“Communicating Honor for Diversity”: Reflections from the inaugural cohort

The inaugural cohort of “Communicating Honor for Diversity: Concern, Compassion, Commitment” concluded their programming in June after a month of collaboration. This group of 20 Suzuki teachers and teacher trainers learned five strategies for strengthening character from Nwandi Lawson of the Virtues Collective. The SAA will open applications up for a second cohort soon. Read on for some of their reflections from the course.

June Huang

Suzuki Violin, Fairfax, Virginia

Engaging in conversations about diversity, equity, inclusion, and accessibility is both a right and a responsibility. I certainly felt that way as I clicked on the Zoom link each Saturday to join SAA’s cohort, “Communicating Honor for Diversity.” Our facilitator, Nwandi Lawson, guided us through readings, discussions, and group activities that encouraged us to listen actively and question our biases. When it came to evaluating our own initiatives, both existing and proposed, many of us experienced more questions than answers. But perhaps that is the best next step. As Ms. Lawson reminded us, this area of study is relatively new and does not come with a history of solutions or answers.

Not having answers, experimenting with ideas that may not work, feeling uncertain—these are not common states in which experienced teachers find themselves. It would be far easier to stay in our comfort zones, avoid uncomfortable conflicts, and teach what we know. I guess that’s where the sense of responsibility comes in. If we believe, as Shinichi Suzuki did, that music education should be available to all, then we must stay engaged in the conversation and be ready to learn.

In later sessions, the cohort was divided into smaller groups by geographic regions to share experiences and brainstorm new ideas. I will admit that the simple task of finding common meeting times and collaborating over Zoom with new colleagues seemed almost overwhelming. However, I was privileged to work with SAA members who seemed to exemplify many of the human virtues that lie at the core of communication, most notably honor and respect.

In planning our goals for the upcoming months, Ms. Lawson recommended that we each look at advancing change in a particular area. Personally, I will focus my attention on helping prospective collegiate students from underserved backgrounds, diversifying solo and ensemble literature to include underrepresented composers, and creating safe spaces for cultural exchange. I am excited to explore this uncharted territory as a place to affect change and create opportunities. I am grateful to the SAA for bringing us together and I look forward to continuing our meetings with the Virtues Collective.

Kate Alm

Suzuki Piano, Santa Cruz, California

“Communicating Honor for Diversity” has been about listening, about asking questions, and about inclusivity in the context of true partnership and relationship—all of which must be applied mindfully and consistently in our private studios. The Language of the Virtues that Nwandi shared with us is helpful, highly nuanced, and essential in navigating conflict and in strengthening relationships. The Virtues program not only helps us in our one-on-one caring communication, but it also has an outward focus, in our case, on ensuring equity and access to our Suzuki music education. This class has been aiding me and supporting me enabling greater diversity in all aspects of my studio and, more importantly, in caring for this emerging diversity: through true listening, diligence, attention, and companioning.

In one presentation, Nwandi introduced us to the inspiring Tetra String Quartet. They have nonprofit status and regularly perform outreach to underserved populations (including Autistic students) in Phoenix, Arizona. It was profoundly moving to hear from our colleagues how they have been carrying forward Dr. Suzuki’s vision of “Every Child Can” and to recognize that so many are deeply into this good work, are succeeding, and are emblems of our best selves.

My small group cohort, the Western USA, is exploring starting a nonprofit that would enable any Suzuki teacher to have at least one full scholarship student from a BIPOC and/or financially distressed background. We are energized, inspired, and delighted to find ourselves, companions.

When I was applying to the program, I wrote that just prior to the pandemic shutdown I had been on the cusp of making my Suzuki education (and my influences by Gospel Music Immersion and Kodaly) much more available. I wanted to make the Suzuki Method accessible to families who might not have piano lessons on their radar, such as underserved populations in my county. To do this, I wanted to work in concert with my local, high-caliber chamber music festival: Music in May.

Energized by my cohort and by Nwandi’s example of listening and companioning,  I have begun to continue my work with Music in May to bring music to underserved populations in my county. I’m also working with every resource I can identify in my community around the complex process of increasing access while honoring diversity. This list includes members of my own studio as well as musical partners and fellow educators. It is beautiful to be taking a fresh look at my deep and unusually diverse ties to my community and to be cultivating such a rich soil. Thank you, Nwandi!

David Evenchick

Suzuki Cello, Longueuil, Quebec

Two years ago, the challenges of diversity within the SAA were not a high priority for many Suzuki teachers. Times have certainly changed! Last year, due to the pandemic, the SAA became an online community. At that time, I observed that many of us felt limited by not having a safe vocabulary to begin discussing diversity with our peers.

From the outset of the “Communicating Honor for Diversity” course, many of us realized that we were not even at the pre-twinkle stage, but actually at the level of ECC! This is the foundational level of learning skills of communication before serious discussion.

Personally, this process was a path-changing step for me. In our 20-person cohort, we were invited to investigate no less than 49 “virtues” to which we could aspire. Some of these virtues, such as service, perseverance, and kindness, come naturally to us as teachers of young children. Other virtues, such as detachment and unity, are more difficult at this time. I think each of us examined our own personal values as we explored the virtues list.

By putting these virtues in writing, speaking, and perhaps with family experience, we were guided not only to recognize teachable moments but to learn to set boundaries and get an initial peek at the companioning process. 

To create mutual support and begin to exercise our powers to create change, we were divided into regional teams. Each team chose an area of focus and there was a commitment to grow together for the long term. 

However, all of the difficult challenges still remain in front of us. Many of  us realized that despite our caring, sense of justice, responsibility, and compassion, we were humbled by these questions:

How can we intentionally become a more diverse organization without inadvertently falling into the “racist’ assumptions of the privileged? 

How do we create a more diverse musical repertoire while avoiding cultural appropriation and tokenism? 

How do we create sufficient trust and assertiveness so that our virtuous words create more than just an insidious surface appearance of diversity? How do we set in motion true fundamental change?

Thank you, Nwandi, for your helping, tactful and respectful support in this ongoing process, and thanks also to the SAA for recognizing the primary need to develop communication skills, as well as providing the opportunity to participate. 

Priscìla Ázévedo

Suzuki Early Childhood Education, Voice, and Recorder, Vila Velha, Brazil

To aid the SAA’s effort of promoting a membership mindset for inclusion of diversity as a way to look empathically at the present and the future, I saw myself in a classroom, with 20 teachers, willing to learn how to deal with diversity in the teaching and personal environment.

Diversity is crucial in solving problems, and we should embrace it for different reasons, whether they are humanitarian, social, political, cultural, economic, or fraternal. To innovate it is necessary to embrace diversity! At first, it may not be easy to fight for inclusion, because leaving the comfort zone requires empathy, understanding, and a real desire for change. But it is time to develop our social intelligence. Then we will live the present and future times of our association with an abundance of ideas, energy, and opportunities for all.

On the last day of the event, I had the honor of speaking about the inclusion of LGBTQIA+ groups, a group that still faces great resistance across the Americas. Sharing information is so crucial and is one of the main parts of our job as teachers. But being an ally privately is not enough. We must embrace the cause officially. Actions to discredit any kind of prejudiced manifestation against LGBTQIA+ groups will ensure that members of the Suzuki community have the opportunity to open up, have representation, and feel safe in their environment. It will ensure members know that their gender, identity, or sexual orientation is not an issue in the development of their studies, teaching, and career.

Prejudice is an opinion formed in advance, without knowledge or reflection on a particular subject. The prejudiced person judges before knowing something or someone. Therefore, this judgment tends to be without foundation, criterion, or rationality. Prejudice is generally associated with discrimination and intolerance about differences that exist in the world.

Several types of prejudice cause discrimination and intolerance, including but not limited to social, racial, and religious prejudice, prejudice against women, trans people, homosexual people, overweight people, people with disabilities, and foreigners. All types of prejudice equally need to be eliminated from our community.

The prejudiced attitude is often associated with labels or stereotypes that have developed in society. These stereotypes promote a distorted view of a particular group, which can lead to discriminatory acts and violence.

Despite all the work of raising awareness and sharing ideas through the “Communicating Honor for Diversity” course, there is a need, from now on, to review policies, create new programs, measure results and engage all the team. Only through inclusion for diversity, Dr. Suzuki’s thinking can be found in the community that bears his name, which is the principle that Every Child Can.

Português

Para ajudar a diligência que a SAA teve ao promover o desenvolvimento da nossa mentalidade para a inclusão da diversidade, como uma forma de olhar com empatia o presente e o futuro, eu me vi em uma sala de aula, com 20 professores dispostos a aprender como lidar com a diversidade no ensino e no ambiente pessoal.

A diversidade é crucial na resolução de problemas, e devemos abraçá-la por diferentes razões, sejam humanitárias, sociais, políticas, culturais, econômicas ou fraternas. Para inovar é necessário abraçar a diversidade! No início, pode não ser fácil lutar pela inclusão, pois sair da zona de conforto requer empatia, compreensão e um desejo real de mudança. Mas é hora de desenvolver nossa inteligência social. Então viveremos os tempos presentes e futuros de nossa associação com abundância de ideias, energia e oportunidades para todos.

No último dia do evento, eu tive a honra de falar sobre inclusão de grupos LGBTQIA +, grupo que ainda enfrenta grande resistência nas Américas. Compartilhar informação é tão crucial e uma das partes principais do nosso trabalho como professores. Mas ser um aliado no particular não é suficiente. Devemos abraçar a causa oficialmente. Ações para desacreditar qualquer tipo de manifestação preconceituosa contra grupos LGBTQIA + garantirá que os membros da comunidade Suzuki tenham a oportunidade de se abrir, ter representação e se sentir segura em seu ambiente. Isso garantirá que os membros saibam que seu gênero, identidade ou orientação sexual não é um problema no desenvolvimento de seus estudos, ensino e carreira.

O preconceito é uma opinião formada com antecedência, sem conhecimento ou reflexão sobre um assunto particular. O preconceituoso julga antes de conhecer algo ou alguém. Portanto, esse julgamento tende a ser sem fundamento, critério ou racionalidade. Preconceito é geralmente associado à discriminação e intolerância às diferenças existentes no mundo.

Vários tipos de preconceito causam discriminação e intolerância, incluindo o preconceito social, racial, religioso, preconceito contra mulher, contra pessoas trans, homofobia, pessoas com sobrepeso, pessoas com deficiência e estrangeiros. Todos os tipos de preconceito, igualmente, precisam ser eliminados de nossa comunidade.

A atitude preconceituosa é frequentemente associada a rótulos ou estereótipos que se desenvolveram na sociedade. Esses estereótipos promovem uma visão distorcida de um determinado grupo, o que pode levar a atos discriminatórios e violência.

Apesar de todo o trabalho de sensibilização e partilha de ideias através da SAA “Communicating Honor for Diversity,” é necessário, a partir de agora, rever políticas, criar novos programas, medir os resultados e envolver toda a equipe. Somente através da inclusão para a diversidade, o pensamento de Dr. Suzuki pode ser encontrado na comunidade que leva seu nome, que é o princípio de que cada criança pode.