Module 5, E-Journal #4

 

Reflections on Your Propensity to Learn and Personal Growth Throughout the Course

Where do you notice growth in your own learning process?

The readings- especially Nieto and Bode, and Titone- have broadened my understanding of what a culturally responsive teacher and school truly look like. The example in Nieto and Bode about a curriculum centered on the Cambodian American experience helped me realize that my approach to culturally responsive teaching has been somewhat limited. I initially wanted to design lessons that addressed social justice directly, but the case study showed me that social change can also emerge through subtle, thoughtful representation rather than explicit discussions of racism or inclusion alone.

As Nieto and Bode warn, “If the topic of a certain cultural group is approached as merely ‘adding color’ to the curriculum, teachers run into any one of a number of pitfalls that run counter to the critical multicultural approach” (p. 368). I now recognize that some of my earlier ideas fit this “adding color” description- especially when addressing cultures outside my own. This awareness is helping me move from surface-level inclusion toward a more critical and authentic multicultural pedagogy that is more multifaceted.

How are you becoming more aware of your strengths and areas for growth as a future teacher?

I’ve realized that I still engage in some “surface-level” thinking. I’m curious and love learning, so I know I can educate myself about cultures beyond my own- but I also recognize that I will always be an outsider to some experiences. For instance, I understand the cultural significance of Hip-Hop and Rap within Black culture, but I am not Black. I can sympathize with the struggle, but empathy requires lived experience.

Even so, I can show respect and authenticity by learning, listening, and incorporating cultural perspectives thoughtfully- just as the team of teachers in Nieto and Bode’s example did when they developed a curriculum about Cambodian American experiences.

How does your propensity to learn (curiosity, persistence, openness) connect to your development of teaching identity?

I want to embody curiosity, persistence, and openness—and instill those same qualities in my students (and one day, my children). As students grow, their beliefs and biases may change, but these habits will help them stay resilient, self-aware, and connected to their communities. I might add, I am a very closed-off person. I still have to unlearn a lot of limiting behaviours that run counter to my own curiosity and persistence. I naturally want to be on the “outside”, I want to take a break from being “strong”, I want to keep to myself. But I will have to be open to step out of my comfort zone if I ever hope to contribute to the wellness of my community and my students. 

I’ll also admit that openness is still hard for me. Growing up, I had few role models who valued vulnerability; it was often punished. Latino culture often has no patience for mental illness, recognizing our own trauma cycles, or re I’ve had to unlearn behaviors that limit my curiosity and persistence. I naturally retreat into myself when faced with adversity. I need to keep unlearning those instincts and model openness for my students.

Examples of How You Demonstrate Habits of Mind (e.g., persistence, metacognition).

Which Habit of Mind did you notice yourself using while engaging with this week’s materials?

The habits I noticed most were Responsibility and Adaptive Thinking. I was surprised to find that I related to a lot of the aspects of Titone’s experience as an ally. Reading Titone’s article reminded me of how important it is to examine my position in struggles that are not my own. His reflection as an ally made me think of Malcolm X’s 1962 quote: “The most disrespected person in America is the Black woman…”. While the Latino community is yet again under attack, and we know struggle and trauma and racism, our experiences are not parallel. There is much I can say as a Mexican American, but there is nothing I can say to represent the Black community, or the Asian community, etc. 

As a Latina, I recognize the discrimination my community faces, but I also see how anti-Blackness persists, including within my own family. “How can my family’s history include aunts and uncles and cousins who demonstrated during the 1968 East L.A. Blowouts and still hold racist beliefs against Black people?”, I wondered. Titone’s writing made me question how I can be a true ally without falling into the same patterns. My responsibility is to educate my family and community, to practice solidarity, and to act with those who are being attacked as a guide- which also means I have to learn when to distance myself from more intimate conversations. 

How did this habit influence the way you approached the reading, discussion, or activity?

These habits pushed me to confront uncomfortable truths. Titone wrote, “At my school of education…the process within which material was presented did not provide a structured environment that encouraged us as white students to come to terms with ourselves” (p. 3). I saw parallels in my own upbringing: there was no expectation to confront bias or racism. My family didn’t examine their beliefs until personal experiences- like befriending or marrying someone of a marginalized group- forced them to. The same was true for our gay and lesbian family members when they came out to the family. There was no one there to point out the hypocrisy, either. 

This realization helped me recognize how easy it is to avoid reflection when it isn’t demanded. Responsibility, for me, now means choosing to reflect even when it’s not required.

Where did you find challenges, and how might a different Habit of Mind have supported you?

It’s challenging to read about how I may be failing “othered” people within my own community. Simply not being racist isn’t enough. Many marginalized people want to be heard and seen, but they also need others to act so that they don’t perpetuate the injustices that eventually come full circle in most communities. 

A different Habit of Mind, such as Empathy, might help me approach these topics with less guilt and more constructive purpose. Empathy would help me focus on connection rather than self-criticism.

How do these habits show up in your learning beyond this class (in your subject area or personal/professional life)?

I’m a voracious reader, and one of my strongest habits is empathy through literature. Reading lets me experience others’ perspectives and connect with their mutual struggles. Lately, I’ve been drawn to memoirs that highlight the everyday realities of marginalized groups- and not just stories of overcoming adversity, but of existence and humanity. Not every marginalized experience has a happy ending, and it would be a disservice to my students if I continually expose them to stories that edit the current reality out. 

These texts help me understand myself as a Latina and as someone shaped by trauma, mental illness, and poverty. In my classroom, I’ll integrate memoirs and historical fiction that amplify marginalized voices- especially where cultural stigmas persist, such as around mental health in Latino communities. 

How might you help future students in your subject area develop or practice this Habit of Mind?

I’ll model it openly- and own my mistakes along the way. Students learn by observing adults navigate challenges and reflection. They’ll encounter adults with differing beliefs, but if I can model empathy, curiosity, and critical thinking, they can decide for themselves where they stand. They also may eventually hold different perspectives or beliefs than me- or even themselves! People change and grow, but encouraging critical thinking and inquiry shape people in a way that being a bystander who doesn’t question anything doesn’t. 

Ultimately, I want students to see differences not as divisions but as opportunities for understanding. My role is to create a classroom where diverse perspectives coexist, and where “us vs. them” thinking is discouraged as a point of view. People learn in different ways and it is quite literally going to be my job to recognize and honor those learning differences.