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. 

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.