I created this piece as part of my final synthesis for Sociology of Education to represent various reoccurring themes, which have contributed to my culturally responsive pedagogy as an emerging teacher in practice. By recognizing my own privilege and preconceived biases, I have become aware of the positive secondary education experience I was automatically given. Prior to becoming a B.Ed. student, I was blinded by my own privilege and never made the connection between my social identity and the advantages I have had throughout my education.  

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The quote in the center of this piece states, “Together we can build an inclusive space where there are no longer physical spaces to separate us,” this illustrates the type of community I desire to build within and outside of my classroom. A classroom space that is structured to deconstruct systems of oppression by embracing diversity and eliminating individual learning barriers through Universal Design for learning, so that all students can be given exactly what they need to succeed.  This art piece is embedded with diversity, inclusivity, and equity.

 

Sociology of Education has taught me the value of developing and refining my own cultural pedagogy so that I can continue to work towards a culturally responsive practice. Within this art piece, students, and pre-service teachers, including myself, are demonstrating communication and collaboration. Regardless of one’s ethnicity, race, class, culture, religion, national origin, gender, gender expression, sex, or disability, no one is excluded. Within this art piece, students are pre-service teachers are working together and they are learning from one another.