“what’s trust got to do with it”

The Leadership Team knows that I love to read (blame my mother for instilling a love for reading). Moreover, they know that I don’t hesitate to share what I’m learning – the impact personally or professionally. To that end, a book that has all the markings for the seminal work of this time is The Spirit Level: Why Greater Equality makes Societies Stronger by Richard Wilkinson and Kate Pickett.

Currently, I am in a part of the book that investigates the impact of inequality on societal trust. One research question, “does inequality corrode trust and divide people – government from citizens, rich from poor, minority from majority” (p. 51) teeters on the obvious. Of course we know that inequality is a significant social divider. In fact, we have lived the power of using difference as a means to separate us.

A consequence of difference is the lack of trust. Further still and more to the point, the greater the inequality in a society the greater the mistrust. So what does this have to do with our schools – the work of teaching and learning – the work of ensuring that each learner learns to high standards?

It means that we must work that much harder to build a foundation of trust, bridges of awareness as well as understanding, and a community committed to an ideal, a vision, a preferred future that, for many, is nothing more than delusional.

We indeed live in a time of great cynicism, impatience, and skepticism. However, those of you of my generation have witnessed never thought possible societal change not to mention the advent of globalization, technology, and medical advancements. Why then, is it impossible to imagine that we can create an educational system that does ensure that each learner learns to high standards? – In practice not just in words?

Seriously, why can’t we see this?

Why can’t we embrace it and take the necessary steps to make it happen?

I think it comes down to a realty that we really don’t trust we can get this done.

I understand promises have been made and broken over and over and over again. In fact, this cycle is routine. We have developed calluses or become hardened protecting from vulnerability or openness to such notions.

“Trust affects the wellbeing of individuals, as well as the well being of civic society. High levels of trust mean that people feel secure, they have less to worry about, they see others as co-operative rather than competitive – they believe in a common culture – held together by shared values where everybody is treated with respect and tolerance” (Wilkinson and Picket, 2009, p. 56-57).

Trust is powerful! A first step in looking at trust is reflection. “Why” are we in this work? Consider what is your purpose, your vision, mission, and your best hopes for the impact or effect of your effort?

How quickly and concisely can you provide a response to the aforementioned questions?

Further, how often do you discuss your responses with others?

Take solace in the fact that most people don’t think and converse about their purpose, vision, or best hopes resultant from their work.

Educators, however, must!

We must daily be conscious of “what” and “why” we are engaged in such work. Yes, trust or the lack of does impact how and how often we think on such things.

Optimistically, underpinning most educator’s core values and beliefs is an unwavering commitment to “all” learners and their well being irrespective of their differences. I am equally confident that educators are mindful that differences are not limitations or liabilities.

I remain steadfast that it will be the educators that champion the cause that it is time – the time to be trust makers with our students, parents, colleagues, and community.

In a like manner, I believe that this is the time that we, as a community unite and put aside at personal and collective cost those factors albeit present or historical that cause division to focus on building that preferred future – a future where each learner is successful.

Can you see it?