This UCC conceptual framework is built on the one written in Year 1, which can be found here.
Reflecting on my teaching practicum experiences and building on my Conceptual Framework, I still have a lot to learn when it comes to being mindful of my own prejudices, as according to Sensoy and DiAngelo, we unconsciously form our prejudices towards certain racial groups. These prejudices inform the assumptions we have of the students that we teach. Although I belong to a minority social group, I recognize that I, too, have my own assumptions towards other minority groups and that I need to be more educated about other groups so that students can feel valued and belonged in the school community to learn.
I completed my second teaching practicum at Ridgemont High School, which is a school that serves many low-income students and multilingual learners. Many students I taught were English Language Learners (ELLs) from the Middle East or African countries such as Syria, Afghanistan, Somalia, Iraq, etc. I recognized my limited knowledge about their diverse cultures, which limited my pedagogy. Often due to race, language, and culture differences, these students are seen as difficult to teach. Through listening to their stories and lived experiences, I realize these students have much to offer, and I can learn from them too. The more educated we become about people who are different from us, the more likely we can build relationships with them and have constructive responses (Sensoy & DiAngelo, 2017, p. 79).
Though many steps have been taken for equity in education, White supremacy is still evident in our system. Many decision-makers who have power over curriculum, administrators, staff, and school teachers in schools are White. Eurocentrism is the dominant narrative in the curriculum. Being proficient in English is desired and an indication that one is “smart”. For instance, during my practicum, I needed to help grade 9 students prepare for Ontario’s EQAO standardized math test. The math teachers and I noticed that the test had many wordy questions that wereare very hard to comprehend. Some questions were also not culturally responsive to those not raised in Canada. ELLs would have difficulty comprehending the questions, leading to low outcomes. These results, which do not accurately reflect their abilities due to the reliability of the test, could negatively affect the students’ confidence and engagement in learning. Students who are not proficient in English are undervalued, low expectations are set for them, and their potential is unrecognized. This reinforces the prejudice and discrimination they may face at school and in the local community.
Furthermore, I noticed a difference in resources available in urban schools compared to more affluent schools. In addition to the funds received by the school board, affluent schools gain large amounts of donations from high-income families with have children attending these schools. As a result, they can build extra facilities and provide extra resources for their students to enhance their learning. Urban schools, which mainly consist of low-income families and racialized students, do not have vast financial streams, and so students at these schools don’t have the same “luxuries.”. For instance, teachers in Ridgemont often work within a tight budget, and necessities for daily teaching, such as paper, pencils, and markers, would often run out of supply. The resource distribution is very disproportionate within the same city, and it’s the low-income families and racialized students who are disadvantaged again. Yet, no one has really addressed this issue.
As an educator, I believe it’s important to be critically conscious of the educational inequities in our current system, so that we understand how our prejudices, actions, and practices impact our students. It is a continuous learning journey for me to learn from my students about their perspectives, from colleagues, and from my self-reflections to be more culturally responsive in my teaching and improve my pedagogy.
References:
Sensoy, O. & DiAngelo, R. (2017). Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education. Teachers College Press.
Will, M., & Najarro, I. (2023, March 24). What is culturally responsive teaching? Education Week. https://www.edweek.org/teaching-learning/culturally-responsive-teaching-culturally-responsive-pedagogy/2022/04
Najarro, I. (2022, November 4). How is white supremacy embedded in school systems today? A scholar explains. Education Week. https://www.edweek.org/leadership/how-is-white-supremacy-embedded-in-school-systems-today-a-scholar-explains/2022/11
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