Module 3 - Understanding
Initial Response...
I will always advocate for feminism in every situation, but I also know that feminism is not feminism without care and attention to intersectionality. Page 250 of Hicks and Stokes (2017) mentions the mounting "feminization of poverty" and how it disproportionately affects women of colour, especially Indigenous women in Canada. I learned about Intersectional feminism in early high school, and I have attempted to consider it in my daily life and will continue to consider it deeply in my teaching practice. Overall, a lot of the readings for this module were about considering factors of marginalized people (especially BIPOC) in the context of social work in Canada. As a future teacher, this consideration is hugely a personal responsibility that I must commit to every day.
On the videos...
Relationships are everything. I attend therapy, and because of this, I know how important the connection between the therapist and the client is to make progress. I had to try four different potential therapists before I found one who "clicked" with me, and I know many people have to try far more. The root of this is trust. As a pre-service teacher, one of the most important things I have learned about facilitating learning is about building trust with the students (and forming a healthy relationship) to make a successful classroom.
Building trust can often come from transparency. The videos we viewed for this module talked a lot about telling patients when you are going to do something such as referring them to other treatments. I think this is so important to incorporate into classrooms. So often young students are expected to follow instructions and listen to their teacher without understanding why. A teacher who explains what the students can expect from a lesson or activity creates a less tense environment.
Additionally, if a student tells a teacher some sensitive information that has to legally be reported to someone else, it is important to inform the student before doing so to avoid a sense of betrayal. Like in the "Assessment" video which talks about letting clients know about "Boundaries of Confidentiality", teachers can inform their class at the beginning of the school year about what they can and can not keep as confidential information if students feel the need to share something with them. Another important aspect of this is consistency. If a teacher, therapist, or other kind of social worker says they will or will not do something, they must follow through. Relationships built on trust are everything.
That discomfort in your gut is a call for action. Feel it, and move yourself.
Questions...
-What are some specific ways I will promote diversity and inclusion in my classroom?
- Be mindful of the texts I choose to explore in class. Does everyone get to see themselves?
- Be clear in my expectations of diversity and inclusion. Never let a child down.
- Ask students. What would make them feel seen and safe?
-How has my background and personal experience affected my teaching practice?
- School was quite difficult for me. I want to give students the support I would have desired.
- I can see the issues in the systems we uphold. I want to change them.
- My family is largely uneducated. I want to make education accessible to everyone.
-How can I advocate for my students when the systems we operate in are unhelpful and/or potentially harmful?
- I will always choose the student's well-being over the "easy" option of staying silent.
- I will advocate. I will strive for institutional change.
- My classroom will be a safe space no matter what.
Hick, S., & Stokes, J. (2017). Social work in Canada: An introduction (4th ed.). Thompson
Educational.
Comments
Post a Comment