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Reflecting on Allan Luke's "The Trouble with English," I understood that the predominance of English in education often acts as a form of linguistic imperialism, overshadowing local languages and cultures. This dominance can sideline non-English speakers, reinforcing inequalities and perpetuating a monocultural educational ethos. By prioritizing English, educational systems might inadvertently contribute to the development of linguistic diversity and cultural identities, positioning it as an oppressive force in global education.
Rethinking English as a discipline entails adopting a more inclusive, interdisciplinary approach that acknowledges the complex realities of global English users. This involves incorporating linguistic, cultural, and sociological perspectives, broadening the norms to include diverse voices, and recognizing English's role in global communication without undermining the importance of other languages. Such a paradigm shift promotes a more equitable, reflective practice that celebrates linguistic diversity and fosters a critical understanding of English's global impact (Luke, 2004).

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This is one topic I would like to explore further if given the chance, as I find it always challenging to work with individual students with impairments due to their diverse needs. Meanwhile, I know that addressing disability is difficult because the category of disability itself is too broad. From our lesson, I learned that students with impairments face many barriers, not only within school but also outside of it. The video we watched suggested that our society is not adequately equipped for people with impairments to commute and live comfortably. I am also inspired by "Being Heumann: An Unrepentant Memoir of a Disability Rights Activist" on the discrimination and exclusion Judy experienced in her early years” (Heumann, 2022). As teachers, recognizing and addressing the unique challenges these students face is not enough; we should also act as activists promoting inclusion in the community and broader society.

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Au, W., Brown, A. L., & Calderón, D. (2016). Reclaiming the multicultural roots of US curriculum: Communities of color and official knowledge in education. Teachers College Press.
Borsheim-Black, C., & Sarigianides, S. T. (2019). Letting go of literary whiteness: Antiracist literature instruction for white students. Teachers College Press.
Heumann, J., & Joiner, K. (2020). Being Heumann: An unrepentant memoir of a disability rights activist. Beacon Press.
Luke, A. (2004). At last: The trouble with English. Research in the Teaching of English, 39(1), 85-95.
Okun, T., & Jones, K. (2000). White supremacy culture. Dismantling racism: A workbook for social change groups, Durham, NC: Change Work. Retrieved from http://www. dismantlingracism. org/Dismantling_Racism/liNKs_files/whitesupcul09. pdf.

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When it comes to practice, I recall our classroom discussions about the "Canon." "Canon" refers to authoritative literature that students often encounter in English classes. These books possess historical significance but may not be relevant to students who do not speak English as their first language. In other words, these "classical books," set in specific fictional settings, have cultural backgrounds and historical meanings that do not resonate with students who grew up in non-English speaking cultures. As an international student studying abroad in the US, I experienced this firsthand. When studying Shakespeare, I initially struggled with the language barrier and had to spend a lot of time learning about the background of the texts to understand the plot and literary significance of his works. As we discussed in class, I believe that as teachers, we could offer alternative literature that discusses similar themes but involves backgrounds and protagonists that resonate more with students' own experiences. For example, when teaching about prejudice and injustice using "To Kill a Mockingbird," where a Caucasian protagonist saves innocent African American people, it is important to acknowledge that the book primarily focuses on white perspectives and may not authentically capture or represent the Black viewpoint within the context of civil rights literature. It is crucial to approach "To Kill a Mockingbird" with care, appreciating its role as one of the first books to address racial injustice in American history. Teachers could teach the book but also highlight its significance and introduce more contemporary works about social injustice, since "To Kill a Mockingbird" might not be as applicable or authentic today. A great alternative that addresses racial injustice is "The Hate U Give." This book stands out by delving into racial injustice and identity, reflecting the current context with its references to numerous police shootings of unarmed Black individuals. It also serves as a guide for students on how to express their stance against injustice.

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Letting Go of Literary Whiteness Author Sophia Sarigianides | Connecting Point | Nov. 14, 2019

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Race/Ethnics-WHITENESS and the history of education for multicultural and diverse learners. 

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Race/Ethnics-WHITENESS and the history of education for multicultural and diverse learners. 

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I want to merge these two topics because I believe they are deeply intertwined. The emphasis on Whiteness in education suppresses the integration of bicultural/multicultural perspectives in the U.S. curriculum. As the authors of "Letting Go of Literary Whiteness" explain, "one of the main problems tied to race and English teaching centers on a majority-White teaching force working in majority-minority schools: As a result, the field has paid a lot of attention to shifting the perspectives of White teachers to work equitably with youth of color, an effort that includes preparing teachers to employ culturally sustaining pedagogies" (e.g., Paris & Alim, 2017) (Borsheim-Black, 2019). The authors discuss various aspects of antiracist literature, providing guidelines on how teachers can plan and teach literature from a critical race theory perspective and navigate the complexities of race discussions. To summarize or highlight addressing racial literacy, around 3:00 in the video, Dr. Sophia Sarigianides suggests that teachers should approach racial literacy as they would any other learning objective, but with a focus on racial literacy.

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Letting Go of Literary Whiteness Author Sophia Sarigianides | Connecting Point | Nov. 14, 2019

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Race/Ethnics-Whiteness and THE HISTORY OF EDUCATION FOR MULTICULTURAL AND DIVERSE LEARNERS.

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Race/Ethnics-Whiteness and THE HISTORY OF EDUCATION FOR MULTICULTURAL AND DIVERSE LEARNERS.

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On the other hand, reflecting on the history of multicultural education, Au, Brown, and Calderon mention in their book "Reclaiming the Multicultural Roots of U.S. Curriculum" that historically, the U.S. education system has marginalized minority students (Au, 2016). For example, they describe the experiences of Native American students as "curricular genocide" through boarding schools, the forced resettlement of Native communities onto reservations, and a broader strategy of forced assimilation driven by federal policies. This pattern of marginalization and the need for adjustment to mainstream education, which predominantly follows Caucasian cultures, extends to many other racial groups.

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As a minority studying in the US, I also have experienced assimilation. One thing I struggled a lot was to learn about American culture like literature, sports, and US youth culture(mostly about rap music about my time). I understand the challenges faced by language learners struggling with linguistic and cultural barriers. Hence, I've learned the importance of seeing images of myself and successful individuals from my race represented. This visibility helps to combat stereotypes and narrow the opportunity gap. Therefore, as a teacher, it's crucial to emphasize the significance of students' backgrounds, showcasing their successful representations in literature, and building their confidence through the concept of "windows and mirrors." This approach not only allows students to see their reflections in the material but also helps them appreciate the value of embracing other cultures, underscoring that there are no inherent differences between races. By employing the "windows and mirrors" concept, teachers can aim to close the opportunity gap that arises from the colonization of education by white supremacy.
Furthermore, implementing culturally sustaining pedagogy, promoting linguistic justice, and integrating anti-bias and anti-racist goals and perspectives in the classroom, across school districts, through professional development, and beyond are essential steps toward fostering a more inclusive and equitable educational environment. The ultimate aim is not just to make educational content relevant but to ensure it supports the survival and thriving of diverse cultures and languages. This involves moving beyond mere content adaptation to genuinely embrace and sustain cultural and linguistic identities. As illustrated, teachers should focus on adapting the environment for students, rather than expecting students to adjust to the environment.

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One of the greatest takeaways I have from this lesson is the importance of comprehensible input and mastering its three-step process as shown in the picture (from week 7 slide). I've learned various ways to modify content to support bilingual/multilingual students in learning critical ideas without the hindrance of a language barrier. This also reinforces my perspective on teaching literacy, where the main focus, as Jones and Okun shared in "White Supremacy Culture" (Okun, 2000), is not on accuracy and perfection in languages.

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 Positionality Exploration: Installment 2

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 Positionality Exploration: Installment 2

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At this point in the semester, we have covered several topics regarding the lack of diversity and inclusion. While most of these topics were somewhat familiar to me, our discussions have inspired me to view them from different perspectives. Indeed, as teachers, working on academics with students could be stressful enough by itself. However, it's essential to remember that students are human beings whose school experiences extend beyond academic performance to include social interactions with peers, engagement with the community, and more. The social lives of students are complex, influenced by race, ethnicity, gender, the history of education, personal backgrounds, economic disparities, etc. Therefore, I believe it's crucial for teachers to consider the diversity within the classroom and how it affects students' interactions and interpersonal relationships. Given the breadth of topics, instead of writing a paper, I think utilizing a padlet would be more organized and visible for my audience. I may not cover all the topics we discussed, but I will certainly focus on those from which I learned something new. Along with a reflection on what I've learned, I will also discuss how these topics have influenced my view of education, society, and my own experiences.