Reflect

Defining Action Question: How are my assumptions, beliefs, and practices influencing my teaching and students’ learning?

 

Earlier this school year, before this class began, I went to a training in which we discussed implicit bias and how it influences how we each respond to people and situations. From the moment this was pointed out to me, I have been intrigued by it. My fascination continued as one of the first articles we read in class discussed the idea that “because White American culture is so embedded and established as a background in our lives, it is often invisible” (Moule 89).  The invisibility of this dominant culture can lead to institutional racism, which “happens when a school’s policies and practices support and produce racial inequalities in the school” (Teemant 2:30).   These ideas force me to take a look at myself, my school, and my students in a new way. I must be more aware of myself, potentially biased policies or norms, and my students’ deep cultures, which is symbolized by the iceberg image. “When thinking about the culture students bring to the classroom, often teachers see only the most obvious manifestations of culture and miss its more fundamental expressions…. Like an iceberg, nine-tenths of culture is below the surface” (Moule 91). My hope, and goal, is to continually be aware of these elements of culture. By being aware of the deep culture of my students and by examining my own potential, unconscious biases as well as those of my school culture, I can create a more aware and culturally sensitive and responsive environment.

 

Empower

Defining Action Question: How can I use reflection to take action in my life as a teacher, learner, and citizen?

 

Something I had not previously considered is the amount of cultural capital needed to navigate school and that students who are unfamiliar with school culture and/or not a member of the dominant culture may need to be taught how to navigate school and its norms in order to be empowered. “Part of our responsibility as teachers is to help students learn and be able to use these systems of meaning, understanding and participate in the social organizations and structures, and utilize and produce the technologies and products that are valued within the dominate culture” (Teemant 2:29).  With this in mind, I need to help ELLs gain cultural capital through explicitly explaining and teaching them the norms and expectations at school. When students have the cultural capital, they are empowered to succeed.  

In addition, I can react to the other elements of the CARE framework; I can collaborate with my coworkers, advocate for programs or resources, and reflect on my own teaching in order to create an environment conducive to learning for all students. 

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References 

Moule, J. (2012). Cultural Competence: a Primer for Educators(2nd ed.). Belmont, CA: Thomson Wadsworth. 

 

Teemant, A. (2003). What Teachers Should Understand About Culture. Foundations Course    ​             Instructional Guide. Provo: Brigham Young University.  

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