Discussion Post #6 What did you learn from the course?
Discussion Post #6 What did you learn from the course?
As I wrap up the course “Creating Connections,” my first thought and reflection are on how we have covered so much material in such a short window and that it seems hard to do justice to the depth of learning. As with many courses, with all these insights, I wonder how to implement actions and avoid getting caught up in the day-to-day routines!
For me, several key themes and challenges emerged from the readings by Deckers & Zinga (2012), DiAngelo (2011), Ladson-Billings (2014), McCarty & Lee (2014), Hytten & Bettez (2011), and Wang (2018). These articles emphasized the importance of culturally responsive and socially just educational practices while highlighting the challenges in achieving these goals.
The similarities that I can see through the articles include:
- Ladson-Billings (2014) and McCarty & Lee (2014) both advocated for cultural relevance and responsive sustaining and revitalizing pedagogies. Ladson-Billings (2014) discussed the evolution of culturally relevant pedagogy into a more inclusive approach, while McCarty & Lee (2014) emphasized the need for culturally revitalizing pedagogy. Deckers & Zinga (2012) highlighted the diverse experiences of newcomer youth and the importance of understanding their cultural backgrounds to foster better school responsiveness and engagement.
- DiAngelo (2011) addressed the concept of White Fragility, which underscores the challenges of discussing race and racism in educational settings, particularly from a Euro-centric, whiteness point of view. This is tied to the broader theme of social justice and equity explored by Hytten & Bettez (2011), who discussed the various interpretations of social justice in education and how it can vary based on our perceptions. Wang (2018) explored how school leaders can promote social justice by addressing marginalized students and fostering a more inclusive school environment.
- Both Deckers & Zinga (2012) and Wang (2018) emphasized the role of community engagement in supporting students. Deckers & Zinga (2012) focused on newcomer youths’ engagement with their schools and communities, or lack thereof, while Wang (2018) discussed the important role of school leaders in building socially just communities.
There were also challenges highlighted in implementing culturally sustaining and social justice practices in an education setting that included:
- DiAngelo (2011) discussed the defensive reactions often encountered when discussing race and privilege, which can create resistance and hinder progress toward more inclusive and equitable educational practices.
- Ladson-Billings (2014) and McCarty & Lee (2014) both noted the difficulties in implementing culturally relevant and sustaining pedagogies, particularly in systems not designed to support these approaches.
- Deckers & Zinga (2012) pointed out that newcomer youths have varied experiences and needs (fear or social mobility), which can complicate efforts to engage th