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Natasha Andriano
EDU428 OTECC
Dr. Patricia Briscoe
20 February 2021

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Based on readings and learnings accomplished through completing Module 1 and 2, a summary of the learning that took place is teachers need to obtain current, relevant knowledge based on culture and diversity and how certain practices and ideologies have an impact on not only student learning, but also student understanding and overall emotional and mental well-being. Module 1 highlighted the positionality we as Teacher Candidates hold, providing an insight on not only our own self-reflections but our classmates as well. By doing so, it gives all of us partaking in the module a deeper understanding of our thinking and position in terms of diversity, inclusion and equity. It prompted further discussion as we were then instructed to also comment on two other posts. By doing so, it gave an insight on the perspectives others hold, which then prompted self-reflection and raised further questions.

Chapter one highlights the importance of not ignoring differences and pretending that differences are not present as this is not realistic as it contributes to the dividing factors and stereotypes that separates students. Instead, realizing and recognizing that there are significant differences amongst our students and to embrace it by learning about them and then challenging the oppressive structures that lead to the exploitation of differences. Chapter one also emphasizes the socialization that schools reproduce through existing ideologies, values and worldviews from the dominant culture, which therefore reinforces the social inequalities which unfortunately leads to social reproduction. Social reproduction is what is deemed the ‘norm’ due to society's ideas and notions that have been created through the dominant group’s worldview. Chapter one states that “social justice is a societal good worth aspiring to” (Egbo, 2009). By instilling this worldview in not only our teachings, but also our relationships and perspectives as a whole, we will then be able to diminish boundaries between students as they will be able to not only understand other students’ differences, but celebrate them as well. Teachers must also be aware of the social construction and reproduction of societal norms, despite it’s attempt to refuse this. Schools have a ‘Hidden Curriculum’ where, “behaviours, attitudes, and knowledge the school unintentionally teaches through its content selection, routines, and social relationships, the hidden curriculum provides additional space for spreading dominant ideologies in schools and consequently promotes institutional racism” (Egbo, 2009). Relating to this idea, in the video, Engaging in learning and unlearning for equity, diversity, and Inclusion with Dr. ABC, highlights that training is important in areas of equity, inclusion and diversity for those entering the teaching profession as many of us are silent because we are fearful. Having conversations about racism, stereotypes, and social construction are courageous - they promote critical thinking and guide educators through breaking these barriers and becoming knowledgeable in areas that may be uncomfortable to talk about. Doing nothing is the biggest mistake. We must be aware, ask questions, learn and find ways to overcome these barriers to educate our students.

Along the same vein, in Chapter four, the author highlights how educators must have culturally relevant knowledge as using content that reflects the cultural background of students will not only make students feel included and valued, but will also make students understand diversity about others’ cultural context as well. Students must not only understand the cultural background in which they come from, but also be aware and understand the position others embody as well. Chapter four highlights that unfortunately students tend to only value their own background and that of the dominant culture, while ignoring those of minority groups/immigrants. To prevent this, teachers must instill ‘intercultural education’ as it focuses on fostering cross-cultural understanding and practices, which therefore emphasize EDI (Egbo,  2009). We must follow the framework when incorporating intercultural education as it fills the opportunity gap for all students to have access to all opportunities. By following such a framework, it not only respects student differences, but embraces them as well.

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What did I learn about myself?

Through the learnings of Module 1 and 2, I have learned not only the position I hold, but also the position my classmates and other educators have due to the social construction and dominant ideologies that are present in our society. Module 1 highlighted the position I hold as a future educator as well as the position my classmates hold. By doing so, it gave me a chance to self-reflect on the things I deemed important about myself and what I want others to know about me. Because of learnings and readings from Module 1 and 2, I am now aware of the identity influences, and am realizing the potential biases that are surrounding myself and my classmates in the society in which we live in. After taking a second look to reflect on the discussion posts and assigned Chapters, I am realizing that myself, and my classmates, spoke about surface level ideas of what we claim is ‘important’ and relevant when explaining ourselves and our interests as a future educator. This could be due to the fact that we are afraid to talk about ourselves on a deeper, critical, more subconscious level, due to the social construction which controls the ways in which we behave because of what is deemed ‘normal’ in the dominant culture. Although through this self-reflection, it is being made clear that we live in a world where we are controlled by the culture in which we live in. As educators, we must acknowledge and have discussions about these ‘uncomfortable’ topics, as this is the only way change and difference will occur. Realizing that all students have distinct differences and that in fact in normal - we must recognize, reflect and be realistic in allowing students to understand each other's differences whilst challenging them to remove oppressive structures that lead to the unfortunate exploitation of differences. Talking about the problem will lead to solving the problem - ignoring the problem and acting as though it doesn’t exist only heightens the issue and continues the cycle of social oppression, construction and reproduction. We must avoid reinforcing socialization as it ultimately reinforces social inequalities.

What did I unlearn?

Through the module resources, discussions and information presented, I have unlearned that the structural institution of education also partakes in cultural biases leading to social reproduction and as a prospective educator it is my responsibility to be aware and address it rather than contributing to the ‘hidden curriculum’, ‘structural functionalism’ and ‘Anglo-Canadian’ culture, highlighted in the readings. Instead, it is my new commitment to promote a global awareness, as by doing so, I am learning to understand and appreciate cultural differences. It is truly a skill to be able to see the world through the eyes and perspectives of others, and as an educator I must not only teach students this attribute but also embody it in my teaching practices and professional conduct as well. Through unlearning this, it is now made clear that addressing the issue is ultimately solving the issue. The diversity pedagogy in Chapter four states that, “culturally inclusive teachers should be able to observe and identify individual and group cultural behaviour patterns, and then apply such knowledge in identifying student skills and competencies” (Egbo, 2009). Through this unlearning, I now understand that it is vital to not only take into account cultural differences and be aware of them, but to then use this knowledge to differentiate instruction and assessment evaluations to meet the needs of all students. By doing so I am not only doing this based on their academic needs, but also their cultural background as well as it plays a role in their educational journey.

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Through this assignment, I am now aware of the necessary steps needed in order to embody diversity, equity and inclusion in my classroom and school communities. As an educator, it is my professional responsibility and commitment to not only embody these ideologies, but to also instill them in students educational experiences. Having conversations with students, and providing them with real world experiences and examples will not only give students an insight on the socialization and social reproduction of our society, but will also prompt critical and creative thinking to break these barriers. We need to inspire students to make a change, and the only way that is possible is to have conversations they have never had before, in a professional and approachable manner. The youth of today is the future for tomorrow - the role and responsibility educators have is much larger than realized, and because of this it is vital that educators take a stand in educating their students on global awareness, cross-cultural understandings, “whiteness”, hegemony, and many other topics that play a role in the development of their positionality and identities. A way in which I would like to do this is through highlighting and celebrating the differences and diversities of my students through differentiated instruction and assessment. For example, a past Host Teacher that mentored me created a project in which the students did a presentation on a cultural tradition they thought was important to them. It not only made students feel relevant and valued as they had a chance to explain something about their cultural background, but also educated the other students on the cultural diversity and differences that exist in the classroom, and using this as a teaching tool rather than a boundary that separated them. This is something that I would like to emphasize and incorporate in my own classroom one day as my Host Teacher highlighted their differences in a positive way, rather than ignoring them and teaching students “we’re all the same”, which is unrealistic.

Action Plan:

1. Observe and document the cultural differences that are present amongst students

2. Research ways to differentiate instruction to meet the needs of all learners

3. Collaborate with grade partners on how to discuss uncomfortable topics

4. Educate students on topics that are existing in our society

5. Balance assessment/evaluations that highlight student differences in a positive manner

6. Role-model diversity, equity and inclusion as an example for students throughout day-to-day practices (classroom management, lesson planning, assessments, etc.)

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Gumpert, M., & McConnell, W. (2019). Different Strokes Different Folks: Cross-curricular differentiation strategies for inclusion classrooms. Science and Children, 57(2), 62+. https://link.gale.com/apps/doc/A598128792/AONE?u=nysl_we_niagarau&sid=AONE&xid=2f11159a

This article aligns with my action plan as it highlights the ways in which educators need to differentiate instruction as it is paramount for a successful classroom in which embodies inclusion for all learners. The resource mentions that through activity-based learning, we can achieve inclusion as students will get a hands-on experience on learning about topics that educate them in a manner in which they will be able to retain and truly understand the information being presented. Immersing students in the learning goes hand-in-hand with my action plan as I too will educate students on diversity, equity and inclusion, by incorporating student choices and cultural backgrounds as a means for educating the students - opposed to simply reading examples from a textbook.  By doing so, students will get a deeper understanding of the topics being presented and be able to critically and creatively think about cultures other than their own.

Robinson, C. C., PhD., & Clardy, P., PhD. (2011). It Ain’t What You Say, It’s How You Say It: Linguistic and Cultural Diversity in the Classroom. Journal of Cultural Diversity, 18(3), 101-10. Retrieved from https://ezproxy.niagara.edu/login?url=https://www-proquest-com.ezproxy.niagara.edu/scholarly-journals/aint-what-you-say-how-linguistic-cultural/docview/1011724734/se-2?accountid=28213

This research paper explains the important role Teacher Candidates have in learning and infusing cultural diversity into the classroom. The author highlights that Teacher Candidates should be prepared to have discussions about the politics of race and language in schools and society and to understand how race is socially constructed (Robinson, 2011). The author also goes onto say that topics such as ‘whiteness’, dominant groups, deviations, and ‘otherness’ are important topics prospective educators should be aware of and become familiar with as these are vital topics we must address to our students in our future classrooms. This resource was an excellent resource and related directly to my action plan as it not only aligns with my plan on  having these discussions with students, but also highlights how to do so. This was an exceptional resource for Teacher Candidates as it is relevant to our positionality as prospective teachers and also provides us with the tools on how to do so.

Bartlow, R. D., & Kyomugisha, F. (2014). Resisting Hegemony: Strategies for Intellectual Dialogue on Race and Cultural Diversity in the Classroom. International Journal of Arts & Sciences, 7(4), 575-589. Retrieved from https://ezproxy.niagara.edu/login?url=https://www-proquest-com.ezproxy.niagara.edu/scholarly-journals/resisting-hegemony-strategies-intellectual/docview/1644513046/se-2?accountid=28213

This resource highlights the discussions that need to take place in the classroom regardless of the discomfort that may come about it. Topics such as race and racism are issues that need to be addressed as students must understand, reflect, and learn how to overcome these ideologies and social construction. The resource explains that by doing so, it will enhance student understanding on structural racism, and will therefore empower students to confront feelings of discomfort when discussing cultural differences. By doing so, it enhances students’ communication, analytical and critical thinking as it will be done in an honest dialogue. This aligns with my action plan as a future educator, as I am aware and plan to have discussions with students on topics that may be uncomfortable, in an appropriate and professional manner that educates students. Through this, I am not only making aware of the cultural differences that exist but also enhancing students way of thinking as they may change their positionality in a way in which embodies inclusion, diversity and equity - not only in the classroom but in their daily lives as well.