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 them effectively in schools and communities.

Action Steps that I can take to support implementation include:

• Professional Development – look for ongoing training on culturally relevant and sustaining pedagogies on addressing issues of race and privilege in the classroom.
• Community Partnerships – build strong partnerships with the local community to better support the diverse needs of students, as emphasized by Deckers & Zinga (2012) and Wang (2018).
• Inclusive Curriculum Design – review and incorporate diverse cultural perspectives and histories, ensuring that all students see themselves reflected in their education.

Through ongoing professional reflection, I hope to find new and innovative ways to address and overcome resistance to discussions about culture and social justice, creating more inclusive, equitable, and culturally responsive classrooms by moving from insights to action!

References

Deckers, C. & Zinga, D. (2012). Locating home: Newcomer youths’ school and community engagement. Canadian Journal of Education. 35. 30-48. 4

DiAngelo, R. (2011). White Fragility. The International Journal of Critical Pedagogy, 3(3). 1

Ladson-Billings, G. (2014). Culturally Relevant Pedagogy 2.0: a.k.a. the Remix. Harvard Educational Review, 84(1), 74-84. 5

Hytten, K., & Bettez, S. C. (2011). Understanding Education for Social Justice. Educational Foundations, 25(1/2), 7–24. 2

McCarty, T., & Lee, T. (2014). Critical culturally sustaining/revitalizing pedagogy and Indigenous education sovereignty. Harvard                 Educational Review, 84(1), 101-124. 6

Wang, F. (2018). Social Justice Leadership—Theory and Practice: A Case of Ontario. Educational Administration Quarterly, 54(3), 470-       498.