Reflection on Readings for 9/11

The readings this week continued in the vein of identity; awareness of identity, projection of identity, the effect of one's identity on the identity of others, and how identity defines educational practice, with particular focus on how it defines the learning environment one constructs. Each of the readings, in their own ways, presented the theme that to identify and define one's identity, as well as recognize and appreciate the identities of others, is a practice that one must constantly revisit and rework.

Some words that stood out to me from the readings included (in no particular order);
humility, acceptance, openness, engagement, renewal, growth, value, values, inclusion, challenge, awareness, process, experience, possibility, resilience, unity

It seems self evident that one's identity has the power to shape a learning experience, but through this weeks readings I realized the multi-layered implications go much deeper than I had considered in my own musings. Of particular interest on this thought was "Knowing Ourselves as Instructors". I think that the ideas presented in the article were things I had thought about on a surface level, or perhaps I just viewed them as thoughts that I was having while in similar situations and never realized that they were quite common. I am speaking, of course, of the feeling of discomfort that can be present when dealing with an array of identities in an educational space. Finding the connection and establishing respect for everyone's identity is presented as the "answer", as well as realizing that it may not feel warm and fuzzy during or after, but that doesn't mean there isn't a benefit for all involved.

I felt the need to approach "Opening the Classroom Door" from a somewhat abstract point of view. I attempted to define the "classroom" as any space where knowledge is being shared, even though the focus of the article was the more traditional sense of the word. Like in "Knowing Ourselves as Instructors", I considered many of the points to be self evident, but at the same time they were things I had never thought of or considered. For example, the suggestion that students bring their own adornments into the classroom to claim the space as theirs just as the teacher does by hanging posters and bringing books.

I am by nature an underliner, hilighter, note taker on all readings I do. I found the two readings presented in comic form difficult to engage with in my typical way, but nonetheless enjoyed the message.

I look forward to discussing the readings more in class this week!