Reflection: EDF 301 taught me to have a completely different perspective regarding controversial society’s topics such as race, LGBTQ community and so forth. I came to realize that as educators, we must consider individual’s race, color, history, most importantly, we must honor those differences. I am no longer color blind when it comes to my teaching, and I truly hope to be able to help other teachers to understand these topics from a new perspective. My answers to the previous Common Beliefs Survey changed dramatically compared to this one. For instance, the first question is regarding color blindness; it says, “I don’t think of my students in terms of their race or ethnicity. I am color blind when it comes to my teaching.” Previously,
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On the previous survey, I answered that I strongly agree with the following statement: “With all the pressures to raise student achievement, finding and using examples for the cultural, historic and everyday lived experiences of my students takes away (or could take away) valuable time from teaching and learning what matters most;” from “strongly agree” my answer changed to “strongly disagree.” By reading Paul Kivel’s article “The Culture of Power,” I realized that I didn’t think it was important to discuss cultural, historic and everyday lived experiences with my students because I’m simply part of a “White” culture of power. Therefore, the culture of power I am part of, makes me unaware of others’ differences, and how each individual is affected by these differences. These differences can be race, gender identity, religious, social/economic disadvantages and so forth. For instance, Kivel states, “…I often don’t notice that women are treated differently than I am. I’m inside a male culture of power. I expect to be treated with respect, to be listened to, and to have my opinions valued. I expect to be welcomed” (Kivel, 2000); Just like Kivel, I never noticed I was a part of a culture of power, hence, I never knew the importance of addressing other people’s cultural and historical topics in the
On the previous survey, I answered that I strongly agree with the following statement: “With all the pressures to raise student achievement, finding and using examples for the cultural, historic and everyday lived experiences of my students takes away (or could take away) valuable time from teaching and learning what matters most;” from “strongly agree” my answer changed to “strongly disagree.” By reading Paul Kivel’s article “The Culture of Power,” I realized that I didn’t think it was important to discuss cultural, historic and everyday lived experiences with my students because I’m simply part of a “White” culture of power. Therefore, the culture of power I am part of, makes me unaware of others’ differences, and how each individual is affected by these differences. These differences can be race, gender identity, religious, social/economic disadvantages and so forth. For instance, Kivel states, “…I often don’t notice that women are treated differently than I am. I’m inside a male culture of power. I expect to be treated with respect, to be listened to, and to have my opinions valued. I expect to be welcomed” (Kivel, 2000); Just like Kivel, I never noticed I was a part of a culture of power, hence, I never knew the importance of addressing other people’s cultural and historical topics in the