Cape Town Experience
Reflection 18
The last two days in Cape Town were spent taking in the beauty of the city and the surrounding area. The last Friday we took a drive up the coast and saw South African penguins, the Cape of Good Hope, Cape Point and much more. On our final day myself and some classmates visited Robben Island. This was the prison where Nelson Mandela spent much of his imprisonment before being transferred and later released. We made the journey to the island by ferry and it was a beautiful day to visit. We arrived to the prison to a voice on a loudspeaker telling us to make our way to the busses to begin the tour. The first half of the tour took us through the island where we saw the limestone quarry where Mandela and other prisoners worked as well as the different historical sites scattered around. We made our way back to the prison grounds where the second half of the tour was led by a former prisoner. Our guide had been held there for five years and was 18 when he was arrested in the late seventies. It was powerful having a former prisoner lead this part of the tour. We saw Mandela’s cell as well as a group cell where thirty prisoners were held at one time. Mandela’s cell is set up the way it would have been back when he was imprisoned. On the ferry ride back to Cape Town I thought to myself how Mandela mentions how when he saw Table Mountain if gave him hope while he was imprisoned and while I looked out at a similar view of table mountain from the island and the ferry I thought of how true this statement was.
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People of South Africa
Reflection 17
Throughout our time in South Africa our group was able to interact with many different people. Some were long time friends of our professor while others were strangers who quickly became friends. In each interaction with them I was blown away by how welcoming everyone was. I experienced being welcomed into people’s homes and lives and it felt very personal and authentic. Everyone I met made me feel as if I had known them for years and that I was a part of their family. One of the most memorable nights in South Africa was in Johannesburg. Our group was hosted for a braai, which is the equivalent of a bbq back in the United States. The food was delicious and the company of our hosts made the night memorable. We ate, socialized, and danced a bit while thinking about our values and creating jewelry for ourselves and the educators who would be at the Changemaking Symposium.
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Athlone, Ned Dorman
Reflection 16
Ned Dorman secondary school was the second stop in Cape Town for the CRSTP. Similarly, to ID Mkhize we worked with grade twelve to complete the CRSTP in order to help their learners identify their goals after metric. This school had a shortage of instructors and instead of a group of four we were split into two groups of eight, four from USD and four from CPUT. My group decided to do small group instruction and split the learners into groups of three to four. In my small group I was able to interact more closely with the learners and I was able to really get to know each of them. They were focused and really cared about completing the CRSTP and being honest with themselves. After we worked with the students we participated in a workshop with the instructors on community involvement. This again tied into my group’s conversation during the changemaker symposium on parental involvement and how it can influence the ability of the learner to learn. This is an issue that is also present in the United States.
Gugulethu, ID Mkhize
Reflection 15
The first secondary school that we visited in Cape Town was ID Mikhize. This was located in Gugulethu which is another township in South Africa. We worked with Grade twelve on the CRSTP using the adapted version that we made the day before at CPUT. We split up by having two USD educators and two from CPUT. This allowed us to work closely together on the project and the CPUT folks were able to provide additional support to the learners that we would not have been able to. The air conditioners at ID Mkhize had recently been stolen and it was an especially hot day in the classrooms but the learners and teachers still showed up. This made me think about the Changemaker Symposium and how my group discussed community involvement. I wondered if the community could be engaged around this issue in order to provide some sort of solution to the hot classrooms. After class the learners came out into a courtyard and began to play music and dance. This was so cool to see and actually reminded me of the excitement I felt when I was in high school and it was the end of a long day at school.
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Cape Peninsula University of Technology (CPUT)
Reflection 14
Before completing the CRSTP at ID Mikhize and Ned Doman secondary schools we met with some undergraduate students at Cape Peninsula University of Technology (CPUT). Here we began to get to know our colleagues and worked with them to design a CRSTP template that was reflective of the needs of the learners. The students at CPUT brought in knowledge of the learners that we did not have. We collaborated on a way to make the CRSTP more inclusive when it came to language. Working with them we were able to begin to build new relationships. We exchanged knowledge and all shared our respective cultures with them. They asked us questions about the United States and the different systems we have in place there and they shared with us different knowledge about their education system that we would not have learned about otherwise. It was a great experience working with them and collaborating with them on designing the CRSTP template.
Lebone II
Reflection 13
After our safari ended we drove to Lebone II which is a school that was founded and funded by the king of the Bafokeng. This school is incredibly well resourced and as a modern school it was built with the local landscape in mind and is meant to compliment the surrounding area, not dominate it. We were taken on a tour of the campus where we saw classrooms, a black box theater, and music rooms. The driving force behind this school is to produce learners that are dedicated to giving back to their community. The school takes learners from the community as well as internationally so that community is far and wide. The Bafokeng became the richest tribe in South Africa when platinum mines were discovered. Some of the learner’s families still work in the mines. I was touched by how intentional the school was in the education of its learners. Especially those that are younger. Instead of subjects the curriculum a program of inquiry. This program has different topics that explores who the learner is as a person and how they can impact the community around them. This is a unique way of educating that seems to be working and would be worth exploring for schools around the world. Unfortunately, Lebone II is a unique school both in South Africa, the United States, and globally. I thought of how every learner would benefit from being instructed from an early age to think critically about themselves and others and how that has the power to change the world and how we interact with each other.
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Safari
Reflection 12
Before we left for Cape Town we spent about a day and a half at Kedar Lodge in Pilanseberg and enjoyed two safaris. One at sunset and another at dusk. The safari game drive was a unique experience. We saw four out of the big five; a leopard, lions, rhinos, and elephants. Driving through Pilanseberg National Park and enjoying the beautiful landscapes during sunset and sunrise was stunning. One of my classmates asked how accessible these experiences were to the majority of people in South Africa and unfortunately many cannot enjoy it the same way I was able to. This made me reflect on how being able to go to these types of places in a privilege that I enjoy but not those that live here in the surrounding areas. I saw the connection between a place like Pilanseberg National Park and the United States. There are many places in the United States that many Americans cannot enjoy because they do not have access to resources to travel. While the Safari was a beautiful experience there is a bit of guilt that I feel enjoying a place like that while others in South Africa cannot.
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Changemaker Symposium
Reflection 11
In the weeks leading up to our arrival in South Africa we were in contact with different educators in the country. We all finally met for the changemaking symposium. This event brought us together in order to discuss the different challenges that are facing both education systems in South Africa and the United States. The group that I was partnered with discussed parental involvement and how the lack of it leads to a lack of engagement among students. This led us to want to address how to keep students motivated to continue with school and do well while in class. Our group came up with a mentorship program that was centered around reading and engaging learners through books. This program would pair older students with younger students in an effort to build relationships and a mentoring community among the students. One of my group members said something that has stuck with me since that experience; “If they don’t understand today, how will they understand tomorrow”. With this quote in mind I think that I will be able to work more intentionally in my role in helping students gain a better understanding of the world around them. After working with these educators I have a deeper understanding of the complexities of educating young learners.
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Harambee
Reflection 10
We visited Harambee Youth Unemployment Accelerator located in Johannesburg. It was founded in 2010 and aims to help alleviated the high unemployment rates among young South Africans which is currently 48%, double the 24% adult employment rate. They believe that the matric is lacking in providing potential employers with a bigger picture of the potential candidate. Harambee seeks to supplement the matric scores with valuable training that produces competitive employees. Since only 12% of jobs are advertised to the general public a network is essential in uplifting these candidates into gainful employment. While touring their offices we were able to see some of the classes in progress. In one class we say a candidate presenting on a vision board and talking about their aspirations for their life. In another we saw a group speaking about their professionalism and how they would rate themselves. I saw a lot of connections in this program and what I do with my students working in higher education. There were many intersections between the two and I could tell that the methods of Harambee were rooted in different developmental theories. Harambee is not just in Johannesburg and has a wide network across South Africa. It was good to see such care being taken towards young people who have the potential to do great things.
Soweto Bike Tour
Reflection 9
After our time at Esikhisini we drove to Soweto where we were taken on a bike tour through South Africa’s largest townships. We were welcomed into the community by our two tour guides who are proudly from Soweto and were excited to show us around their home. Soweto was originally designed to keep black South Africans in one place and restricted their movement. While this intention was based in fear and hate black South Africans made Soweto into their home and attempted to build a strong community within it. This was evidenced when we saw a apartment block that was built in 2010 before the World Cup and could house 500 families. It stands empty to this day and still does when it was discovered that it was built by a private company and that there was no intention to build anymore for the community. Rather then move in and turn their back on the plight of their neighbors the people of Soweto boycotted the building by not renting any units. It has remained empty since it was built, going on nine years. This is a testament to the sense of community that is in Soweto. We rode through Orlando West and stopped at the site of Hector Pieterson’s death, the first victim of the 1976 student led Soweto uprising who was just 12 years old. Soweto is rooted in community, pride, and strength. It has served a pivotal role in the modern history of South Africa. I left Soweto with a greater understanding of the effects of Apartheid and of the history of South Adrica.
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Esikhisini School Observation & Teaching
Reflection 8
The first school that we visited was Esikhisini Primary School in Pretoria. The first day was spent observing and on the second day we worked with grades six and seven completing the Culturally Responsive Student Transition Project (CRSTP) and reading to the younger grades. I was able to observe grade two with Ms. Noma. I saw the use of translanguaging with how the instructor worked with her learners. She would instruct them in English first and reinforce with Zulu. A majority of the time the learners spent was learning with six bricks. These were six legos that the learners would have to re-stack and balance on themselves based off of the instructions. This was used as an assessment tool to see which students were processing the information and had a good grasp on the English instruction. This was my first time seeing a technique like this being used. I was able to see how the assessment worked and also how it kept students engaged in a productive way. Working with grades six and seven on the CRSTP during the second day also allowed me to see how translanguaging works in a different setting. I saw different students help others who were struggling. I would give the instruction in English and others would then translate and use a mix of English and Zulu or Xhosa depending on the group I was with. I also saw how the CRSTP could be used to help learners identify their strengths and what they need to succeed. This would be built on when we worked with the secondary schools in Cape Town.
The Apartheid Museum
Reflection 7
Our first stop after arriving at the Lucky Bean Guesthouse was the Apartheid Museum. This museum was so educational and it was a rewarding experience being able to build on our prior knowledge of South Africa and what we read and discussed in class. The museum was much larger than what I expected it to be and when you first walk in you are classified as either white or black and are asked to use the corresponding entrance. I was given a card to use the white entrance and I remember being very uncomfortable with this. I thought to myself what gives me the right to use a different entrance. While wandering the museum I found myself in a room that had three cells in it. These cells were reconstructed based off the cells that were used to hold prisoners in solitary confinement. There was a plaque off to the side that stated how during the days of apartheid in 1963 a law was passed that made it legal to hold prisoners for 90 days without a trial. In 1965 this law was extended to allow for 180 days. In some occasions the sentence was extended to 360 or 540 days. This was done without a trail and prisoners in these cells were not allowed to interact with anyone or read anything but the bible. I went and stood in one of these cells for just a few seconds and could already feel the walls closing in. You can see by looking at the photo how small the cells were. My takeaway from this and the rest of the Apartheid Museum was not one of despair but one that shows the resiliency, hope and strength of a people that were fighting against so many injustices.
January 9, 2019
Reflection 6
School to Prison Pipeline & Translanguaging
In Inclusive Instruction; Evidence-Based Practices for Teaching Students with Disabilities, Brownell et. al. writes that many students who are perceived to be disengaged or uninterested in the subject matter that the instructor is presenting are often punished in a way that diminishes their value and the relationship between the instructor and students. This extends to students who speak multiple languages and who are not being instructed in their mother tongue. When students do not understand the subject matter they are more likely to not engage with it as fully as they can. Teachers who keep in mind when a student may face a language barrier and respond in a caring and supportive way instead of calling them out will not only increase their chance of successfully instructing that student but will also foster a more positive relationship with them. Brownell, M. T., Smith, S. J., Crockett, J. B., & Griffin, C. C. (2012). Inclusive instruction: Evidence-based practices for teaching students with disabilities. New York, NY: Guilford Press. Shifting the Academic Mindset to Create Strategic Learners There are many techniques that instructors can use to shift the academic mindset of their students to foster the creation of strategic learners. One large strategy is to help students get around negative self talk. Fostering a positive self talk mindset is key because it allows students to begin to redefine who they are and who they want to be in a more positive light. Often students who are difficult are seen by instructors as being impossible and that reinforces the idea in students minds that they are not good enough. By encouraging positive self talk students can begin to take ownership of their attitudes and it can shift how they see themselves. |
Things to Keep in Mind when Building Intellective Capacity
There are fours things that instructors can do to help build intellective capacity; ignite a students interests by getting their brain's attention, chunk information by making it more digestible to students, chew; which gives time for students to process the new information, and lastly review which provides students a chance to apply the new concepts that they have learned. Steps to Be Safe in South Africa I have thought a lot about being safe while in South Africa. Below is a list of some things that I will be doing!
Knowing More from Current Events I chose to review the article by CNN which covered how the land that was stolen by the apartheid government in South Africa has still not been given back to the rightful owners. The complicated history of South Africa makes this issue very divisive and I am curious to learn more about how this issue affects relations between white and black South Africans. There seems to be a need for reform in regards to the issue but there is also a great distrust between those involved and the government of South Africa. |
January 4, 2019
Reflection 5
Building Trust, Providing Feedback, & Possible Changes
How can we build trust with learners through care and empowerment
By showing students that their instructors care about them and their development it can empower students to really engage in the classroom with what they are being taught. When there is no relationship between a student and a teacher it can be difficult for them to feel engaged with the subject matter. Teachers can build this trust and relationship by listening to their students and families and their needs and expectations.
How can teachers use feedback to foster relationships and build skills effectively and culturally responsively?
Understanding that all students come from a different culture and have different values is instrumental in being able to be a culturally responsive instructor. Being able to identify different social issues that are happening outside the classroom but impacting students in the classroom and addressing those issues in a caring and supportive way can build a relationship with the students. This requires instructors to be open to staying aware of different issues and creating a culture of feedback and critical thinking that holds both the students and the instructors accountable.
Many South African schools teach using required curriculum, describe two possible changes teachers could do to planning and instruction to support diverse learners?
Culture impacts many aspects of a students life and how they understand the world. This includes the way that they learn and understand information. Many teachers take this into account and are able to provide effective instruction. Continuing this trend and encouraging more colleagues to learn about the different languages in South Africa will carry with it a positive impact on their students. Teachers can also work more closely with families of their students whenever time permits. This will allow them to develop trust and build relationships with them so that they can work with each other to address any problems that may arise inside and outside of the classroom. When there is effective instruction and it is collaborative with the families of these students it is beneficial to all members of the community.
Brownell, M. T., Smith, S. J., Crockett, J. B., & Griffin, C. C. (2012). Inclusive instruction: Evidence-based practices for teaching students with disabilities. New York, NY: Guilford Press.
Culturally Responsive Student Transition Presentation (CRSTP)
For my CRSTP I worked with my 16 year old cousin. She is currently a junior in high school so I choose the secondary education CRSTP format. While working through the template with my cousin I decided to remove the sections on disabilities, my cousin has no learning disabilities and so does not need additional resources or support while she is in school. My cousin and I really enjoyed working through this and we were able to identify certain aspects of her goals that she could start to work on now before she graduates. She had difficulty stating her goals at first but in the end of it she was able to say what she wanted from her life and educational journey. I was impressed by how real and authentic she was and as her older cousin was very proud of the work that she put into completing this with me. I see why this is a helpful tool for educators and it gives the educators a chance to learn more about their students while encouraging their students to be real with themselves about their strengths, goals and weaknesses. We do similar work with undergraduates in higher education but starting the process earlier is beneficial to the student because they can go into a university setting with a clear idea of who they are and what they need from others and themselves. Click the link below for the PDF Version of the CRSTP. My cousin's identifying information has been changed to insure her privacy.
How can we build trust with learners through care and empowerment
By showing students that their instructors care about them and their development it can empower students to really engage in the classroom with what they are being taught. When there is no relationship between a student and a teacher it can be difficult for them to feel engaged with the subject matter. Teachers can build this trust and relationship by listening to their students and families and their needs and expectations.
How can teachers use feedback to foster relationships and build skills effectively and culturally responsively?
Understanding that all students come from a different culture and have different values is instrumental in being able to be a culturally responsive instructor. Being able to identify different social issues that are happening outside the classroom but impacting students in the classroom and addressing those issues in a caring and supportive way can build a relationship with the students. This requires instructors to be open to staying aware of different issues and creating a culture of feedback and critical thinking that holds both the students and the instructors accountable.
Many South African schools teach using required curriculum, describe two possible changes teachers could do to planning and instruction to support diverse learners?
Culture impacts many aspects of a students life and how they understand the world. This includes the way that they learn and understand information. Many teachers take this into account and are able to provide effective instruction. Continuing this trend and encouraging more colleagues to learn about the different languages in South Africa will carry with it a positive impact on their students. Teachers can also work more closely with families of their students whenever time permits. This will allow them to develop trust and build relationships with them so that they can work with each other to address any problems that may arise inside and outside of the classroom. When there is effective instruction and it is collaborative with the families of these students it is beneficial to all members of the community.
Brownell, M. T., Smith, S. J., Crockett, J. B., & Griffin, C. C. (2012). Inclusive instruction: Evidence-based practices for teaching students with disabilities. New York, NY: Guilford Press.
Culturally Responsive Student Transition Presentation (CRSTP)
For my CRSTP I worked with my 16 year old cousin. She is currently a junior in high school so I choose the secondary education CRSTP format. While working through the template with my cousin I decided to remove the sections on disabilities, my cousin has no learning disabilities and so does not need additional resources or support while she is in school. My cousin and I really enjoyed working through this and we were able to identify certain aspects of her goals that she could start to work on now before she graduates. She had difficulty stating her goals at first but in the end of it she was able to say what she wanted from her life and educational journey. I was impressed by how real and authentic she was and as her older cousin was very proud of the work that she put into completing this with me. I see why this is a helpful tool for educators and it gives the educators a chance to learn more about their students while encouraging their students to be real with themselves about their strengths, goals and weaknesses. We do similar work with undergraduates in higher education but starting the process earlier is beneficial to the student because they can go into a university setting with a clear idea of who they are and what they need from others and themselves. Click the link below for the PDF Version of the CRSTP. My cousin's identifying information has been changed to insure her privacy.
December 6, 2018
Reflection 4
Barriers to Learning
When I think of a barrier to learning I immediately think about the lack of access to resources for students, families, and teachers. I think of this first because I have seen it in every educational system that I have been a part of. I remember being in elementary and shocked when I overheard my favorite teacher say how she had to buy her own school supplies, wondering why that was the case. In high school when another teacher bought us all burgers but used his own card and wouldn't get reimbursed, and in college when, as a first generation student, I felt as though I had to learn an entire new system of learning with little support. In Inclusive Instruction; Evidence-Based Practices for Teaching Students with Disabilities, the authors write how important it is for "accomplished inclusive teachers" to be aware of what resources are out there in order to take advantage and become stronger educators (2012, p.41). I believe that this not only extends to inclusive educators but also to students and families. There is a need for greater knowledge about the resources that are out there and greater accessibility so we all can succeed.
Another barrier that comes to mind is language. When I was in middle school I had a classmate who immigrated to the United States from Guatemala
he was not fluent in English yet and struggled to understand what was being taught to him. Anna J. Hugo in Inclusive Education in African Contexts: A Critical Reader writes about how language is the key to how we understand "content and knowledge". She goes further and states that developing these language skills is necessary for real learning to take place (2017, p.115). I agree with her and saw this in how my classmate struggled because he was being taught only in English and did not yet have the language skills that were necessary for successful learning to take place. By being cognizant of how language affects students and their learning we will be able to educate them successfully and support them in their educational journey.
Brownell, M. T. (2012). Inclusive instruction: Evidence-based practices for teaching students with disabilities. Guilford Press.
Phasha, N., Mahlo, D., & Dei, G. J. (2017). Inclusive education in African contexts: A critical reader. Springer.
When I think of a barrier to learning I immediately think about the lack of access to resources for students, families, and teachers. I think of this first because I have seen it in every educational system that I have been a part of. I remember being in elementary and shocked when I overheard my favorite teacher say how she had to buy her own school supplies, wondering why that was the case. In high school when another teacher bought us all burgers but used his own card and wouldn't get reimbursed, and in college when, as a first generation student, I felt as though I had to learn an entire new system of learning with little support. In Inclusive Instruction; Evidence-Based Practices for Teaching Students with Disabilities, the authors write how important it is for "accomplished inclusive teachers" to be aware of what resources are out there in order to take advantage and become stronger educators (2012, p.41). I believe that this not only extends to inclusive educators but also to students and families. There is a need for greater knowledge about the resources that are out there and greater accessibility so we all can succeed.
Another barrier that comes to mind is language. When I was in middle school I had a classmate who immigrated to the United States from Guatemala
he was not fluent in English yet and struggled to understand what was being taught to him. Anna J. Hugo in Inclusive Education in African Contexts: A Critical Reader writes about how language is the key to how we understand "content and knowledge". She goes further and states that developing these language skills is necessary for real learning to take place (2017, p.115). I agree with her and saw this in how my classmate struggled because he was being taught only in English and did not yet have the language skills that were necessary for successful learning to take place. By being cognizant of how language affects students and their learning we will be able to educate them successfully and support them in their educational journey.
Brownell, M. T. (2012). Inclusive instruction: Evidence-based practices for teaching students with disabilities. Guilford Press.
Phasha, N., Mahlo, D., & Dei, G. J. (2017). Inclusive education in African contexts: A critical reader. Springer.
November 29, 2018
Reflection 3
The Need for Inclusive Education in South Africa and the United States
Students who have learning disabilities or struggle to comprehend different lessons that they are taught require instructors who are well versed in inclusive education. Inclusive education is necessary in order to provide these students with the tools that they need in order to become accomplished learners. In Inclusive Instruction; Evidence-Based Practices for Teaching Students with Disabilities the authors write that accomplished instructors in inclusive education often collaborate and share knowledge in order for their students to succeed in and out of the classroom. They invest their time into learning about their students' families, interests & needs (2012, p.32). There is a constant struggle for resources that are needed in order for these instructors to grow in their ability and this results in a lack of resources for their students. More schools need to foster an environment that encourages this growth so that their instructors can continue to motivate their students to succeed. Inclusive education needs to continue to be driven by knowledgable instructors who care and work hard for their students and advocate for their needs. Instructors in South Africa and the United States could both benefit from sharing their knowledge and experiences educating these students.
Brownell, M. T. (2012). Inclusive instruction: Evidence-based practices for teaching students with disabilities. Guilford Press.
The "Wicked Problem" & How We Can Solve It
In "A Tame Solution to a Wicked Problem" Elizabeth Walton defines a it as problems that are "complex, dynamic, multi-faceted and intractable" (2017, p.85). She further defines them using the following five out of the ten characteristics that Rittel and Webber (1973) developed; "no definitive formulations; they are unique; they can always be considered symptoms of other problems; solutions to them cannot be true or false, but good or bad; and there is not test of a solution to them..." (2017, p.89). Walton writes that many educational systems often play a major role in the perpetuation of many of the inequalities that they were created to erase.
The "wicked problem" of educational exclusion can be combated by introducing an undiminished form of inclusive education. This means it is not just a series of different techniques that is sprinkled into a curriculum but a full acknowledgment of the problem that educational exclusion has and continues to create, especially among students with learning disabilities and challenges. (2017, p.98). There is a need for educators and policy makers to think critically and honestly about the privileges that feed educational exclusion. Only then will inclusive education have the potential to solve some elements of the "wicked problem" of educational exclusion.
Phasha, N., Mahlo, D., & Dei, G. J. (2017). Inclusive education in African contexts: A critical reader. Springer.
Students who have learning disabilities or struggle to comprehend different lessons that they are taught require instructors who are well versed in inclusive education. Inclusive education is necessary in order to provide these students with the tools that they need in order to become accomplished learners. In Inclusive Instruction; Evidence-Based Practices for Teaching Students with Disabilities the authors write that accomplished instructors in inclusive education often collaborate and share knowledge in order for their students to succeed in and out of the classroom. They invest their time into learning about their students' families, interests & needs (2012, p.32). There is a constant struggle for resources that are needed in order for these instructors to grow in their ability and this results in a lack of resources for their students. More schools need to foster an environment that encourages this growth so that their instructors can continue to motivate their students to succeed. Inclusive education needs to continue to be driven by knowledgable instructors who care and work hard for their students and advocate for their needs. Instructors in South Africa and the United States could both benefit from sharing their knowledge and experiences educating these students.
Brownell, M. T. (2012). Inclusive instruction: Evidence-based practices for teaching students with disabilities. Guilford Press.
The "Wicked Problem" & How We Can Solve It
In "A Tame Solution to a Wicked Problem" Elizabeth Walton defines a it as problems that are "complex, dynamic, multi-faceted and intractable" (2017, p.85). She further defines them using the following five out of the ten characteristics that Rittel and Webber (1973) developed; "no definitive formulations; they are unique; they can always be considered symptoms of other problems; solutions to them cannot be true or false, but good or bad; and there is not test of a solution to them..." (2017, p.89). Walton writes that many educational systems often play a major role in the perpetuation of many of the inequalities that they were created to erase.
The "wicked problem" of educational exclusion can be combated by introducing an undiminished form of inclusive education. This means it is not just a series of different techniques that is sprinkled into a curriculum but a full acknowledgment of the problem that educational exclusion has and continues to create, especially among students with learning disabilities and challenges. (2017, p.98). There is a need for educators and policy makers to think critically and honestly about the privileges that feed educational exclusion. Only then will inclusive education have the potential to solve some elements of the "wicked problem" of educational exclusion.
Phasha, N., Mahlo, D., & Dei, G. J. (2017). Inclusive education in African contexts: A critical reader. Springer.
November 15, 2018
Reflection 2
My Social Location
I am a proud Latino but growing up that was not always the case. I am aware of and passionate about accessibility because I have an amazing mother who just so happens to be partially paralyzed. I am the youngest of three siblings, my oldest sister Sienna passed away before I was born but her presence is still felt within my immediate family. I have had to work hard to get to where I am today and have learned to embrace the different challenges and heartbreak that my family and I have faced. Being aware of what has influenced you and how you take that with you when interacting with different people allows you to be more understanding of different experiences and cultures. When you take a look back on where you have been and where you are now it opens the doors for new experiences and relationships. Inclusive Education in South Africa & the United States Both the United States and South Africa have implemented policies meant to enforce inclusive education. The implementation of these policies has not been without challenges and there is a need for further collaboration between lawmakers, educators, administrators, and families of students. Teachers do great work in both SA and the USA. despite limited resources. Teachers in both nations often struggle to find effective ways of delivering content to different groups of students. |
Inclusive Instruction Chapters 1&2
The first two chapters of Inclusive Instruction: Evidence-based Practices for Teaching Students with Disabilities gave me insight into the different struggles and characteristics of special needs learners and teachers. Students can struggle due to a lack of experience in the education system or a dependency on others, which the book refers to as learned helplessness. Each student is unique in how and when they need support and teachers are sometimes unaware of these needs and how to respond to them until they have already appeared. Many instructors use techniques like taking notes on different students as well as creating their own curriculum that is responsive to those needs. I am looking forward to learning more on this subject and how to best support these learners as I dive deeper into the book. Changemaking Experience Hopes Previously when I heard the word changemaking I immediately thought of some grand project that changes the world. Shifting that mental model to include small activities or local projects is helpful. I am looking forward to the opportunity to collaborate with my peers and to further develop my understanding of "changemaking". |
November 1, 2018
Reflection 1
Why South Africa?
Inclusivity in education is something that I am passionate about. When I heard about this course, Healthy Environments and Inclusive Education in a Global Society, it immediately grabbed my attention. I discovered that it would take place in South Africa and I was excited about the different perspective that would bring. I am hoping to grow in my knowledge of South Africa, their history and culture. Growing in that knowledge will allow me to bring a new approach to working with students from marginalized communities. Cry, the Beloved Country Published in 1948 Cry, the Beloved Country is turning out to be quite the read! The novel presents the story of Reverend Stephen Kumalo as he learns how to navigate through Johannesburg and a changing South Africa. So far reading this book has given me a deep respect for the love and respect that Kumalo shows for his family and those around him as he searches for his loved ones. His story illustrates the cycle of inequality and injustice in a society where one group has greater access than another. |
Miracle Rising
I wanted to gain a better understanding of South Africa’s past leading up to the April 1994 elections so I decided to watch Miracle Rising. This documentary highlighted key events and people that led to the transformation of South Africa into a democracy. It also showed the pain and struggle of South Africans and they tried to heal from the atrocities of apartheid. The violence between black and white South Africans reminded me of the racial tensions that are present in the United States today. South Africa chose to address these tensions through the Truth and Reconciliation Commission. Through this commission the country and the world were able to see this unique approach which many feel ultimately helped the nation move towards a new future. |