Week #7

 Article: What to Look for in a Classroom - By Alfie Kohn

Video: Introduction to Culturally Relevant Pedagogy - By Learning for Justice

Reflection:

Article:

      This article was one of my favorites that we have read this semester because it really challenged my ideas about what an effective classroom looks like. Kohn’s main argument is that students deserve to learn in environments that help them grow into smarter, more thoughtful, and engaged individuals—not just robots trained to memorize information. He makes a compelling case that genuine learning often happens in a “messy” way, where students are actively questioning, exploring, and collaborating, rather than quietly following directions.     Kohn encourages educators to look beyond surface-level indicators of a “good” classroom, such as silence or strict order, and instead ask deeper questions: Are students engaged? Are they thinking critically? Are they making meaningful choices about their learning? These questions remind us that teaching should be about fostering curiosity and critical thinking, not just compliance. He also emphasizes that the curriculum should be meaningful and connected to students’ real lives, rather than simply a list of skills to be memorized for tests. As future educators, this perspective pushes us to focus on creating dynamic, student-centered classrooms where learning is authentic and empowering.

Video:

    Watching this video helped me better understand how culturally relevant pedagogy is both a mindset and a practice. It made me reflect on how often classrooms expect students to conform to dominant cultural norms, rather than allowing them to bring their full selves into learning. The video emphasizes that culturally relevant teaching is not an add-on or superficial gesture. True implementation means reshaping how teachers think about content, assessment, relationships, and classroom culture so that students feel seen, understood, and empowered.

This is the photo I chose because Kohn makes a point that students need more than just words going in one ear and out another to be successful in their future. This image of a classroom perfectly reflects his point here. Students have more to look at and use as tools to help them learn further while the educator is teaching. 

Week #6

 Other People’s Children 

By Lisa Delpit

 Reflection: 

    My reflection on this reading is something I thought I was going to struggle with when first reading her argument. I may have struggled reading this, but from what I can gather, Delpit's central argument is that cultural misunderstandings between teachers can create serious barriers to learning. Reading her work made me reflect on how easily well-intentioned educators can misinterpret behaviors, communication styles, or learning needs when they view everything through their own cultural lens. Delpit’s discussion of the “culture of power” stood out to me most. Teachers may interpret students’ behaviors, language, or ways of participating through their own cultural lens, leading to misjudgments about ability, attitude, or discipline. Something we have been taught as future educators is to fully block out our biases, no matter what we were taught growing up.

  

 Delpit argues that teachers must both respect students’ home cultures and explicitly teach the “rules of power”, such as language forms or behavior expected in schools, so that students can navigate both their home communities and academic settings successfully. She also points out that when teachers avoid correcting or instructing students out of a desire to be “non-imposing,” they may unintentionally withhold crucial knowledge that helps students succeed. Real equity, she says, comes from acknowledging differences, addressing power directly, and valuing students’ cultural backgrounds.

    From personal experience, teachers in my school have always favored students from the first day of class. This proved to me that there was no winning them over because there's something about those specific students that they are biased towards for a reason.

I chose this photo because I thought it had a good representation of what to pay attention to when teaching. Sometimes we don't understand we have certain biases til we are constructively criticized.

To share with the class:

Sharing these ideas can help future educators reflect critically on their own practices and biases. It challenges us to think beyond surface-level “diversity” and really examine the structures and expectations we uphold in our classrooms. Delpit’s work is a call to action for teachers to be both culturally responsive and academically rigorous. It reminds us that equity is not achieved by pretending differences don’t exist, but by recognizing and addressing them directly, with care and respect.

Week #5

Academic and Social Value of Ethnic Studies: A Research Review 

Christine E. Sleeter 

Reflection:

After reading "Academic and Social Value of Ethnic Studies: A Research Review" by Christine E. Sleeter, it had me reflecting on how not only my school system, but a majority of school systems, teaching curriculum itself is never neutral, and it either reinforces dominant narratives or opens space for more truthful, inclusive ones. Sleeter’s synthesis makes a compelling case that ethnic studies is not an “extra,” but an essential part of making education relevant, accurate, and socially justified. What I found especially important is the reminder that ethnic studies is not just for students of color. White students, too, benefit from engaging with histories and perspectives outside the Eurocentric frame, because it challenges the myth of linear progress and exposes the systemic nature of racism. Sleeter demonstrates that children and adolescents compare what they learn in school with what they already know from their families and communities. When those perspectives clash or when textbooks erase or minimize racism, or when people of color appear only as side notes, it erodes trust in school knowledge.

I chose this photo because this film has a strong connection with the reading. While fictional, this film tackles issues of race, identity, and power among college students in a predominantly White institution. It shows how students respond to, resist, and push back against dominant narratives — much like the dynamics Sleeter describes.

Overall, my takeaway from this reading is that as educators, we need to be more mindful of students of all backgrounds, including White students, to benefit from exposure to diverse perspectives. Ethnic studies fosters critical thinking about race, identity, and justice, preparing young people to engage constructively in a multicultural democracy. It is also important to make sure to have a variety of teaching methods because mainstream curricula often frame racism as something of the past or the work of “bad individuals.” Educators need to push back against this sanitized narrative so students understand systemic oppression and collective struggles for justice — a more accurate and useful framework for understanding society today.

Week #4

 "Shifting the Paradigm from Deficit-Oriented Schools to Asset-Based Models: Why Leaders Need to Promote an Asset Orientation in Our Schools"

Shannon Renkly & Katherine Bertolini

 Reflection:

    After reading this article, I really dedicated my research to the deficit and asset models. The deficit model, which assumes failure results from lack of effort, leads to reactive practices that often obscure student abilities. In contrast, the asset model emphasizes resilience, collaboration, and proactive strategies to foster growth.     I asked ChatGPT to highlight some of the important parts of this article and the one I found most beneficial was that "the article highlights the research of the Search Institute, which identifies 40 developmental assets—both internal (e.g., positive values, social skills, commitment to learning) and external (e.g., supportive relationships, empowerment, constructive time use)—that predict thriving behaviors and reduce risky ones. Students with more assets are more likely to succeed academically and socially." 

I chose this photo because I thought it was an easy way to differentiate the Asset Model and the Deficit Model. 

   I thought this article challenged the traditional ways many schools approach student success by shifting the focus from “fixing problems” to cultivating strengths. I find the asset-based model more effective because it reframes how educators, families, and communities see children—not as deficits to be repaired but as individuals with potential waiting to be nurtured. Strategies such as mentoring, strong teacher-student relationships, personalized learning, high expectations, and community-school partnerships are emphasized as critical for building resilience and success

    The emphasis on middle school students stood out to me, as this period is often overlooked despite being a pivotal stage for future academic and personal success. The research also highlights the importance of supportive adults and community involvement, reminding us that education cannot exist in isolation. Reflecting on this, I believe adopting an asset-based approach not only builds stronger students but also fosters healthier, more hopeful school cultures where every child is seen for what they can become, rather than what they lack.

Week #3

What “Counts” as Educational Policy? Notes toward a New Paradigm 

Jean Anyon 

Reflection:

    After reading Anyon's, What Counts" as Educational Policy, it brought me to realize how I have taken my education for granted. Rather than focusing solely on in-school factors like curriculum, testing, and teacher performance, Anyon argues that real reform must include housing, employment, transportation, and healthcare policy. Anyon's argument is something that really stuck out to me because I originally grew up in a lower-class area in Rhode Island. The summer going into third grade, I had moved to an upper-class town in Massachusetts. While this area was way out of our budget, my uncle was kind enough to rent out his apartment for us, allowing me to go to a great school system.

    Unfortunately, this is a lot of students' realities that get ignored every day in many urban communities, where systemic poverty and segregation shape every aspect of life, including education. Schools in these areas are not isolated institutions—they are part of a larger ecosystem of inequality. Throughout my years at both public and private schools, I have seen a majority of my public school friends struggle to stabilize school, work, family, and friends. While no one wants to live like this, it is the reality of many people that most of the time goes unnoticed. 

I gave ChatGPT a rundown of Anyon's writing and asked it to create an image based on Anyon's views. I liked this image because it shows all of the factors that get you into different school systems.

     My biggest takeaway from this reading is that Jean Anyon argues that educational policy must be redefined. It is not just about schools, but also about the social and economic structures that determine students’ lives outside the classroom. Not many people realize that the school system their kids attend could affect their whole future. 

Week #1

Privilege, Power, and Difference 

Allan Johnson

Reflection:

  After reading this text, I was struck by how many people remain in denial about both past and present social issues. Many individuals in today’s society are unaware or choose to ignore the realities of privilege and oppression. Whether intentional or not, we all exist within societal structures that shape our experiences. Johnson emphasizes that even though we often see ourselves as individuals, that doesn’t mean we can’t challenge the system and step outside our comfort zones to recognize broader social patterns. Johnson then dives deeper into the complexity of these issues, which go far beyond what’s visible on the surface. The problems we face both historically and today are embedded in institutions like education, employment, media, and social media. The list will go on and on, but as a society, we shouldn’t allow it to continue unchallenged. As a white female, I’ve come to realize that one of the most important things I can do is encourage others to look beyond surface-level assumptions. We need to shift our perspectives and consider the experiences of those directly affected by these systems. Finally, Johnson explores how oppression is rooted in various intersecting factors those who hold power, those who profit, and those who are marginalized. I found this particularly powerful because it reveals that privilege is not always straightforward. For example, a white person can still struggle with poverty. This helps illustrate how everyone is placed within complex and often invisible societal categories.

Overall, this reading taught me a lot about being more informed and self-aware when it comes to social and political issues. Although I believed I was already aware, this challenged me to think more critically. The systemic patterns that many people feel "trapped" in should serve as motivation for all of us to become more conscious, compassionate, and committed to change.