View or share this material on a Google Doc: Module 4 | Closing Reflection
The third principle from the NYSED Culturally Responsive-Sustaining Education framework states the following:
“Inclusive curriculum and assessment elevate historically marginalized voices. It includes opportunities to learn about power and privilege in the context of various communities and empowers learners to be agents of positive social change. It provides the opportunity to learn about perspectives beyond one’s own scope. It works toward dismantling systems of biases and inequities, and decentering dominant ideologies in education.”
Now recall from the Immersive Scenario:
Exposure to representative curriculum and resources supports the development of one’s own self-identity. How am I seen in the world? How do I see myself in the world? Though the gaps were filled in at home, the system of education still ingrains in all students what is of importance to study and know and what has been deemed irrelevant.
When we think about an inclusive curriculum and assessments, we want our students to feel empowered to dismantle systems of bias, inequities, and instances of power and privilege. To accomplish this, we must first learn these systems and begin to work intentionally to uplift marginalized voices in our classrooms. As educators, when we recognize the need for change in the system, we can support our students in recognizing the same. We can support them in using their voice and provide them with the tools to do so successfully. How will you be an agent of change? How will you support your students to be agents of change, too?
You explored and designed around three main objectives in this module. Now, take some time to reflect on your learning and visualize an action plan for your remote and hybrid learning environment.
Student Advocates
- How are we positioning our students to be agents of change in their communities?
- How will you frame conversations with students about power and privilege? How are the terms defined and used in the classroom?
- How will you ensure that you view all of your resources through the lens of diversity and multiculturalism?
Self-Identity
- How are students positively represented in curriculum and assessments?
- How are students learning more about who they are as remote learners?
- What specific changes will you make to your curriculum and resources?
How will you adjust content on assessments, where possible?
Risk-Taking and Change
- How will you learn more about the communities in which your students live?
- How will you use that information to create community-based learning and experiences for your students?
- How will you leverage the use of a design process to support students in solving real-world problems?