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1. "They are more likely to think of community as an obstacle to learning than as a resources of partner for their education."
This statement makes me think about how sometimes as teachers, we can think of the community as a hinderance on our teaching. Although, we should change our mindset to think of the community as a resource to help us create holistic lessons.

2. "Our conceptual and practical shift requires us to be attentive to everyones learning."
This statement makes me think about the importance of adjusting ourselves to not just think about the fastest/ most practical way to teach a lesson, but also to take time to ensure there is differentiated instruction.

3.  "Among other things, community-based practicum experiences ought to help students develop 'an awareness of the range of cultures within a school and it's geographical areas.'"
This makes me think about the importance of spreading and branching out. It is important to gain experience working in a variety of settings to gain the most knowledge and expertise possible.

4. "Students do have an implicit sense that learning takes time."
I think sometimes as a teacher, we may get stuck in the idea that students forget learning takes time when we ourselves are working hard to make lesson plans a follow a tight scheduled. It is important to take a step back, and for not only students to remember, but teachers too to remember learning is not linear!

5. "Most students expect their community placement experiences to be transparently related to teaching- only to find that instead of learning to teach, they are asked to consider the work of learning."
This makes me think about my placement being a mentor, while i must teach and help my mentee, I must think about how they learn, and what I can do to support their learning.

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1. “They are more likely to think of the community as an obstacle to learning than as a resource or partner for education.”

This statement resonated with me as I feel it is one that is harmful however, true. In my experience, I have seen a separation between the community and schools. That is, some educators are not connecting to the communities in which they are teaching in. As such, there is a gap within the partnership. If we are unwilling to learn and use the community as a resource, it will be seen as an obstacle as we are unaware as to how it can help us. The community in which students are in can be extremely useful in terms of seeking resources and understanding the backgrounds of our students.

2. “Schools have not always enjoyed mutually collaborative and sustaining relationships with the communities they serve.”

As previously mentioned above, I feel that I have noticed this in some of my practicums. There is a divide been ‘us’ and ‘them’ when in fact, the partnership can be extremely beneficial for both parties. That is, with a partnership between schools and its communities students can be better supported when the two are on the same page. As such, the learning environments and contents can better relate to one another and make learning more meaningful.

3. “Most expect their community placement experiences to be transparently related to teaching — only to find that instead of learning to teach, they are asked to consider the work of learning”.

This statement resonated with me as it was an expectation that I personally had with my community practicum. When first attending community practicum, I thought it was going to be similar to the school practicum in the sense that I would be planning and teaching children. Though there are activities implemented, I find that I am more so learning about the children and the community in which I am working in. From what I have learned from the children and their communities, I can better plan and relate the activities to their personal lives. In this way, learning is occurring in many ways. From myself to the children as well as the children teaching me.

4. "Our conceptual and practical shift requires us to be attentive to everyones learning.”

I enjoyed this statement as I have learned this through my community and school practicum. Though I am working with similar age groups in both practicums, the communities are entirely different. As such, the children’s needs and learning styles are completely different. These different learning styles and needs can vary from community to community. It is important for us as educators to see children as individuals and realize that what may work for one child may not for another.

5. Change requires more than words on a page—it takes perseverance, creative ingenuity  and  acts of  love.”

This statement resonated with me as I feel that it challenges anyone and everyone in a position to make a difference. That is, policies and curriculum can be changed on paper however, that is only the easy part. For there to be real change, it is going to take perseverance and determination. Change will not happen quickly or just because it is written on a page. It will take time and extraneous efforts to do so.

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Observing and reflecting on experience in formal school settings (both inside and outside the publicly funded systems) helps students develop an appreciation and analysis of what counts as knowledge and learning in schools, from the narrowly focused sets of assumptions that underpin curriculum and pedagogy in many back-to-basics and denominational schools to the open-ended (sometimes presumptuous) assumptions that underpin practice in many elite and alternative schools.

This quote resonates with me because we get to see the different variations of schools and how the students are so different and unique in each one. I think it is important to do this in order to get examples so we are ready.

Culture as a set of characteristics is neither fixed nor static (Gómez-Quiñones, 1977). For example, with Students of Color, culture is frequently represented symbolically through language and can encompass identities around immigration status, gender, phenotype, sexuality and region, as well as race and ethnicity.

This is important to know as a teacher because a culture for everyone is different and we have to do this in order to ge rid of any biases.

“Most students expect their community placement experiences to be transparently related to teaching – only to find that instead of learning to teach, they are asked to consider the work of learning”(p. 13)

This is very true as I see because as a teacher you do not just make lessons but you are also a student as well.

“Our initial goal in forming new kinds of relationships with community organizations was to address concerns that teacher education and schools were increasingly isolated from and irrelevant to their communities” (p. 15)

This is important because community placement helped me gain knowledge about other people living in different areas and broadened my knowledge.

“Among other things, community-based practicum experiences ought to help students develop ‘an awareness of the range of cultures within a school and its geographical areas’; a deeper knowledge and understanding of ‘a child’s adolescent’s, or adult’s everyday life in a community’; and a sensitivity ‘to cultural and community perspectives in therms of history and present preoccupations’” (p. 7)

These are all true in my community because I have always lived in the same area and this experience made me realize how important it is to be aware of others culture.

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“They are more likely to think of the community as an obstacle to learning than as a resource or partner for education” (p1)

- This stood out to me because I view the community as the exact opposite. A child’s community forms them in so many ways, it helps children become who they are. As educators, we should recognize this and use it as a tool in our teaching.

“Schools have not always enjoyed mutually collaborative and sustaining relationships with the communities they serve.” (P1)

- This is something that surprised me. I thought schools and their communities worked together. I am glad there has since been a shift in the right direction.

“To structure a teacher education program around reaching out to communities, challenge schools to re-think their reliance on discourses of professionalism, and push teacher candidates and schools to see themselves as students of the city are all laudable goals” (p2)

- This quote stood out to me because I believe this is a good objective to have. I believe challenging schools helps them ‘keep up’ with the needs of the community. To be stuck in old ways does not benefit the current situations of the school and I believe it is essential that we have a focus what we need now instead of hoping that something we started 10-15 years ago is suffice.

“Community-based practicum experience ought to help students develop ‘an awareness of the range of cultures within a school and its geographical areas’; a deeper knowledge and understanding of ‘a child’s, adolescent’s or adult’s everyday life in a community’; and a sensitivity ‘to cultural and community perspectives in terms of history and present preoccupations’” (p7)

Although, I feel this is important. I wish the community placements were actually located in the communities of our practicum schools. I believe seeing the community from two different perspectives can strengthen the teaching relationship you build with students.

“we need to furnish students with the conceptual tools to make relevance from their experience.” (P10)

- This stood out to me because when I chose this program, I was hoping to gain tools to use in my practice. That was one of the criteria that helped me accept my offer into this program after researching it.

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1. “They are more likely to think of the community as an obstacle to learning than as a resource or partner for education”.

1. When I am a practicing teacher, I will promote community involvement in the school, as community as all about creating a sense of belonging. A teacher may not know much about students’ life outside of the classroom, but it is important that they do. Students want to feel they are cared about and valued. Getting involved in their lives outside of the classroom may impact their success and well-being.

2. “Thus the community practicum has less to do with specific activities than with the knowledge, commitments, and understandings of those who initiate, organize, coordinate and work in such programs”.

1. I am currently completing my practicum with grade fours for the second time. This is not the age group I want to teach, but does that not mean this practicum isnt helpful to me. Although learning expectations and goals are different, I can still take away many things and apply them to the grade and age group I do want to teach and work with. For example, classroom management and accommodations.

3. “Most expect their community placement experiences to be transparently related to teaching- only to find that instead of learning to teach, they are asked to consider the work of learning”.

1. My current community placement is at the Jane and Finch Boys and Girls Club. I am not necessarily learning to teach. I am there to mentor the students and work with them to build social skills. We play games that involve teamwork and work on building relationships.

4. “One way of filling that need might be to reconsider the relation between academic knowledge and public knowledge and the relation of the university to the organizations where public knowledge is produced”.

1. Teachers should involve the students’ funds of knowledge in the classroom. This means drawing on the students’ abilities and experiences from their home lives and community. Doing this helps motivate students in the classroom as learning is more closely related to their interests and working with what they know.

5. “Observing and reflecting on experience in formal school settings (both inside and outside the publicly funded systems) helps students develop an appreciation and analysis of what counts as knowledge and learning in schools”.

1. The teacher should be familiar with multiple diverse communities to explore the students’ cultural backgrounds in the classroom. Students feel they belong and are appreciated when they see themselves in the classroom.

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Some of this knowledge have been kept from us— entry into some professions and academia denied us. (Pg.69)

When we think about whose knowledge has capital in our education system, it has historically (and still currently) been the ones of White able men. Historically, our students have been taught through the lens of the experiences of White males which is not only problematic on a variety of levels but, as Canada welcomes more and more immigrants from a variety of different parts of the world, a lot of our students do not identify as white males and will not experience the world or our education system in the same way. As a new teacher, it is important to re-learn the curriculum through different lenses that empower other identities and ways of knowing.

Indeed, racism and its intersections with other forms  of subordination shape the experiences of People of Color very differently than Whites (pg.73)

As mentioned previously, every student will have a different schooling experience which is usually due to factors related to their racial identity. Historically, students who have non-White backgrounds usually report a more negative and unpleasant school experience. This is mainly due to our education system privileging those of White backgrounds and in turn, not being culturally responsive to communities that are predominantly not white.

Indeed, the main goals of identifying and documenting cultural wealth are to transform education and empower People of Color to utilize assets already abundant in their communities (pg.82)

As discussed, our education system has predominantly privileged the knowledge of those who identify as white males. As a result of our growing multicultural society, many of our communities consist of students who do not identify as such. As a result, the education system is not only suppressing the knowledge and experiences of other identities but also, creating a negative learning environment as the children who do not identify as a white male are not seeing their identities and experiences represented in the curriculum. It is critical that as a future teacher I am learning about the community I am teaching in and what identities are present in my classroom and in the school community. This will ensure that my teaching is culturally responsive to the students in my class and that they are all learning through a variety of perspectives which will build their cultural competence.

CRT  centers the research,  pedagogy,  and policy lens CRT centers the research,  pedagogy,  and policy lens on  Communities of  Color and calls into question  White middle-class communities as the standard by which all others are judged. (Pg.82)

As discussed, the dominant discourse in our education system privileges the knowledge of white, able bodied males. As a result, this has created a standard for what is deemed smart or not smart or appropriate and inappropriate. Many of our communities have different definitions and understandings of certain topics which need to be included in classroom teaching. This is not only because it helps children feel like they belong in the classroom but, it shows the students that there are multiple ways of thinking and that they should all be valued and respected in the same manner.

Change requires more than words on a page—it takes perseverance, creative ingenuity  and  acts of  love’ (pg.82)

I really liked this quote because it discusses the process behind making change. Change can be a quick fix but not in the case of changing or shifting the education system. This issue calls for change on multiple levels by multiple different parties which makes the process quite lengthy. I think sometimes individual teachers think that their ability to make a difference is close to none in the grand scheme of things however, this is not the case. Change happens at all levels of the education system and needs to start in individual classrooms.

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Public Schooling

“Part of our challenge then, in faculties of education, is to think about how we might use this ‘public knowledge’ to energize our thinking and find ways, through our research, projects, and programs, for it to energize schools’ relations with neighbouring communities as well”.

- As a further educator, I want to strive to make all my students, of every culture or community, feel welcomed. This quote, reminded me of how passionate I am of ensuring all my students feel a sense of belonging in my classroom.

“They are more likely to think of the community as an obstacle to learning than as a resource or partner for education”.

- This quote made me think of the importance of learning as a community. As an educator, is it critical to admit we are learning alongside both students and caregivers. As it is important to remember we are all human.

“..the program focuses on helping students learn about the communities they are working in….”

- I liked this quote as it reminded me of how students need to learn from experiences. For example, children can learn about different occupations by going into a fire station and talking with the fire fighters. Is is critical to pair learning with a real world example, as this causes for better memory.

“Students do have an implicit sense that learning takes time.”

- This was surprising to read, as I always assumed children wanted to rush and quickly get from point A to point B. It is interesting to learn that students understand the process of learning takes time.

“… we need to do more to help teacher candidates use their experiences for their won growth and development”.

- As a teacher candidates, I am so afraid of implementing lessons due to being wrong or making a mistake. However, I am still trying to take this expericne as a learning opportunity and to not be so hard on my self.

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1. "To structure a teacher education program around reaching out to communities, challenge schools to re-think their reliance on discourses of professionalism, and push teacher candidates and schools to see themselves as students of the city are all laudable goals"

Goals as such highlight the importance of not only building connections with outlets students but with the community as a whole. Reaching out to the community creates a welcoming and resourceful learning environment for all.

2. "Most students expect their community placement experiences to be transparently related to teaching - only to find that instead of learning to teach, they are asked to consider the work of learning"

I find this statement to be extremely relevant as my community placement position is as a tutoring supervisor. Initially, I was under the impression that I would be tutoring/teaching, however my role focuses on collecting effective teaching resources for the tutor and reporting on the students weekly progress during the sessions. This has exposed me to a whole new side of teaching and learning.

3. "Part of our challenge then, in faculties of education, is to think about how we might use this 'public knowledge' to energize our thinking and find ways, through our research, projects, and programs, for it to energize schools' relations with neighbouring communities as well."

This quote is practical and highlights the reality of community involvement and engagement in teaching. It can be difficult to build meaningful connections with communities due to a lack of knowledge or time. Incorporating community into students day to day learning is extremely important, however, curriculum guidelines and time constraints can make this quite difficult.

4. "In particular students need to see their own experiences, rather than being a source of knowledge, which can prevent them from seeing other realities."

This was one of my favourite quotes from the reading. I see great importance in representing all students through curriculum and within the school community. When students see themselves reflected in classroom content it reassures them that their lived and learned experiences are valued. I strive to foster a classroom environment where students feel acknowledged and represented.

5. "Deficit thinking takes the position that minority students and families are at fault for poor academic performance because: (a) students enter school without the normative cultural knowledge and skills; and (b) parents neither value nor support their child's education."

This quote holds great power. I have had a few placements in marginalized communities and these experiences have encouraged me to challenge my implicit biases. Every educator holds biases, however, it is important to shift this thinking and view students from an asset-based lens. Viewing students through this lens ultimately sets them up for success - which all educators should strive to do.

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"They are more likely to think of the community as an obstacle to learning than as a resource or partner for education"

The community plays an important role in the development and upbringing of a student. Sometimes the community can be viewed as a negative factor which can alter the perspective of the educator modifying the curriculum  in order to benefit the student.

"Our conceptual and practical shift requires us to be attentive to everyone's learning."

Through my many placement sites, I have gained awareness and continue to appreciate the divergent learning abilities that I encounter everyday. As a teacher it is my responsibility to be attentive to all those unique learning abilities and support students to the best of my ability.

“Part of our challenge then, in faculties of education, is to think about how we might use this ‘public knowledge’ to energize our thinking and find ways, through our research, projects, and programs, for it to energize schools’ relations with neighboring communities as well.”

This quote resonates with me as I can find it difficult at times to relate and connect to communities that I am not familiar with.

“On the one hand, we must be committed to thinking through the intellectual dilemmas of teaching and learning; on the other hand, if we are to prepare teacher candidates for professional certification we must help them begin to think about how to negotiate the  discourses and practices of professionalism that will envelop them before they even begin to teach.”

As teachers we are on an endless journey of learning every day. We learn from our students, other educators, parents, etc. I believe that as teachers we are on a forever journey to better ourselves and the effectiveness of our teaching. We are constantly questioning our practices and always finding ways to better execute the curriculum to our students.

“If ‘experience must be brought into discourse’, then community placements are only as educative as the pedagogical structures, discussions, literatures, and conflicts brought to bear on them”

This notion confirms that our practicum experience is the reflection of the effort that we put in. Being able to make mistakes and learn from them - is the best way to learn. Our practicum experiences allow us to become vulnerable and indulge into an environment that embraces mistakes.

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"Most students expect their community placement experiences to be transparently only related to teaching only to find that instead of learning to teach they are asked to consider the work of learning"
1) I found this statement related to my community practice because my expectations of what I would learn about is very different from what I actually encountered in my placement.  My role is more to support the children and teachers than to actively plan and teach. I enjoy this role because I get the oppourtunity to learn how to support children with differing abilties and different skills and startegies.

"Our conceptual and practical shift requires us to be attentive to everyones learning."
2) I found this statement to resonate with me because through my school and community placement I have learned that children have many different ways of learning. I have seen students who have differing learning abilites, gifted students and students with differing learning levels. These placements have shown me that it is my job as an educator to be attentive to everyones learning.

"We need to do more to help teacher candidates use their experiences for their own growth and development"
3) I found this statement to resonate with me because as a TC i think it is very important for mentor teachers to support their TC's by imparting useful advice, critical feedback and positive feedback is important for our growth and development. I also think its important for mentor teachers to allow students to really take the lead and the role of a teacher in order for TC's to have an enriching learning experience in order to grow and develop.

"One student described a good placement as one where you can interact with people"
4)I agree with this statement because both my placements so far have been exteremly interactive with not only mentor teachers but other teachers such as special education teachers, principals and general education teachers such as gym and french.

"In particular students need to see their own experiences, rather than being a source of knowledge, can prevent them from seeing other realities."
5)This statement resonated with me because  its important for students to see themselves reflected in the curriculum. It is important for students to have a sense of community in their schools and a great way to achieve that is keeping in mind student experiences and knowledge.

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1. "Over the years, the CRT family tree has expanded to incorporate the racialization
experiences of women, Latinas/os, Native Americans and Asian Americans"

I found this statement interesting because it shows me how as time goes by, the terms we use to describe and explain the inequalities for people of colour have expanded. This means it has grown to include more people and potentially widens how we classify race.

2. "Indeed, racism and its intersections with other forms of subordination shape the experiences of People of Color very differently than Whites"

This statement spoke to me because it describes how racism is multilayered in the way that it affects people of colour. Oftentimes these intersections affect various areas in POC's lives and limit the ways they can exist in certain spaces.

3. "Deficit thinking takes the position that minority students and families are at fault for poor academic performance because: (a) students enter school without the normative cultural knowledge and skills; and (b) parents neither value nor support their child’s  education."

I like this statement because it kind of feeds into the idea of bias and the importance of being aware of how we think as educators. Deficit thinking can be applied in various spaces but i think it is most dangerous in the classroom.

4. "As part of the challenge to deficit thinking in education, it should be noted that race is often coded as ‘cultural difference’ in schools. Indeed, culture influences how society is organized, how school curriculum is developed and how pedagogy and policy are implemented.

This quote highlights the issue of "deficit thinking" in education, where certain races or cultural groups are seen as inherently lacking or inferior. It argues that race is often disguised as cultural difference in schools and that this perspective can lead to biased curriculum, teaching practices, and policies. By acknowledging the influence of culture, the quote encourages a more nuanced understanding of diversity in education and a rejection of deficit thinking.

5. "Resilience has been recognized as ‘a set of inner resources, social competencies and cultural strategies that permit individuals to not only survive, recover, or even thrive after stressful events, but also to draw from the experience to enhance subsequent functioning"

I like how this quote emphasizes the importance of resilience, or the ability to adapt and recover from adverse events, in individuals. It defines resilience as a combination of personal qualities, social skills, and cultural practices that help individuals not only survive difficult situations, but also grow and improve as a result of their experiences. This definition highlights the dynamic and positive aspect of resilience, recognizing that it can lead to personal growth and enhance future functioning.

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1. "They are more likely to think of the community as an obstacle to learning than as a resource or partner for education"
Often times the community is viewed as external functioning force - where they live, the families, community centres, early-on, etc.; however very rarely is there a link between those factors in affiliation within the classroom. The community can also sometimes be viewed as an negative external influence dependant on what the children are exposed to and therefore hinder the perspective of the educator to adapt the curriculum to meet the needs of the community.

2. "One way of filling that

need might be to reconsider the relation between academic knowledge and public knowledge and the relation of the university to the organizations where public knowledge is produced."
Understanding the influence of the community in correlation with the academics can help produce knowledge and additional questions to continue the growth collectively as opposed to something seperate.

3. "Observing and reflecting on experience in formal school settings (both inside and outside the publicly funded systems) helps students develop an appreciation and analysis of what counts as knowledge and learning in schools"
Being exposed to different communities, demographics and environments create a well-rounded educator. Both personally and professionally this is crucial to be within a classroom setting in order to provide realistic teachings.

4. "Thus the community practicum has less to do with specific activities than with the knowledge, commitments, and understandings of those who initiate, organize, coordinate, and work in such programs."
As was noted in the reading, in order for those community experiences to have pedagogically useful value, something must be actively produced of them. Therefore, even if my placement does not directly relate to the teaching division I am enrolled in, if I want to truly benefit from this experience, I must make connections between my placement and what I have learned in the classroom and how I may in some way I may be one day one of the facilitators.

5. "Most students expect their community placement experiences to be transparently related to teaching – only to find that instead of learning to teach, they are asked to consider the work of learning."
Every community where we operate has resources that we can use to benefit the kids in a way that will matter to them and their education. In order to prevent a conflict between these two contexts and the loss of any learning possibilities, we can also bring elements of their home community into the classroom.

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1. "Our conceptual and practical shift requires us to be attentive to everyone’s learning."

The reason this spoke to me was because it emphasized everyone’s learning and not one individual. While we can work one on one with students, it is also important to use every child for this context. It is one classroom that we will be working in and in these classrooms, there are many individuals!

2. "Students do have an implicit sense that learning takes time."

This struck me because it shows that students are very capable! They too can see how learning takes place. They understand we do not get from point A to Z. We must go through the different phases and this takes time.

3. "Observing and reflecting on experience in formal school settings (both inside and outside the publicly funded systems) helps students develop an appreciation and analysis of what counts as knowledge and learning in schools."

This moved me because it shows the power of reflection! I want to help my students to be able to self reflect so that they would come to a deeper understanding of knowledge and what is important.

4. "Hence the value of community placements: they provide a sustained engagement with public, organic intellectuals outside the field of education regarding public knowledge and public discourse about teaching, learning, and the fundamental aims and purposes of education. Through such encounters and engagements our students will learn how to become advocates both for children and for schools."

This showed me that we as future teachers can still make an impact and help students become advocates themselves! I think this is fantastic because it promotes the idea of student voice which I believe to be very important. Growing up, I also advocated for myself and wrote a letter to the school board when my French Teacher was not teaching and only giving crosswords. The next year he was transferred to a different school. Students can make a difference!

5. "First, we need to furnish students with the conceptual tools to make relevance from their experience."

This one struck me because I saw that we can show students something they might not have seen. We can be the guiding person to make relevance. We can show them that they too are equipped to view these same things. Connecting back to the ‘learning takes time’ point, this is what we can show them!

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1. “Most students expect their community placement experiences to be transparently related to teaching only to find that instead of learning to teach, they are asked to consider the work of learning.” (p. 13)

I have found this related to my community placement as it is an after-school program, and its structure is not transparently associated with teaching. I initially thought it would provide more opportunities for students to extend their learning. However, although we somewhat have structured programs and activities, I feel my roles and responsibilities as a TC there compared to my school practicum are very different.

2. “…the university, the school, and the communities in which both live in order to consider how faculties of education might come to think of teacher education as an engagement with communities and the city, and so begin to see the city as a rich resource for learning and, ultimately, teaching.” (p. 1)

Community involvement and engagement do matter in education and are core teacher resources. Teachers can improve their skills and professional development as they build cultural competency with the community members and the city, which also can be beneficial when teaching students.

3. “The point is for our teacher candidates to learn how to listen, to make sense of local community knowledge, to engage with people outside education and to contribute to public discussion and debate—abilities that they could not develop within the self-referential (and ‘professional’) confines of the school or the university” (p. 8)

In my community placement, I work with two adults. One is the site-coordinator who's studying early childhood studies, and the other has not been involved in teaching at all since he facilitates the recreation session in this program. He has shown some difficulties interacting with young students, and it’s been interesting to see how he designs, facilitates, and approaches the program differently.

4. “Part of our challenge then, in faculties of education, is to think about how we might use this ‘public knowledge’ to energize our thinking and find ways, through our research, projects, and programs, for it to energize schools’ relations with neighbouring communities as well.” (p. 5)

I believe public knowledge can enhance students’ learning and understanding but also benefit teachers’ professional capacity. With the broader research and programming strategies with the community, teachers will be able to shift to a shared structure and promote school improvement too.

5. “Among other things, community-based practicum experiences ought to help students develop ‘an awareness of the range of cultures within a school and its geographical areas’” (p. 7)

It is important to know that community-based experience contributes to students’ cultural awareness, and teachers also should know and understand diverse learners. This practicum experience will allow learners and teacher candidates to expand their knowledge about diverse groups. I wish it links students living and learning as well.

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1.     “To structure a teacher education program around reaching out to communities, challenge schools to re-think their reliance on discourses of professionalism, and push teacher candidates and schools to see themselves as students of the city are all laudable goals”

I think such a goal allows teacher candidates to understand the importance of building relationship with their community and reinforces the nature of experience in education and learning.

2.     “Most students expect their community placement experiences to be transparently related to teaching – only to find that instead of learning to teach, they are asked to consider the work of learning”

I can agree with this because I am placed at pathways to education, an organization that provides service to high school students. At first, I was confused as to what high school students have to do with my program that is focused on the primary/junior division. However, my community placement taught me that as teachers, sometimes we find ourselves having to re-learn the concept before we can teach it to our students, whether it be high school students or students in the P/J division.

3.     “The point is for our teacher candidates to learn how to listen, to make sense of local community knowledge, to engage with people outside education and to contribute to public discussion and debate—abilities that they could not develop within the self-referential (and ‘professional’) confines of the school or the university.”

Teaching is a profession that is not limited to the four walls of a classroom. Interacting with people outside of education will only help teacher candidates develop skills and knowledge that they can implement in their teaching profession.

4.     “Through such encounters and engagements our students will learn how to become advocates both for children and for schools; they will also learn how and why it is important to participate more effectively in public discourse around issues such as hunger, homelessness, poverty, violence, andAIDS—to name only a few”

Community practicums allow us to develop interests and passions outside of teaching that we can then use to advocate for children and for schools. It helps us learn what issues we are passionate about and how to tackle those issues outside of the teacher education program.

5.     “By contrast, placements that were not so clearly related to the classroom required that students make them relevant by finding connections between their experiences and their implicit theories of teaching and learning”

As mentioned in the reading, something must be actively made of those community experiences if they are to become pedagogically meaningful. So, although, my placement does not directly correlate to the teaching division I am enrolled in, I must find connections between my placement and what I have learned at school if I want to gain something meaningful from this experience.

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“CRT approach to education involves a commitment to develop schools that acknowledge the multiple strengths of Communities of Color in order to serve a larger purpose of struggle toward social and racial justice”. I very much agree that the CRT approach acknowledges the multiple strengths of Communities of Color. It recognizes that People of Color have funds of knowledge and that their identity is an important aspect of who they are.

“The assumption follows that People of Color ‘lack’ the social and cultural capital required for social mobility. As a result, schools most often work from this assumption in structuring ways to help ‘disadvantaged’ students whose race and class background has left them lacking necessary knowledge, social skills, abilities and cultural capital”. This quote highlights the elements of racism that still goes on in society even today. We often see that Black students are often sent to detention or the office for minor things such as class disruption whereas a White student who would do the same things would get less punishment. There are zero-tolerance policies in some spaces and schools that predominantly affects People of Colour. And we can sometimes see People of Colour being identified as needing anger management classes or being identified with a learning disability more than other races.

“CRT starts from the premise that race and racism are central, endemic, permanent and a fundamental part of defining and explaining how US society functions”. This quote is very important because we can actually see that even very young children understand race (from how they interact with other children and adults). As educators, it is important to communicate about race and have a meaningful conversation about race relations and what we can do to celebrate our differences and identities.

“CRT draws explicitly on the lived experiences of People of Color by including such methods as storytelling, family histories, biographies, scenarios, parables, cuentos, testimonios, chronicles and narratives”. I cannot stress how important this is given that the identities and stories of People of Colour have been suppressed throughout history. As an educator, one thing I could do to tackle this issue is to include diverse stories, books, and resources from People of Colour and invite speakers to the classroom to tell their stories.

“Deficit thinking takes the position that minority students and families are at fault for poor academic performance”. This is actually an important issue within the school system. Black parents often find themselves accused of being less involved or over-involved in the lives of their children. Teachers blame parents for students’ poor performance instead of taking the time to understand the many layers that impact students’ learning. And for example, when parents are not able to make it to parent-teacher interviews, teachers need to recognize that Black parents are not neglecting their children’s education but may experience many issues that get in their way of being involved with the school (e.g., work, communication barriers, travel, etc.).

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1- "One way of filling that

need might be to reconsider the relation between academic knowledge and public knowledge".
2- "to think about how we might use this ‘public knowledge’ to energize our thinking

and find ways, through our research, projects, and programs, for it to energize schools’ relations with neighbouring communities as well".
3- "teacher candidates to learn how to listen and engage with people outside education and contribute in public discussion and debate"
4- "we need to do more to help teacher candidates use their experiences for their own growth and development"
5- "initial goal in forming new kinds of relationships with community organizations to address concerns".
these five statements from the reading resonates with me because it discusses about the benefit of community placement. As a teacher candidates I need to build community knowledge as well as academic knowledge to build competence where I can understand the cultural differences and avoid the biases about it which can create barriers for me when working with parents and students in my carrier.

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1.     Culture as a set of characteristics is neither fixed nor static (Gómez-Quiñones, 1977). For example, with Students of Color, culture is frequently represented symbolically through language and can encompass identities around immigration status, gender, phenotype, sexuality and region, as well as race and ethnicity.

Cultural education enables children to discover ways of learning and communicating which are respectful to themselves and others. It promotes historical awareness, contributes to understanding individual identities and encourages creative, inquisitive attitudes that can benefit throughout their lives.

2.     The assumption follows that People of Color ‘lack’ the social and cultural capital required for social mobility. As a result, schools most often work from this assumption in structuring ways to help ‘disadvantaged’ students whose race and class background has left them lacking necessary knowledge, social skills, abilities and cultural capital (see Valenzuela, 1999).

If you are always assuming you know how others think and feel, you stop listening and communicating and leave them feeling trapped or misunderstood. We can get things wrong by applying assumptions in inappropriate circumstances, basing expectations on bad data, or making assumptions based on wrong thinking.

3.     CRT draws explicitly on the lived experiences of People of Color by including such methods as storytelling, family histories, biographies, scenarios, parables, cuentos, testimonios, chronicles and narratives.

This is rather significant as the CRT is specifically drawing on “lived experiences”. This can imply that the gathered information/data is factual. The ability to learn from and relate respectfully to people of your own culture as well as others' is known as "cultural responsivity." Being culturally responsive requires openness to the viewpoints, thoughts, and experiences of others.

4.     ‘Change requires more than words on a page—it takes perseverance, creative ingenuity and acts of love’.

If one wishes to see change then one must be willing to advocate. Advocacy seeks to ensure that all people in society are able to: have their voice heard on issues that are important to them, protect and promote their rights, and have their views and wishes genuinely considered when decisions are being made about their lives.

5.     These experiences expose the racism underlying cultural deficit theorizing and reveal the need to restructure US social institutions around those knowledges, skills, abilities and networks—the community cultural wealth— possessed and utilized by People of Color.

This is a topic that I foresee needing constant/ongoing restructuring. There are several contributing factors/elements connected to culture that should be respected and not overlooked if we want to see a more holistic environment/outcome.

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“Community-based practicum ought to help student’s develop’ an awareness of the range off cultures within a school and its geographical area's; a deeper knowledge and understanding of’ a child’s, adolescent’s or adult’s everyday life in a community and a sensitivity to cultural and community perspectives in terms of history”

“Teacher candidates to learn how to listen, to make sense of a logical community knowledge, to engage with people outside education and to contribute to public discussion and debate,”

“ conceptual tools to make relevance from their experience,”

“The meaning of each student’s experience will shift again when it is brought into conversation with more traditional practice teaching,”

“The myth that experience makes the teacher,”

These 5 lines from the reading resonated with me as it discusses the benefits of having a community practicum for teacher candidates as they learn many skills and behaviours that can be beneficial to them later in their teaching career. As teacher candidates, these community practicum allows students to grow as individuals and to see the impact that they can have on a community as you can see that these events are much bigger than just attending. But experience is not just important, having formal training is important too as it helps teacher candidates know what they should be teaching and is still a vital part of what makes them great teachers.

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1.teacher education as an engagement with communities and the city, and so begin to see the city as a rich resource for learning and, ultimately, teaching

A vital part of education is also our surroundings, our communities and we can use those as resources to support our learning and teachings.

2. Part of our challenge then, in faculties of education, is to think about how we might use this ‘public knowledge’ to energize our thinking and find ways, through our research, projects, and programs, for it to energize schools’ relations with neighboring communities as well.

I find this to be quite a challenge for me, being able to connect my school practicums with the surrounding community.

3. In our efforts to re-orient ourselves and discover a worldliness within teacher education, we shifted our focus from the pragmatic question of how we teach others to teach (others) to the more philosophical question of how people learn.

I think as educators we need to be critical in the way we approach and implement our pedagogy to ensure it is all-encompassing and holistic. Although we are the teachers, we also teach our students long-term learning skills.

4. The community placement reflects a longer-term commitment on the part of the Faculty to change the nature of its relationships with parent groups, social service agencies, and other community organizations by shifting the emphasis from ‘studying’ to ‘participating’ in community. The community placement serves as a touchstone for teacher candidates’ entry into their professional education.

I feel this with my community placement, I find myself to be quite involved in helping the children in my community with their learning goals. It also gives me an insight of working with diverse groups is students which is great experience for teaching.

5. We are reminded of the importance of bringing experience into discourse when reading interviews with teacher candidates who had completed the first year of our new program. Most students thought highly of their instructors, but many were mystified by their classroom activities and/or their placement projects

Many of us are quite overwhelmed when putting theories into practice. Which is why we feel mystified. As we get more practice being in the classroom, observing, and implementing our lessons we gain confidence.

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1.       We have observed that in our own context the boundaries between the city and the suburbs are not so clear..

I found this to be interesting because no matter where in the world you are, there will always be divisions and distinctions between communities that exist outside of legal boundaries.

2.       He urges contemporary academics not to work so hard at keeping the life of the city at bay, for ‘it is a source of energy, of wonderfully complex intellectual problems, and of non-academic intellectuals who have much to offer’ (1998: 22).

Communities have so much to offer and it is a shame that out-of-classroom learning such as field trips are limited. I understand that there will always be issues about cost but I think that schools need to find the time to outreach and find opportunities for their students to engage with various programs and activities to do in and around their communities.

3.       Most students expect their community placement experiences to be transparently related to teaching- only to find that instead of learning to teach, they are asked to consider the work of learning.

I found this to be true about my community placement. There is no structured teaching and I have had trouble adjusting to the work and motivation that goes into learning. At an afterschool program, students are over typical and structed forms of learning.

4.       In particular, students need to see how their own experiences, rather than being a source of knowledge, can prevent them from seeing other realities.

Our own experiences no matter how diverse will always be limited due to the realities exhibited by different communities. Two schools just blocks away from each other can be vastly different and you would never know and only generalize the community based on your experience at one of the schools.

5.       Our initial goal in forming new kinds of relationships with community organizations was to address concerns that teacher education and schools were increasingly isolated from and irrelevant to their communities.

My experiences with working in childcare settings vs a school setting is telling about the disconnect between student educators. For the most part, as a TC I noticed that parents don’t care about your presence, and it is hard to find time to introduce yourself and be engaged with the community. The only opportunity I saw so far was at curriculum night. Certainly, community practicum was able to somewhat target this issue.

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1. "we shifted our focus from the pragmatic question of how we teach others to teach(others) to the more philosophical question of how people learn"

Sometimes we are always so focused on the idea that there is only one way of teaching and you need to meet its requirements in order to actually know how to teach, rather if you know how somebody learns it makes it easier to teach them; visuals, auditory etc.

2. "we need to do more to help teacher candidates use their

experiences for their own growth and development"

I found this to be very true on my end because even in my community placement I am so much more comfortable in the position of being part of the homework help staff. Even though I am with much younger students in school practicum, I find myself behaving with the same roles with the older students at community placement.

3. "One student described a ‘good placement’  as ‘one where you interact with people."

I agree with this statement because being social makes placement a lot more enjoyable. In my community placement, I am finding it quite difficult speaking with the other staff members so it sometimes puts a negative viewpoint on the entire experience of the placement. The times that I have interactions with them, it makes everything much different in a positive way.

4. "teachers form themselves and are “born” into the profession’"

This is something that I think about all the time. There are some people who seem like they were just born to be teachers based on their personalities and ways of interactions, but there is no ideal version of a perfect teacher hence why some of us may not have the same level of enthusiasm but does not make someone not 'good enough' to be a teacher.

5. "Most students expect their community placement experiences to be transparently related to teaching- only to find that instead of learning to teach, they are asked to consider the work of learning."

Community placement is a lot different than school practicum in terms of roles and responsibilities and it has been interesting seeing the differences between the two fairhandedly.

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1.     Among other things, community-based practicum experiences ought to help students develop ‘an awareness of the range of cultures within a school and its geographical areas’’ a deeper knowledge and understanding of ‘a child’s, adolescent’s, or adult’s everyday life of in a community’; and sensitivity ‘to cultural and community perspectives in terms of history and present preoccupations’ (pg 7)

Being a part of a community and aware of the wide range of cultures and history surrounding us, can be an asset when being a part of a community practicum. Supplementing your knowledge and combining it into the experiences can enrich your ideas surrounding education and how you can approach learning with those you work with. Whether students or families, having that knowledge can change how you can initiate conversations on topics or re-frame education as a whole to make it relevant for them.

2.     Community experience is to put our students into contact with non-academic public/organic intellectuals working in community organizations to talk broadly about teaching and learning, theory and knowledge, equity and social justice, and to consider what thoughtful people outside of the field of education might imagine are the appropriate aims and purposes of schooling in relation to community life (pg 7)

Seeing other perspectives and optics surrounding education can be beneficial. I found that many of those who are not in the education sector are also advocates to providing a space to support at-risk students to re-frame their ideas on education and learning. Giving families a space to ask questions and look for support outside an educational institution can be a community goal for many advocates to ensure at-risk families do not faulter through our system.

3.     Education draws on a range of academic disciplines and employs a variety of methodological approaches to produce what counts as knowledge of, and knowledge in, education… (pg 3)

I think through these experiences (school and community practicum) you value any and all ways of approaching education and learning. You take all of these different perspectives together and think about what can be applied, what challenges you, what can be improved upon, and what can be relevant in the context you are working in. I think that the ranges are so vast, that these opportunities give you tools and resources to ensure that you can adapt and learn as you go during those blocks.

4.     Part of our challenge then, in faculties of education, is to think about how we might use this ‘public knowledge’ to energize our thinking and find ways, through research, projects, and programs, for it to energize schools’ relations with neighbouring communities as well (pg 5)

Reaching out and using all available resources can be a benefit to yourself as an educator and the students you are teaching. It enriches not only your experiences but also their own as they become more aware and understand the support, they have around them. Utilizing these resources can further support students’ ability to become and grow into members of their community, culture, and heritage.

5.     Most students expect their community placement experiences to be transparently related to teaching – only to find that instead of learning to teach, they are asked to consider the work of learning. (pg 13)

I think that this is crucial in understanding not only being the teacher, but also the learner. In every community we can work in, we can utilize what is around us to benefit the children in a way that can be significant to them and their learning. We can also extend their home community into the classroom so that these two environments do not clash and take away any opportunities for learning.

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Sanabil Sajid - Public schooling article (#2)

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Sanabil Sajid - Public schooling article (#2)

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1. "Pushing teacher candidates to see themselves as students of the city."
I took this point critically because it is important for us as TCs to understand that the role of the teacher goes beyond the classroom, and is something that involves the school as a whole, and the community around us. A large part of community placement has opened my eyes to the different situations students are in and how most of that would never be seen or heard about in the classroom during school hours because of the academic focus most teachers constantly demand.

2. “We are working towards a new kind of teacher education, one that is less concerned with the problem of teaching than with the problem of learning, so that our students’ preconceived ideas and concerns become part of our project to centre questions of learning.” (p. 3)

Reiterating the change from a teacher knows all to a more collaborative form of teaching where students’ thoughts and ideas are incorporated into the teaching/learning process. I agree that we should be less concerned with the problem of how to teach and be more concerned with the problem of how to learn (and unlearn).

3. “Hence the value of community placements: they provide a sustained engagement with public, organic intellectuals outside the field of education regarding public knowledge and public discourse about teaching, learning, and the fundamental aims and purposes of education” (p. 9)

I have already begun to see the value of having a community placement; it truly allows me to become a stronger advocate for children as well as schools. For example, seeing students who are coming from families that cannot put food on the table and my placement allows students to spend part of the time to learn about cooking nutritional food on a budget and not feel that they are going home on an empty stomach.

4. ‘Savage Inequalities’

This was an interesting term used to sum up some of the issues that students and their families may face, including but not limited to hunger, homelessness, poverty, violence, and AIDs. Moving away from the bubble of the classroom my placement has opened my eyes to many of the harsh realities some students in my program face, and the importance of speaking with them about these issues and work towards building a solution.

5. “… in the hope of preparing students to move from ‘observations to encounters with communities” (p. 10)

It has been interesting to see the difference between learning about different scenarios within communities in theory and comparing to actually having encounters in the community and observe the similarities and differences.

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1.       “On the one hand, we must be committed to thinking through the intellectual dilemmas of teaching and learning; on the other hand, if we are to prepare teacher candidates for professional certification we must help them begin to think about how to negotiate the  discourses and practices of professionalism that will envelop them before they even begin to teach.”

Our job as a teacher never sleeps. We are constantly in the loop of learning how to better ourselves in order to benefit the well-being of the students.

2.       “The point is for our teacher candidates to learn how to listen, to make sense of local community knowledge, to engage with people outside education and to contribute to public discussion and debate—abilities that they could not develop within the self-referential (and ‘professional’) confines of the school or the university.”

There are many layers that define our make-up as teachers. By learning how to listen and engage with individuals outside of education, it will better our abilities within the classroom environment.

3.       “If ‘experience must be brought into discourse’, then community placements are only as educative as the pedagogical structures, discussions, literatures, and conflicts brought to bear on them”

Reinforces the idea that what we put in is what we get out of our practicum experiences. Learning from our mistakes and challenging ourselves is part of the process.

4.  “Most students expect their community placement experiences to be transparently related to teaching—only to find that instead of learning to teach, they are asked to consider the work of learning.”

Teaching practicum goes much deeper than what meets the eye. As we await to begin working alongside our community practicum partners, there is much to think about when considering what makes a good teacher candidate.

5.       “Our initial goal in forming new kinds of relationships with community organizations was to address concerns that teacher education and schools were increasingly isolated from and irrelevant to their communities.”

I am very happy that community practicum is a part of our learning journey in the Bachelor of Education program! I am eager to apply my academic knowledge outside of the classroom, form lasting relationships with my community partners, as well as engage in a community practicum that will challenge myself like never before.

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John Chanmin Park - public schooling, public knowledge, and the education of public school teachers

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John Chanmin Park - public schooling, public knowledge, and the education of public school teachers

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1. "The idealization of ‘professional knowledge’ in schools casts doubt on the value of ‘academic knowledge’."
The separation of what we ought to teach and what we are told to teach is causes divide among teachers as universities are told they are teaching the "wrong things".
2. "They are more likely to think of the community as an obstacle to learning than as a resource

or partner for education (Pease-Alvarez and Schecter, 2005). Schools educate communities; they do

not, as a rule, learn from them. But neither, of course, do universities."

This quote was not a learning point but a statement that angered? me as I view the community as a very important aspect of the school and university, and to read schools viewed the communities as a obstacle rather than partners to co-exist and grow together was disheartening and disappointing.
3. "Among other things, community-based practicum experiences ought to help students develop ‘an

awareness of the range of cultures within a school and its geographical areas’; a deeper knowledge and

understanding of ‘a child’s, adolescent’s, or adult’s everyday life in a community’; and a sensitivity ‘to

cultural and community perspectives in terms of history and present preoccupations’ (ibid.)."

This statement stood out to me as teaching is more than 8-3 in a classroom but understanding my students and developing a personal relationship with them. By know their everyday life in a community, I can gain more insight and understanding of the students as well as their culture and community.
4. "Through such encounters and engagements our students will learn how to become advocates both for children and for schools; they will also learn how

and why it is important to participate more effectively in public discourse around issues such as hunger, homelessness, poverty, violence, and AIDS—to name only a few and what Kozol (1991) has described as the ‘Savage Inequalities’ that characterize life in many North American cities. "
By engaging in different communities, we are able to see and expose ourselves to different communities that exists in our city. By learning of different communities and ridding ourselves of negatives discourses, we are able to further our perspectives on different groups and teach students not only on how to advocate for different communities but how to care and love our city as well.

5. Most students expect their community placement experiences to be transparently related to teaching—only to find that instead of learning to teach, they are asked to consider the work of learning.

As we did not start our community placement yet, there is much anxiety about what is to come but reading this provided me with relief and to go in with an open mind and to expect the unexpected.

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Whose culture has capital_A critical race theory discussion of community cultural wealth_1[9]