Mr. Paul Nalli

Paul has served as a teacher, administrator, and education officer for over 20 years and has dedicated himself fully to human rights and equity practices. He holds degrees from York University and the University of Notre Dame and is currently a doctoral student at Arizona State. Paul’s work focuses on developing and implementing a pragmatic, non-evaluative tool for classroom, school and system leaders predicated on RAISE – Representation, Assets, Inspiration, Support, Engagement and Empowerment.

Systemic Barriers Have No Borders: Incorporating Assets-Based Inclusive Practices Through the R.A.I.S.E. Construct in the US and Canada. 

Although critical equity work has begun in school systems across North America to identify and dismantle systemic barriers, there is so much work left to do and so much to unlearn that needs to take place. For meaningful and sustainable change to occur, those with privilege and positional authority are an integral part of this movement. “Working in connection and collaboration with each other, across and within role groups, we can make progress in ways that are not apparent when working in isolation and separate communities” (Love, 2000). Through my lived experience as a tenured administrator, the problem herein lies, is that educators remain unprepared, unaware, and/or uncomfortable moving theory into action. Since “equity is first and foremost pedagogical” (Safir & Dugan, 2021), a shift in mindset is required whereby the regular use of a reflective tool may help build capacity and enable tracking and monitoring of intentional equity practices in classrooms, schools, and systems.

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