Professional Documents
Culture Documents
Sydney Milligan
University of Lethbridge
brings forth many social and cultural affiliations that form many thoughts in my head
about privilege and power. From a collective point of view, education is viewed as very
schooling means patterns of behavior that have been adapted over time. Growing up in a
predominantly white culture, I felt as if I was the majority during my entire experience in
school. Feeling as though the social and cultural aspects of schooling did not shape who I
am today, because of the advantage I was placed in. Although looking back now, I have
formed an appreciation for the social and cultural aspects, as they are the reason why my
school experiences were so rich and inviting. I was very fortunate to attend schools in
which provided each student with quality education, extracurricular activities, and sports.
This was because of the tactic norm that was set from many years prior, creating a
structure in society that is now set out in schools to teach responsibility, power, and
cultural class.
myself as a student, athlete and as a creative individual. I was given ample support and
grant to pursue my efforts in whichever area I was interested in and felt support not only
from my family but also whichever school I was attending at the time. I believe this grant
is not always given to every individual, which is why I feel as though I was very
privileged growing up, and I believe this derived from my culture. The term “Culture”
not implicating my cultural background, but my own personal culture; I grew up in a very
athletic, academic, and all-encompassing family, which led me to become very successful
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moving forward in my educational career. I felt as though schooling was based on norms,
specifically with white culture. Attending each day, following a structured daily routine
and class schedule, with hierarchal tendencies between teachers, support staff, and
students. I felt as though everyone in the school was placed on a hierarchal scale;
administration at the top of the totem pole, teachers following, teacher assistants, extra
staff and then students. I believe these hierarchies are slowly depreciating with inclusion
in schools, as the idea is that all individuals within the school are equal.
Privilege and power also relate to many tactile and emotional components that
were definitely taken for granted throughout my experience in primary and secondary
schooling. I had many rights and responsibilities that I look back at now, and realize I did
not appreciate what I was granted as much as I should have. Tactile and emotional factors
of school like lockers for protection, routines, which have given structure to everything I
do now in life, with both work and school. Relationships with teachers, as now university
teachers do not have as much time to get to know each student individually, whereas, in
elementary, middle and high school, teachers spent ample amount of time with their
students, in which they could build strong trusting relationships. Another thing I have
come to appreciate now was the right to free textbooks and supplies. Relating to my
textbooks, which has caused stress in other areas of my life outside the classroom.
Becoming more aware of all of the tactic factors I was granted as an evolving
student, I have grown to be more appreciative of the privilege I was granted as a younger
individual. Realizations do not surface until those privileges are taken away, or until a
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price is attached, which is why I look back and have been very cognoscente of what I am
given now.
systems and how open they are to providing each and every student with anything they
need to succeed.
Throughout the semester, our class was exposed to many texts that were intended
to aid in our learning, and expose us to many factors that influence our teaching, that we
will be doing in the near future. Within each text, a different message was portrayed in
relation to creating inclusive classrooms, which are becoming more and more prevalent.
“The Gender Spectrum” was one article that right away jumped into my head because of
the fact that it is much more prevalent now in schools to have children that identify
differently than just male or female. As an overarching topic, this difference has come to
surface much more than ever before, which is why I thought reading this article was very
When I was in middle school and high school, I did not recognize that there were
individuals who identified differently than my male peers or myself. This notion has been
introduced more and more over the years, and has been shaped because of the past and
has been enforced because of the future and its upbringings with acceptances. I believe
the difference in school now, not only with cultural groups but also spiritual groups has
shaped schooling and education surrounding it. Teachers are much more aware that they
must teach to the times, and teach to the concepts that are easily going to shape a
new light and creates a road map for teachers who possibly are struggling or in need of a
hand of more information about the new concepts that have been introduced not only in
Additionally, another article that fits hand in hand with this topic is “Toward a
message that because there is an increasing amount of diversity in the classroom, with
that comes much difficulty with managing a group of students that is so multicultural. It
is said that teachers lack the knowledge and resources that create competence in the
classroom, such creating issues in the classroom regarding control and organization.
Often conflict arises when students and teachers have different cultural backgrounds,
which is very obvious, especially when teachers lack knowledge relating to culture and
social affiliations. Creating inclusivity in the classroom is hard when students do not feel
welcome and acknowledged, this is why this article is important to read and appreciate
taken when wanting to increase awareness of racism or possible differences, which can
recognize that with multicultural classes, all components must be considered and not
taken for granted. Teachers must become educated on possible factors that may cause
conflict and difference and create as much equality as possible. The power of words is
educating others is very important when the end goal is to create a space of inclusivity
and fairness amongst all. Possibly trying to build up trust In the classroom, by partnering
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up an ELL, ESL, EFL or special needs individual with a student without a difference, and
have them work complementary, can be beneficial for both students and can also help to
Assessing its Implications for Knowledge and Education.” This article connected how
globalization is bringing forth numerous profound changes in the economic, cultural and
political notions in education. Teachers will always have different feelings and concepts
within education about what is happening around them, and how that shapes their
practice within the school. Teaching practices are shaped because of the different
cultural, and social affiliations thus affect the inclusivity of the classroom. When a divide
is created within the classroom, fairness and trust are broken. Thus this article explains
that each student or teacher for that matter may view globalization differently and may
choose to view the topic in a different way creating different opinions. It is okay to have
multiple viewpoints in the classroom, but one must embrace these differences to infer
inclusivity and fairness. The idea that women are given more opportunity with economic
independence, they are given more opportunity to work in the future and this can inform
students of these issues and allow for them to discuss and become educated on how they
This reading can inform future teaching practice through giving information and
awareness of multiple issues that shape the classroom today. Bringing up increasingly
imperative topics such as femininity/masculinity, rights, sexual harassment, etc. that all
shape education now. The role of schooling is to shape characters and create global
was explained that teens are misguided by technology and manipulating teens into
thinking that materialistic lives are those of which they should live in and involve
themselves in. The Meta-message is that technology is something that can solve all
problems. The problem is, technology has a way of representing how teens should fit in
and subject themselves to the status quo, in such they will be better human beings, or
look as though they are ‘cooler’, or more ‘hip.’ This message is manipulating teens into
thinking that if they purchase certain items that are popular, their personal well-being will
increase, their character, persona, the image will also increase thus become more popular.
As there are always pros and cons to everything in life, technology can definitely
Technology has a way of consuming lives and has a way of giving false hope. If used
incorrectly technology can rob teens of self-confidence, self-esteem, and belief. It was
said within this article that some solutions could definitely be considered when
implementing technology, one of which is decreasing the amount of screen time, so when
technology is incorporated it isn’t taken for granted. Allow students to work in alternative
environments and encourage students to work outside of the four walls they are
consumed by each and every day. Classrooms are becoming more interactive and
enjoyable now with inclusive classroom layouts, where students can sit in non- traditional
chairs, or can stand, bike, walk on the sport etc. while learning. Allowing teens to
who can convey correct messages when incorporating technology into the classroom, and
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it is of great value to portray technology in ways that are correct, not using them as a
Technology can be a very important aspect to include in the classroom but must
be used with caution. It is important to remember that technology does not always have
benefits, it can create misguided teens with commercialism, advertising, purchasing etc.
which can enable students from learning the main message that is being taught in school
at the time. Use technology as a guide, and a support in the classroom, to help in various
ways. Do not let it become the distraction that takes away from the educational setting.
Classroom management with technology is something that each educator will become
equipped with, when more knowledgeable about the matter. Inclusive classrooms can be
designed how it best fits the teacher, and in my point of view, I have a vision of how I
classroom, somewhere where students can go, if and when they need supplementary
does not only need to be used for research, it can also be used for other things such as
emotional, resourceful, mental, etc. components that occur in the classroom every day.
Technology can also be used as a tool to introduce inclusivity concepts and allow
students to explore how they can adapt their mindset and attitudes towards differences in
the classroom. Teachers can use technology to their advantage to not only educate but to
raise awareness of inclusivity and what that entails, which opens up students to many
possibilities. The various websites, online games, online platforms, information etc. can
manner. Creating success in the classroom can come from the use of technology, and will
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eventually become a huge part of schooling, as it develops into a new way of learning
and teaching.
demonstrated a direct link between the students learning and orderly management/
between how a teacher can direct, and organize his or her room and the amount of
learning that happens. It is substantially higher when a teacher is able to direct learning
and have a focus in the classroom, regardless of the topic area or day. In this article, it
mentioned that it takes more than just regular management strategies that teachers are
taught and educated about. Classrooms now are so diverse and multicultural, it is very
difficult to educate teachers on what strategies are best to use and how you can possibly
make sure each student feels safe, welcome, and valued. It is up to the individual teacher
to find a climate that works for every student. It is not a skill that can be taught on paper,
but a skill that is taught with true passion and effort. Patrick et.al, mentioned in the article
guarantee each child an environment of care, calm, support and respect where he or she
will succeed” (2007). Patrick and his colleagues state a very interesting fact in respect to
supportive and respectful environment can create a strong foundation for having an
inclusive classroom. Inclusivity is only present and available if everyone is involved and
included.
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improvement in the educational system. The goal is to create opportunities for people
with disabilities, to participate in regular education, but also to educate those who are not
disabled on why it is important and beneficial to have those who are diverse participating
all humans have the freedom and opportunity to participate and act upon their rights.
Those individuals, who are not granted freedom of participation in every activity, are
disadvantaged, and with inclusion, schooling can be much more accepting and
welcoming of that. When relating this article to class material, critical pedagogy is one
term that was discussed on the level of which is entails promoting social justice and
theory and practice. With that, it is important to recognize that we must acknowledge and
for ALL Students, it was mentioned that it is important that inclusivity isn’t developed
because of the students that are different and need additional assistance. Building
inclusive schools are to prove that every student should be treated equally and should be
able to behave the same within a classroom setting. In this article, it was stated that
within the school, they had both children with disabilities and those without all in the
same classroom to enhance learning. Inclusion does not mean, however, moving a high
demand of students with disabilities into a normal classroom because this creates an
island for those who are disabled and still creates a divide. Inclusion can be thought about
each teacher can serve every kind of student. These kinds of classrooms allow for each
student to feel like an integral member of the class and feel connected with their peers
regardless of their race, ability, language etc. Support should be given regardless of the
student, thus why not make inclusion about every type of student, not just about those
It is important to take into account that having students of all abilities creates a
diverse spectrum of learning and allows for a mix of teaching strategies that can be
applied in the classroom. For teachers, it is to their benefit to have students of all abilities
to participate in the classroom, to lead their teaching in multiple directions, and open up
Fostering practices when relating to inclusive education within schools starts with
the individuals who are in need of a change. In the article “The Principals role In
the administration is to create diversity, promote inclusive school cultures and instruction
programs while building relationships between the school and community. I do believe
this article brings up constructive points to think about in regards to who is in charge of
creating inclusion, and when it comes down to it, those who are allowing students into a
school somewhat have the responsibility to create inclusion within the school
environment. Administrators are those individuals who make many decisions throughout
the process and it is important to remember, without diverse children, schools cannot be
Of course, all parts of the school, are integral to create the climate that is set out
for the environment. Building a family within the school community is important, and
yes starts with the administration, but is fostered within the learning that is taking place in
an environment that is open to all individuals with care, safety, and respect.
opportunities for students with disabilities to learn alongside their non-disabled peers in
As an emerging teacher, I have many beliefs and values that I hope to bring into
the classroom and it is my hope that I can create inclusivity, set from a foundation of
respect, open arms, and equality. Throughout this semester, I have been exposed to many
topics within a wide range of resources, presentations, tip sheets etc. that can help to
encourage this type of environment in my classroom in the future. Each idea that I have
based my philosophy on is drawn from acceptance and warmth through creating trusting
relationships. I believe it is a teacher’s duty to make each student feel like they are equal
to their classmates regardless of the orientation. Many articles we touched base with this
semester introduced the fact that now in schools we have to pay closer attention to race,
gender, sexuality, culture etc. and within classrooms now, we need to recognize that there
important to remember that is it okay to be the ‘other’ and feel as though you do not fit
in. The underlying problem with that feeling is that it must somehow be depreciating by
either students, the teacher, school staff etc. or the student will not feel as though they are
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safe, welcome or equal in the space they are in. Everyone is unique, so embrace the
disabilities, and students with language differences, for example, ELL students, ESL and
EFL as they are a huge reason why there is inclusion in schools. From a physical
and when relating to any type of class, not just physical education, one can adjust that to
creating life-long learners. That meaning creating a challenge for all students, to want to
learn and love to learn, not only with the sameness in the classroom but also embracing
Despite the risk of differentiation and the problems that could potentially arise
with this, increasing heterogeneity can also offer students opportunities to explore other
cultures, thus making them more comfortable with the multi-cultural instances that are
occurring in the classroom. Students are not forced but encouraged to explore other
genders, races, cultures etc. so they begin to understand what it is like to be in another
individual’s shoes other than their own. It is my hope, I can create this type of thinking,
and that my students gain an appreciation for one another and the differences that set
them apart. It was discussed in class that Introducing days like culture days, or involving
the Olympics, or possible parades for sexuality and gender can all occur in the classroom,
and within the school's community. It is important to remember as a teacher, you can
control these types of events and plan around the dynamic of the class you have. These
types of things can encompass every type of student in the group and can create cohesion
When thinking about inclusivity, I can think of many times throughout the
semester that we highlighted many strategies and tips within the readings and class
discussions that contribute to making a class diverse and one of a kind. It not only takes
the students for this to occur but also the teacher to facilitate the differences and allow for
cohesion to result. Making a classroom, not only based on individual success, with
openly accepting the differences, but more importantly facilitating a classroom that forms
group success is key. Celebrating differences in the classroom is so crucial and can
It was mentioned in the ELL tip sheet, and of course within the content introduced
that it is important to not only teach the language, but to also teach the meaning behind it,
and this can relate to any difference in the classroom. Some examples of these differences
are gender and sexuality, as they are more typical now in the classroom. Providing
resources to students can help them to understand the facts and complimentary meaning
about the topic, and also give them more reason to discuss feelings associated. I also
believe that introducing students to clubs, after-school activities, and extracurricular sport
can also allow students to become involved in the school's diverse sea of students and can
expose them to new individuals who need friends, support, and assistance. This gives
them the hands-on experience that truly will make the impact when learning how to
adhere to diversity.
emerging, and will continue to become more and more diverse over time. It is within
your hands to facilitate learning of all the students in your classroom and within the
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school you encounter to make every student feel like they are welcome and wanted in the
References
Bondy, E., Ross, D.D., Gallingane.C., & Hambacher, E. (2007). Creating environments
Causton- Theoharis, J., & Theoharis, G. (2009). Creating inclusive schools for all
Dittman, M., (2004, June) Driving Teen Egos- and Buying-Through Branding
http://www.apa.org/monitor/jun04/protecting.aspx
Riehl, C. (2000). The Principal's Role in Creating Inclusive Schools for Diverse Students:
Stromquist & Monkman (2014). Defining Globalization and Assessing its implications
25-38.
https://moodle.uleth.ca/201801/pluginfile.php/153219/mod_resource/content/1/Otherness
https://moodle.uleth.ca/201801/pluginfile.php/153221/mod_resource/content/1/Sexuality.
pdf
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https://moodle.uleth.ca/201801/pluginfile.php/153223/mod_resource/content/1/Technolo
gy.pdf
https://moodle.uleth.ca/201801/pluginfile.php/153216/mod_resource/content/1/ELL%20I
nstruction.pdf