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Natasha Andriano
EDU428 OTECC
Dr. Patricia Briscoe
8 May 2021

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Based on readings and learnings accomplished through completing Module 5 and 6, a summary of the learning that took place is that it is vital for teachers to be self-reflective in order to intimate praxis and challenge themselves outside their comfort zone, which will therefore make students feel valued, accepted, and included in the classroom. By becoming self-reflective and critically examining and exploring unconscious biases and blind spots that may be present in your everyday practices, we are making a conscious effort to overcome these barriers to better the educational experiences our students undergo. Module 5, Chapter 5 highlights the importance of educators empowering students when they themselves understand who they are as a person and how their own identity intersects with the choices they make in their practices. Educators entering the field of education must examine the educational structures in which they are in, and must continuously critically think and self analyze the ways in which they can make a positive impact to make all students feel they are in an environment in which celebrates diversity, equity and inclusion. The author states that, “...at the other end of the continuum are beliefs that see teachers as agents of change who are committed to challenging social inequalities through their everyday practice” (Egbo, 2009). We as educators need to make it a top priority and commitment to challenge the social inequalities, oppression, discrimination, and stereotypes that are present not only in the classroom, but in the school community as well. Educators need to take on the role of a change agent, as it is vital to make all students feel cared for and valued, regardless of their age, race, ethnicity, social economic status, gender, etc. In order to do so, the first step is to be aware of the position we hold, and explore and challenge our own way of thinking. This is the starting point.

Along the same vein, in Module 6, we were introduced to key questions which allowed ourselves to take a deeper inward look into the knowledge and skills that we have acquired throughout EDU428, and self-reflect on our positionality thus far. There were 20 questions about the ‘ABC’s of DEI’ that we as Teacher Candidates were required to answer, and then we had to pose 6 questions of our own in relation to DEI. I enjoyed partaking in this activity as it not only gave me a chance to tap into my positionality, but also allowed me to take a look at my classmates' thought processes and questions they posed which initiated further exploration and discussion amongst ourselves. I find doing this a very effective way to gather discussion, as it is done in a way that is casual but also impactful. Classmates then commented on my post and answered questions I had posed about DEI. This opened my perspective and provided me with a new way of thinking I was unfamiliar with. Getting this feedback from my classmates was extremely helpful and gave me an opportunity to critically self-reflect, not only on their position, but on mine as well.

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What did I learn about myself?

Through the learnings of Module 5 and 6, I have learned that knowing yourself and making an effort to critically reflect and examine yourself is vital when becoming a teacher. Our beliefs, values and practices, follow us everywhere we go. We need to be aware of the biases that may be present in our everyday practices, which could then have an impact on our students educational and emotional outcomes. We must take the first step in acknowledging our position, and finding ways to change it, for the better, for our students, classrooms, and school communities. I also learned that knowing and understanding your students is vital not only for an educator, but for students as well. By knowing your students you are ultimately finding ways to differentiate instruction and assessment to better their educational experiences and practices based on their preferred learning styles and needs. Ways to do this include collaborating with parents, teachers, and participating in action research. Having an open mind brings forth new opportunities and possibilities for us to include in our teaching and learning practices. I also learned that it is important to acknowledge the relevance of power relations that are present within society. By doing so, we are understanding the educational policies and practices in relation to the social construction and power that is present in the wider society. Teachers need to become forces of empowerment through the practices that they adapt in their classrooms, schools and communities. Promoting leadership practices that identify, deconstruct, and challenge the attitudes, values, and ideologies that contribute to unsatisfactory schooling experiences for students from diverse backgrounds, will ultimately make students feel valued, accepted and cared for regardless of their background and past experience (Egbo, 2009).

What did I unlearn?

Through the module resources, discussions and information presented, I have unlearned that all teachers promote and instill equality, diversity and inclusion. It is very unrealistic and unfortunate that some, or even most educators, do not instill this in their students and daily practices. I believe this is because they are not educated/knowledgeable on the topic. We as educators need to understand that we are also the student - we are constantly learning on a day to day basis about ourselves, our students, and our teaching practices. Because of this, we need to make a conscious effort to want to learn more, and be educated on topics that matter such as diversity, equity, and inclusion. These are topics that truly do matter and affect a child’s development, not only academically, but mentally, emotionally, and psychologically as well. We must try to find new and innovative ways to evolve with the times in which we are living in and become leaders in which we want to continue to grow and develop to better our students' experiences. Every student comes from a unique background, we must learn about each and every student and celebrate their differences and individuality, and try to find ways to differentiate instruction and assessment to better fit their particular needs.

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Part 3: Moving Forward Action Plan

Through the module resources, I am now aware of the necessary steps needed in order to embody diversity, equity and inclusion in my classroom and school communities. Self-reflection and critical analysis is key in the teaching profession, and must be something we embody and instill on a daily basis. Also, taking the initiative to learn and become more familiar about topics that might make us feel uncomfortable such as unconscious biases, meritocracy, white privilege, oppression, and exploitation. Conversations and discussions need to take place in order to become agents of change. Taking the time to truly understand and reflect on our own way of thinking and position is important in order to change and make a difference. Highlighting our ideologies, attitudes, values, and beliefs is an important first step, and then trying to challenge them is next.

Action Plan:

1. Reflect on your positionality, background, beliefs, values, and biases that are present in your way of thinking and daily practices.

2. Brainstorm ways to challenge and overcome these factors that contribute to unsatisfactory schooling experiences.

3. Collaborate with colleagues on the ways in which you can make a difference in your classroom and school community.

4. Participate in action research, and become knowledgeable on the ways in which you can embody diversity, equity, and inclusion in your classroom.

5. Engage in school community activities and events that promote DEI.

6. Role-model diversity, equity and inclusion as an example for students throughout day-to-day practices.

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Astuti, D. (2019). Celebrating Students’ Diversities Through Understanding Students’ Characteristics. Online Journal of Education and Teaching, 6(4). Retrieved from http://iojet.org/index.php/IOJET/index

This academic journal highlights the importance of understanding different students’ characteristics and the importance of how this cannot be avoided or ignored by an educator in everyday teaching. Teachers must understand the diverse learning styles and backgrounds of their students in order to know the students’ needs that way learning goals can be achieved effectively in a manner which embodies diversity, equity and inclusion. The academic journal states that, “understanding the characteristics of students is important for teachers because it can help them to develop their teaching-learning strategy and achieve learning objectives effectively” (Astuti, 2019). By doing so, students will be able to learn in an environment that allows them to feel comfortable and safe while still learning based on their needs and interests. A teacher's beliefs are always reflected in their teaching practices and because of this it is important that we remain committed to being educated and finding new ways to teach that best fit our students.

Soobin C., & Moosung Lee. (2021). Diversity as an opportunity or a challenge? A cross-national study of ethnic diversity and students’ generalized trust. International Journal of Educational Development, 80. Retrieved from https://doi.org/10.1016/j.ijedudev.2020.102301.

This resource aligns with my action plan as it provides teachers and students with the tools and opportunities needed to get a deeper understanding on how to effectively explore diversity at a larger scale and how this relates to students’ generalized trust of teachers and the positive correlation between ethinc diversity and student trust. This resource also highlights that students' educational experiences (such as relations at school) are also significantly associated with generalized trust. It is evident that the way in which teachers embody their professional values and beliefs, plays a significant role in the way in which students view us and have trust in us. The researchers conclude that, “...ethnic diversity at the macro-level is still the most powerful factor in our analysis predicting students’ generalized trust” (Soobin & Moosung, 2021).

Roksa, J., Kilgo, C., Trolian, T., Pascarella, E., Blaich, C., & Wise, K. (2017). Engaging with Diversity: How Positive and Negative Diversity Interactions Influence Students’ Cognitive Outcomes. The Journal of Higher Education, 88:3, 297-322. Retrieved from 10.1080/00221546.2016.1271690

This article highlights the relationship between the quality of students’ diversity interactions and their cognitive development. The researchers examine how negative diversity interactions play a role in a students’ cognitive development. Students’ positive and negative diversity interactions are related to two different outcomes: need for cognition and critical thinking skills (Roksa, et al., 2017). This paper also defines what structural diversity is as they state that, “the representation of different racial/ethnic groups in schools” (Roksa, et al., 2017). It is important to know and understand this term as there is structural diversity present in all classrooms and school communities. It is our responsibility to identify it and find ways to make all students feel valued, accepted and appreciated in a way in which that does not discriminate or put down others.