Reflection Of A Narrative Reflection

Teachers should advocate for all students’ backgrounds and cultures to better their students’ learning. To accomplish this, teachers should be informed about their students’ home lives, be conscious of how and what they should be taught, and ultimately make their education a priority. Students from poverty in a multicultural classroom need the correct tools and teaching approaches from their teachers.

The article Whose Culture has Capital? Acritical Race Theory Discussion of Community Cultural Wealth, talks community cultural wealth as the critical race theory. Critical race theory changes the way we look as communities of color, instead of thinking of places full of cultural poverty disadvantages, it focusses on and learns from the range of cultural knowledge, skills, abilities and contacts possessed by socially disregarded groups that often go unrecognized and unacknowledged. There are various forms capital, including aspirational, navigational, social, linguistic, familial and resistant, these forms of capital focuses on what Students of Color bring with them from their homes and communities into the classroom.

Today’s society sees college as a very fundamental step to obtaining success. Carmen Lugo-Lugo argues that instead of being focused on education, college is beginning to convert into a marketplace and a business. She states that colleges are now more interested in making a profit from their students than the actual education they are there for. Due to this mindset, the flow of the classroom environment and how students treat professors is affected. She also makes it known how prevalent systematic racism and racial profiling exist and tells the readers by her first hand accounts. In her essay “A Prostitute, A Servant, And A Customer-Service Representative: A Latina in Academia”, Associate Professor in the Department of Critical Culture, Gender, and Race Studies, Carmen Lugo-Lugo uses emotion and language to communicate her claim. Throughout her writing she demonstrates strong emotion-evoking words, and hyperboles.

It is crucial for educators to value, understand and incorporate every child’s cultural diversity in the classroom (The Early Years Learning Framework Professional Learning Program, 2011). This means educators needs to deal with any bias beliefs they might/may hold. For example, some children might not participate in the classroom because

Gloria Ladson-Billings spent time observing teachers in public schools that were located in predominately low-socioeconomic school districts to figure out what makes them successful with typically low performing students. Some of the things she observed are all the teachers “shared pride in and commitment to their profession and had an underlying belief that all children could be successful” (learnnc). Furthermore, these teachers established trusting relationships with their students that allowed the students to take responsibility for their own learning. Lastly, these teachers also went beyond the classroom to show support for their students such as attending community events. These observations led Ladson-Billings to realize that in order for “teachers to use culturally relevant pedagogy successfully, they must also show respect for students, and understand the need for the students to operate in the dual worlds of their home community and the

Anzaldua further proves the capability of non-dominant individuals to possess power and resilience over the dominant language. Even in pursuit of her own higher education, Anzaldua was met with barriers that she was able to persevere through and overcome. She even had to fight to persue a course of study that she was passionate about, Chicano literature. “In graduate school, while working toward a PH.D., I had to ‘argue’ with one advisor after the other, semester after semester, before I was allowed to make Chicano literature an area of focus (40).” Even in the professional setting of graduate school, Anzaldua fought to maintain and pursue her Chicano culture, portraying the capability of a non-dominant individual to establish an identify and

In today’s society college is seen as a very fundamental step to obtaining success, Carmen Lugo-Lugo argues that instead of being focused on education, college is beginning to turn into a marketplace and a business. She states that colleges are now more interested in making a profit from their students than the actual education they are there for. Due to this mindset it affects the flow of the classroom environment and how professors are treated by students. She also makes it prevalent how systematic racism and racial profiling exist and tells the readers by her first hand accounts. In her essay “A Prostitute, A Servant, And A Customer-Service Representative: A Latina in Academia” Carmen Lugo-Lugo uses emotion and language to communicate

In their article, “Am I going crazy?!”, authors Gildersleeve, Croom and Vasquez highlight the everyday experiences of Latina/o and Black doctoral students. Historically, the academic culture of doctoral education has excluded minority students; since there is a growing enrollment of these students, this type of research can shed more light on those students’ experiences. The authors used a critical race theory analysis to frame their analysis of black and Latina/o student’s cultural experience of doctoral education. First, the authors create a frame that clarifies the culture of doctoral education. The authors have this defined as “the social-cultural and institutional contexts in which students live and work.” A part of that culture is the socialization of doctoral students within their programs, where they learn the customs, tradition, and values of any given discipline or field by engaging in research, service, and teaching. The socialization process can either make or break a doctoral student, and those who are marginalized, often have a more complicated experience. Second, the authors explain how the theoretical foundation (CRT) is used to challenge dominant ideology.

Eric Hoover, a staff reporter for the Chronicle, profiles a community college student in Philadelphia. Wrote an article for The Chronicle of Higher Education newspaper titled ( title ) “ An Immigrant Learns Two New Languages.” In the article, Eric Hoover (tone) sets an informal tone when describing the personal hardships and achievements of Ms. Maldonato. The author (audience) targets men and women over the age of 50 who are still fixed on attending college. Ms. Maldonato, a part-time student at the Community College of Philadelphia, learned two languages after emigrating from colombia. ( Purpose ) The author intends to entertain his readers by sharing the journey that Ms Maldonato took to become a successful immigrant. ( Thesis ) To learn a language is to piece together a puzzle that is never quite done.

Pedro Mena is member of the Fischler School’s Hispanic Advisory Board from 2008. In his home country, Venezuela, he was a politician and defender of citizens’ civil rights. Mena has extended that vision of equality to the field of education. Mena has a master’s degree in Science of Education, a master’s degree that served to know from his own experience what obstacles a foreign student must face. His experience led him to reflect on the limited opportunities that a foreign professional has to grow at academic level.

Reflection is considered as a vital element of professional practice as it precedes to insight and then subsequent change in practice. The hypothesis of reflection is not new as it can be tracked as far back in the 5th century by the influential Greek philosopher, Socrates and to the 1930s primarily focusing on John Dewey’s work. Dewey is one of the founders of learning from experience. He theorised reflection as ‘active, persistent and careful consideration’ (Dewey, 1933) initiated by a specific situation which was opposing, perplexing or uncertain. One of its most common use today is coming up with a thought, an idea, or opinion made or an observation made as a result of concentration, suggesting in essence a way of thinking in which one looks back and meditate upon (Agnes, 2004).

When I registered for this course I did not know what to expect from the title of the class – Arts and Sciences in the Workplace. In my opinion, the information and material I obtained within the span of two months was exceptionally helpful. Without hesitation, I recommend this course to anyone who may feel they need to brush up on their professionalism. Individuals who are undecided in which major to select could find this course useful. Overall, the materials I inserted in my portfolio are representations of concepts I felt that would best benefit me in the professional world.

degree in fourth grade. Unfortunately, I experienced a great deal of confliction when I was faced with these feelings do the Jehovah's Witness teachings that physical attraction, specifically thoughts they deemed “unclean” was a sin and such feelings may lead to a path resulting in everlasting death. Furthermore, as these feelings intensified as I grew into adolescents, the accompanying guilt and shame also intensified. Upon reflection, it is not difficult to ascertain what drove my friends to commit offenses resulting in their disfellowshipping and how as a youth I grew very angry and ending in my being disfellowshipped as well. Now, I am thankful I was disfellowshipped as the experience lead me to explore the world in a way I would have likely never done had I stayed involved in the Jehovah Witness religion. Conversely, the experience of losing all my friends, mentors, support system, and role models I was brought up with, led me to experience some of the most difficult years of my life.

I read some of the chapters from these books and the two articles because after completing about two years in family based, I started to realize that as I was attempting to become a more systemic thinker, I started to lose sight of the unique contributions that individuals bring to the family and relationships. I loved the masters program at Eastern University in Clinical Counseling as it has prepared us for understanding individuals at a meaningful and deep level. However, I only had one class in marriage and family systems during the program, and when I started the job as a family based therapist, I found myself anxious at the thought of engaging multiple individuals in a therapeutic conversation. I tend to respond in two ways when I sense a limitation within my skill level. One way is to become overwhelmed and avoid having to be reminded that I am not competent, and a second response is to take it upon myself to practice rigorously. Because I was fascinated by family therapy, I started to immerse myself in learning as much as I could, through workshops, supervision, trainings, and books, and including applying to this program. Meanwhile this has helped tremendously in my job; I started to sense that I was focusing more on the process that I was expecting the family to be at based on predictions from previous families I worked with similar dynamics instead of maintaining the uniqueness of each family, and especially of each individual family member. I therefore was become

For me, this semester was all about getting out of my comfort zone and learning what I am capable of accomplishing. In addition, I learned how to effectively work with a diverse team and what I can do to make our work little better. When I started this semester, I was afraid to make mistakes at work and class. However, when I realized if I wanted to grow then I cannot be afraid to make mistakes and allow it to control my actions. One of the big accomplishments I attained was accepting that I need to stop holding myself back and push myself forward. Ariel, I disliked doing some of the reflections for your class, but I am thankful that you forced me to write what was truly blocking me from accomplishing my goals. Writing it down helped me to see what I need to work on and what I need to do to strengthen my weaknesses and strengths.