Preparing Teachers to Engage in Equitable and Holistic Teaching Through the Lens of Fred Rogers

• In Event: International Perspectives on Cultivating Justice and Hope Through Well-Being Promotion in Educational Settings

Abstract

As teachers continue to promote a more equitable and inclusive classroom, we can look to the ministry of Fred Rogers to keep the lessons he taught and pass them to others. Mister Rogers modeled the importance of embracing people from all racial backgrounds by caring for all of his neighbors (Kuhnley, 2020). Fred Rogers demonstrated warm care for all of his neighbors by his compassionate manner, listening skills, and respect for all individuals (Johnson & Howard, 2013). This paper explores Mister Rogers Neighborhood and how his approach to holistic education focused on racial equality and acceptance by valuing intentional relationships and appreciating the uniqueness of each individual.

A child’s holistic development builds respect, compassion, humility, and gentleness and strengthens the entire self and the human spirit of the learner (Dei, 2002). Through holistic education, every child is respected, valued, and connected as a community of learners. Such a community provides the social, moral, spiritual, and intellectual support necessary to challenge the values and ethos of contemporary culture (Shapiro, 2006). The holistic aspects of education (Taggart, 2001), provides safe boundaries in an environment in which all young children can explore their personal, social, and emotional journeys of meaning making (Hyun, 2006). A holistic perspective for young children honors equity including an environment where their emotional well-being is nurtured and they are safe from harm (Owen, 2021). According to Taggart (2001) holistic education promotes connectedness in the learning process, emphasizing relationships, resiliency, and silence in the presence of reflection.

Ethnographic research will be used for the study. A phenomenological approach will be conducted to explore the stages of enlightened teachers with Fred Roger’s approach to holistic education focusing on equity and appreciating the uniqueness of each child. Participants include student teachers from 2020 to 2023. Phenomenological research is holistic (McAllister & McLaughlin, 1996) and aims to study a whole human system in a natural setting and can provide interpretations of data and events within a context (Lincoln & Guba, 1985).

Data will include a variety of reflective practices including journaling and student reflections from the Seven Stages of Enlightened Teaching by Christine Jax (2011); personal narratives and artifacts describing the materials and stories student teachers bring to the classroom for building a holistic and culturally responsive classroom. The reflective questions and readings are from the Seven Stages of Enlightened Teaching and The Mister Rogers Effect.

Data analysis from the study indicates components of holistic teaching from the Seven Stages of Enlightened Stages are demonstrated through Mister Rogers Neighborhood regarding intentional listening, valuing relationships, and embracing student strengths, inclusion, and equity by appreciating the uniqueness of each student.

By adding tolerance and acceptance to the dimensions of holistic education, the stages of enlightened teaching can fully integrate the mind, body, emotions, and spirit of the whole child to fully write their own personal, universal story by encouraging grace, equity, and respect. Teachers are the heartbeat keeping Fred Rogers’ legacy alive with hope, grace, and kindness.

Author

• Kathleen I. Harris, Seton Hill University