those K-12 years. Curriculum had not challenged my growing critical thought and typically reflected the experiences, values, and histories of those in power, even if that power was imperialist, racist, sexist, and ultimately built on ...

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