As I read chapter 1 (Kumashiro), I looked back my experiences in UofR.
I think our program pushes us to become researcher in first two years. Unpacking and un-learning all of our commonsense and learned images of teacher, students, and schools and I feel the strong movement of educating us for equity and diversity of all cultural background in the modern classroom. Yet I don’t see that happening in lecture hall of ECS210 at all. Our classroom does not reflect the classrooms of Regina schools I have visited, even in rural area Fort Qu’Appelle. How many of visible minority there is in our classroom? How many immigrants? All of the push to equity and anti-oppressive teaching, yet, you must be accustomed to Euro-centered Canadian schooling to understand what we discuss. In addition, (little bit into Ch.2) some passionate lectors who speaks on ‘White Privileged’ often re-oppressing the others in a ways that affirming their minority state and not providing with ways to change from our (minority’s) point. As well, they oppress some majority students by putting pressures to change and blames. I know this is the time for us to think critically and un-learn our conceptualized ideal image of teachers and students, and I am really enjoying this.
I am always conflicted inside my head lately and that is a wonderful thing for me to practice.
The other day, one of my student asked me ‘why’ he needs to do a handwriting print. (I teach Japanese at heritage language school)
I automatically said, ‘because this is school.’ The boy did work on his print, but I know that he did not enjoy it, nor learned those words.
But I led it happen. Shame on me.
I must re-think what are reasons of coming this heritage language school, for students and parents.
I may never thought that way (↑) to re-think my own action if I was not in this education program.
Other two images; learned practitioner and professional, has not yet to come out in my experiences. We have had a few field experiences, but we were able to discover and learn on our own instead of being told what to do or how-to. Perhaps it is different for secondary education students, but elementary program does not offer any practical teaching technique or methods. We are here to find our own ways to become individual teachers, not like packaged with a label or bland of UofR. And I am truly grateful to be a part of program.