Impact on Teaching, Learning, School, and Society: A Challenge to Act

Introduction

Education is a complex web of political, social, and cultural dynamics (Spring, 2020). We, as educators, are generally confident about knowing what is best for our students; however, our ‘good intentions’ often fall short of closing the gap with reality (Hinchey & Konkol, 2018). I have reshaped my perspective on teaching and learning and the transformative power of critical examination in education by looking at the different views and history, realizing how much we can impact teaching, learning, and society. Drawing on the theoretical frameworks, discussions from our course, personal reflections, and additional readings, I have gained the profound implications of these insights for my educational practice and philosophy. A mission is clear: be an agent of change, advocating for equitable, inclusive, and transformative education. My core values and beliefs regarding what kind of educator I want to be have remained the same. However, I have gained ‘wisdom’ to understand myself better and understand the complexities of how the current education system came to be. A deeper understanding of how we hold enormous ‘power’ to influence the students, whether our experiences, assumptions, stereotypes, political views, socioeconomic status, or interests, could impact student learning (Hinchey, 2008). I am urged to use this ‘power’ to do something about what is happening.

The primary purpose of education is to teach individuals the necessary skills to live a full life, contribute meaningfully to society, and pursue personal purpose and dreams (Hansen, 1995). As we learned, education goes beyond academic achievement to developing human beings as whole persons, emotionally and socially equipped to participate in communities, from family to society (Fenstermacher, 1990). Therefore, we expect the role of the school as an institution to serve as a nurturing place for students’ academic and personal growth, a space where students learn life skills and values, and a place where they are prepared to be active, informed participants in society. The primary role and responsibility of the teacher extend beyond teaching knowledge (Fenstermacher, 1990). We are significant parts of students’ lives and even become their role models in developing their values and character.

Armed with the insights gained from our journey this term, I am challenged to take a step further. I am committed to being an educator who embraces critical pedagogy, advocates for social justice, equity, and the empowerment of all students. This commitment requires a profound shift from traditional, hierarchical educational practices to democratic and inclusive practices, responsive to student’s diverse needs and backgrounds. This shift, though challenging, is the key to unlocking the full potential and a brighter future for more equitable, inclusive, and transformative education. It is a step towards creating a better world for our students, a world filled with hope and possibilities.

Based on Howard’s Framework: Five Objectives of Multicultural Education

I referenced the five objectives of multicultural education from our textbook, “Becoming a Critical Educator,” to use them as a framework to show how I have reshaped or reassured my perspectives.

Howard (1999) offers a useful summary of relevant objectives and the purpose they serve:

1. To know who we are racially and culturally

2. To learn about and value cultures different from our own

3. To view social reality through the lens of multiple perspectives

4. To understand the history and dynamics of dominance

5. To nurture in ourselves and our students a passion for justice and the skills for social action

When we structure our teaching and learning around these five basic components of multicultural education, we are contributing to the creation of a more just and open society (Hinchey, 2008, p134)

To Know Who We Are Racially and Culturally

Understanding our own racial and cultural identities is foundational in serving diverse students in education. It allows us to reflect on our own biases and privileges and how they impact our teaching practices. As noted by Hinchey in “Becoming a Critical Educator,” recognizing the political nature of education is crucial for developing a critical classroom identity (Hinchey, 2008). This self-awareness is the first step in creating an inclusive and equitable learning environment.

To Learn About and Value Cultures Different from Our Own

Engaging with and valuing diverse cultures enriches the educational experience for both teachers and students. Spring’s “American Education” emphasizes the importance of cultural competence and the need for educators to appreciate and incorporate their students’ diverse cultural backgrounds (Spring, 2020). This approach enhances student engagement and promotes a more inclusive and respectful classroom environment.

To View Social Reality Through the Lens of Multiple Perspectives

Viewing social reality through multiple perspectives is essential for understanding the complexities of social issues and fostering critical thinking. Hansen’s “Revitalizing the Idea of Vocation in Teaching” highlights the importance of cosmopolitanism, encouraging educators to engage with diverse perspectives and ideas (Hansen, 1995). This approach challenges students to think critically about social issues and develop a deeper understanding of the world around them.

To Understand the History and Dynamics of Dominance

Understanding the history and dynamics of dominance is crucial for addressing systemic inequalities in education (Hinchey, 2008). Counts’ “Dare Progressive Education Be Progressive?” critiques the progressive education movement for failing to address broader societal issues and calls for an education system that engages with community life and social welfare (Counts, 1932). By examining the historical and social contexts of dominance, educators can better understand the root causes of educational inequities and work towards addressing them.

Kohn discussed how “privileged parents” often prioritize their children’s success over broader educational reforms (Kohn, 1998). Societal inequality within the educational system reinforces that education is merely a ladder to social mobility rather than a transformative journey accessible to all. As Counts insisted, we must be emancipated and liberated from dominant upper-middle class influence, which he claims shapes educational agendas to preserve its own interests rather than addressing broader societal needs. Progressive education should establish a connection to the community, in Counts’s words, “an organic relation with the community” (Counts, 1932). To extend meaningful educational experience beyond the classroom walls, as progressive education should aim for, we must also teach hope. First, educators must really believe that students can make positive changes in society and teach them to feel a sense of hope and inspiration, empowering them to know that they can transform the world for the better.

To Nurture in Ourselves and Our Students a Passion for Justice and the Skills for Social Action

Nurturing a passion for justice and the skills for social action is not just a goal but a responsibility at the heart of critical pedagogy. Schultz’s “Feelin’ What They Feelin'” vividly demonstrated the power of student agency and advocacy in addressing social issues within their communities (Schultz, 2008). As educators, we have the power and the duty to empower students to become active participants in their education and advocates for social justice. The time for action is always now, knowing our students count on us.

Translating Theory into Practice

Democratic Classrooms

Creating democratic classrooms characterized by shared decision-making, open communication, and respect for diverse perspectives fosters an environment where students feel valued, heard, and empowered to contribute to their learning. These approaches enhance student engagement and motivation and develop critical thinking, problem-solving, and collaboration skills. Hinchey emphasizes the inherently political nature of education and the need for critical pedagogy to empower students and promote democratic classrooms (Hinchey, 2008). This perspective challenges the traditional, top-down approach to education, where teachers are the sole authorities and students are passive recipients of knowledge. Instead, it advocates for an environment where students actively engage, question, and participate in their learning process. Schultz (2007) emphasized that students’ voices matter and can be agents of change. In application, I could use student polls or surveys to promote their input and adjust how lessons will be taught, ensuring changes according to students’ voices.

Inclusive Pedagogy

Inclusive pedagogy requires recognizing and valuing students’ diverse backgrounds, experiences, and perspectives. It means using culturally responsive teaching practices, differentiating instruction to meet diverse learning needs, and creating a classroom environment that is welcoming and supportive for all students (Howard, 1999). Spring highlighted the persistent inequalities in the American educational system, mainly related to social class, race, and gender (Spring, 2020). This awareness has deepened my understanding of the systemic barriers that many students face and the importance of advocating for policies and practices that promote equity and inclusion. It is not enough to treat all students equally; we must recognize and address marginalized groups’ specific needs and challenges. In practice, this means shifting the focus from test scores to the ‘process’ of learning by establishing a classroom environment that mirrors a collaborative community, and we can celebrate students’ diverse backgrounds as strengths that enrich everyone’s learning experience (Jencks, 1988). Moreover, introducing a curriculum that challenges dominant societal norms encourages students to critically question and critique these perspectives, viewing learning as a process (Counts, 1932).

Advocacy and Activism

Educators are responsible for advocating for equitable policies and practices within and beyond the classroom. Our responsibilities extend to challenging discriminatory practices, advocating for adequate resources and support for all students, and working collaboratively with parents, colleagues, and community members to effect change. Advocacy and activism are essential for addressing the systemic issues that perpetuate educational inequities. Hansen’s “Revitalizing the Idea of Vocation in Teaching” underscores the importance of viewing teaching as a vocation, a calling that goes beyond mere occupation (Hansen, 1995). This perspective imbues teaching with a sense of moral commitment and purpose, compelling educators to reflect on their motivations and the broader impact of our work on society. The decision-making process in children’s education requires a collaborative approach that considers the inputs and influences of all stakeholders involved. Actively communicating with parents regarding issues that can impact students and participating in community meetings are things I could do immediately.

Challenges and Dilemmas

Balancing Individual and Collective Needs

One key challenge in implementing these principles is balancing students’ individual needs with the collective goals of the classroom and school community. It requires a commitment to creating an equitable and inclusive learning environment. In terms of child welfare and education, this means creating systems that not only support parents in their roles but also step in when a child’s basic needs are not met. As educators, we are responsible for ensuring our students’ safety, health, education, and emotional well-being while they are in our hands (Sato et al., 2009). The truth is that many factors and private interests affect educational and political decisions, and they always come down to resources. The reality is that education is a public good funded by capitalism. (Hinchey, 2008). I believe accountability for one another is central to a functioning democracy.

Navigating Resistance

Implementing critical and inclusive pedagogies can often be met with resistance from various stakeholders, including students, parents, colleagues, and administrators (Ewing, 2019). Educators must be prepared to navigate this resistance with a willingness for discussion, empathy, and a commitment to our principles. Building alliances and engaging in ongoing dialogue with stakeholders can help to build support and understanding for these approaches (Hinchey, 2008). Private interests can contribute positively when focused on student needs and success. Community interests play a crucial role in supporting students in need (Sato et al., 2009). Community interests can be powerful forces for positive change. However, community interests do not always align with broader educational goals, such as the example of preserving the failing school (Ewing, 2019). We must set aside our individual interests and unite for the sake of our students.

Conclusion

Call to Action

As an educator, my call to action is actively promoting and implementing practices that foster equity, inclusion, and empowerment in education.

I continuously reflect on and challenge my own biases and assumptions to ensure that my practices are equitable and inclusive.

• Advocating for policies and practices that promote social justice and equity at the school, district, and community levels.
• Building alliances with parents, colleagues, and community members to create a supportive and collaborative environment for change.
• Engaging in ongoing professional development to enhance my understanding and implementation of critical and inclusive pedagogies.
• Empowering students to become active participants in their learning and advocates for social justice in their communities.

My experience with alternative schools was an eye-opening experience that sparked my passion for making schools more equitable and inclusive. All stakeholders, including the school administration, collaborated to assist students with personalized, unique needs. Having the flexibility to build a curriculum and try out new approaches based on research and evidence was so intriguing. Teachers at the school met shortly after each day to discuss each student’s progress in meeting academic and SEL (Social and Emotional Learning), checking how they were doing in each class. Classes are open classrooms without doors, and teachers know all students by name. Isn’t it how the school should be?

The journey this term has profoundly impacted my understanding of teaching, learning, school, and society. It has challenged me to critically examine my educational philosophy and practices and commit to a vision of equitable, inclusive, and transformative education. I am committed to making a meaningful difference in my student’s lives and the broader educational landscape by embracing critical pedagogy and advocating for social justice. As my attempt to ‘do’ something about systematic inequalities, I have joined teachingforchange.org, one of the advocate groups for teachers recommended by Hinchey in the last section of the book “Becoming a Critical Educator,” to be part of positive changes. As a member, I get updates on current issues that we can put in joint efforts to change, as well as many resources that I could use for inclusive classrooms. Though my core views and values as an educator stayed the same, going through the course and learning about many scholars’ views and perspectives of colleagues, I feel I grew as an educator, more equipped and wiser, to take action for the sake of our students and, in turn, for our communities.

References

Counts, G. S. (1932). Dare progressive education be progressive? Progressive Education Association.

Ewing, E. L. (2019). The Fight for Dyett: How a Community in Chicago Saved Its Public School. American Educator, 43(1), 30-35, 40

Hansen, D. T. (1995). The call to teach. Teachers College Press.

Hinchey, P. H. (2008). Becoming a critical educator: Defining a classroom identity designing a critical pedagogy. Peter Lang Publishing.

Hinchey, P. H., & Konkol, P. J. (2018). Getting to Where We Meant to Be: Working Toward the Educational World We Imagine. American Educator, 43(1), 30-35, 40.

Howard, G. R. (1999). We can’t teach what we don’t know: White teachers, multiracial schools. Teachers College Press.

Jencks, C. (1988). Whom must we treat equally for educational opportunity to be equal? Ethics, 98(3), 518-533

Kohn, A. (1998). Only for My Kid: How Privileged Parents Undermine School Reform. 79(8), 568-5771

Sato, M., & Lensmire, T. J. (2009). Poverty and Payne: Supporting teachers to work with children of poverty. 90(5), 365-370

Schultz, B. D. (2008). Feelin’ What They Feelin’: Democracy and Curriculum in Cabrini Green. Urban Education, 43(4), 395-409.

Smith, Y., Bryant, J., & Hillman, V. (2022, March 8). Our Schools: How Corporations Use Public School Workforce ‘Pipelines’ to Harvest Students’ Data and Train Narrowly Skilled, Exploitable Staff. Naked Capitalism

Spring, J. (2020). American education (20th ed.). Routledge.