Competency 7:

Competency 7(a): Develop and Enact a Social Justice Orientation toward Teaching and Learning

Artifact: Curricular Artifact Critique

For the competency 7(a) “Develop a critical understanding of changing demographics and the diversity of students, schools, and communities,” I selected my Curricular Artifact Critique from EDCI 585. In this work, I examined a fifth grade reading unit to evaluate how it represented culture, particularly in relation to race and racial bias. Through this analysis, I identified ways the unit perpetuated systemic racism and inadequately reflected the lived experiences and struggles of non-dominant social groups in the United States. I completed this project during a time of significant social and political upheaval, which allowed me to draw meaningful parallels between my critique and current events. The inequities and revisionist history I uncovered in the curriculum echoed injustices still faced by marginalized groups in our communities. Reflecting on this paper, I am proud of my ability to look beyond the polished surface of the curriculum to expose how it served dominant racial and socioeconomic groups yet saddened by the persistence of these inequities. By remaining attentive to the biases embedded in what is often considered our “hidden curriculum,” I hope to mitigate their impact on my students. My ongoing goal is to foster a classroom environment where every student feels represented, valued, and empowered to learn.

Competency 7(b): Advocate for the values of diversity, inclusivity, and social justice

Artifact: Multicultural Teaching Philosophy

For the competency 7(b) “Advocate for the values of diversity, inclusivity, and social justice,” I selected my Multicultural Teaching Philosophy paper from EDCI 585. This assignment challenged me to articulate my teaching philosophy in relation to multiculturalism, diversity, privilege, and power in the classroom. In doing so, I had to confront the inequities embedded in the current education system and determine how I would adapt my instructional and assessment practices to counter and reduce their impact. It also required me to consider how I wanted my classroom culture to function considering these broader issues of equity and justice. While I have always had a powerful sense of justice and awareness of many struggles faced by my minority students, this paper – and the course as a whole – expanded my understanding of systemic inequities I had not previously considered. Gaining this perspective has equipped me with strategies to address and mitigate these challenges in my own classroom more effectively. Reflecting on this work, I am proud of the commitments I have made on behalf of my students, and I remain dedicated to strengthening my sensitivity to injustice and finding new, meaningful ways to advocate for all learners.