Reflection Assignment 2

    

Link: https://www.canva.com/design/DAGiLqI_DzI/yDOA8ptU12tU6pPFkyTDFA/edit?utm_content=DAGiLqI_DzI&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

    As we are approaching the final classes in the EDI course, I continue to expand my understanding of important issues such as race and ethnicity, indigenization and reconciliation, social justice issues in education, migration and internationalization, and religious diversity and culture. Over these five weeks, I have learned from the instructor, engaged with various group presentations, and analyzed a range of readings and videos. Each session encouraged me to critically examine my assumptions and reflect on my professional practices, particularly in terms of inclusivity and cultural responsiveness. These materials, combined with the group discussions, have deepened my awareness of the complexities surrounding identity, equity, and inclusion in education. I plan to incorporate these insights into my practice by creating culturally responsive and inclusive environments where all of my students feel acknowledged, respected, and valued.

Week 9: Religious Diversity And Culture

 

In Week 9, we explored the impact of media representation of religion and the structure of education in Ontario. We examined how religious groups, especially Muslims, are often portrayed negatively or in a one-dimensional way in the media, which can shape public perceptions and influence educational policies (Memon & Chanicka, 2022). Additionally, we discussed the diverse educational structures in Ontario, including publicly funded Catholic schools and private faith-based institutions. This week’s study reinforced the importance of fostering inclusive educational environments that embrace religious diversity, ensuring that religious identities are respected and integrated into the media and educational systems. It encouraged me to reflect on how I can contribute to creating more culturally responsive and inclusive spaces in education.

References

Willis, A. S. (2021). The need for dialogic reciprocal anti-discrimination practice and policy in faith-based schools. Compare: A Journal of Comparative and International Education. https://doi.org/10.1080/03057925.2021.1995702

Memon, N. A., & Chanicka, J. (2022). When religion intersects equity and inclusion: Muslim educator affective responses in Ontario public schools. Pedagogy, Culture & Society. https://doi.org/10.1080/14681366.2022.2063365

Week 8: Migration and Internationalization of Education

Source: Our group presentation's slides

In Week 8, the study on international recruitment in Canadian higher education (Xu & Miller, 2021) provided me with valuable insights into the role of education agents, revealing that many students face issues like misleading information and high costs. This has prompted me to rethink how institutions can better support international students by offering direct application assistance and minimizing reliance on agents. Additionally, my group presented two studies: "Politics of Internationalisation and the Migration-Higher Education Nexus" and "A Production of Education Migrants: A Case Study of South Korean Transnational Families in Canada." These studies highlighted the complex relationship between migration and education, particularly for transnational families. As for me, I have gone through this process, therefore, I understand these issues and really advocate for transparent recruitment practices and direct support services that prioritize students' best interests and ensure they are fully informed.

                                           Source: Our group presentation's slides

References

Cerna, L., & Chou, M.-H. (2023). Politics of internationalisation and the migration-higher education nexus. Globalisation, Societies and Education, 21(3), 257-272. https://doi.org/10.1080/14767724.2023.1966240

Lee, E., & Johnstone, M. (2023). A production of education migrants: A case study of South Korean transnational families in Canada. Journal of International Migration and Integration, 24(2), 341-358. https://doi.org/10.1007/s12134-023-00974-4

Xu, H., & Miller, T. (2021). International recruitment in Canadian higher education: Factors influencing students’ perceptions and experiences with education agents. Comparative and International Education/Éducation comparée et internationale, 49(2), 17–34. https://doi.org/10.5206/cieeci.v50i1.14132

Week 6: Indigenization and Reconciliation

 

    In Week 6, I deepened my understanding of Indigenous peoples in Canada, as explored in the article "Indigenous Peoples in Canada" (Parrott & Filice, 2023). This reading highlighted the diverse cultural and historical experiences of Indigenous communities, including First Nations, Métis, and Inuit. Living and studying in Canada, I have become more aware of the ongoing effects of colonialism on these communities and the vital need for indigenization in education. Last week, I had the opportunity to visit the National Museum in Québec, which further reinforced and resonated with the knowledge I have gained. I realize that integrating Indigenous perspectives into the curriculum and acknowledging the historical injustices they have endured is essential for fostering healing and promoting a more inclusive educational environment.

Reference

Parrott, Z., & Filice, M. (2023, November 28). Indigenous peoples in Canada. The Canadian Encyclopedia. Retrieved from https://www.thecanadianencyclopedia.ca/en/article/aboriginal-people

Week 7: Social Justice Issues in Education

 

In Week 7, I found the study on youth voices in reshaping the social justice curriculum (Liu et al., 2024) particularly impactful. It highlighted how students, especially during the pandemic, have engaged with social justice issues in informal spaces such as social media and peer discussions. This study made me reflect on the gap in formal education, where such crucial topics are often avoided due to curriculum constraints. The findings suggest that students are already actively engaging with these issues outside the classroom, and I believe that it is important to create safe, structured spaces within educational settings where these conversations can occur. As an educator, I plan to support student-led discussions on social justice issues, ensuring that students’ voices are valued and heard in the curriculum.

Source: https://www.youtube.com/watch?v=ziW5JG6GTHk

Reference

Liu, S., Gyamerah, K., Ahn, C., & Pillay, T. (2024). Creating spaces of engagement: Exploring high school youth’s voices in reshaping the social justice curriculum. Journal of Teaching and Learning, 18(1), 75–92. https://doi.org/10.22329/jtl.v18i1.7842

Week 5: Race and Ethnicity

In Week 5, I gained deeper insights into racial bias in education (Kempf, 2022), particularly how unconscious racial bias (URB) affects educators and contributes to systemic racism. The study highlighted that short-term bias workshops are inadequate and that sustained engagement with critical race theory (CRT) and anti-racist texts is essential for fostering deeper racial awareness and driving meaningful change in educators' practices. This has led me to reflect on my own understanding of racial bias and the importance of ongoing, long-term learning. From what I have learned from this week, I will prioritize continuous self-reflection and engage with more anti-racist literature to ensure that I am addressing biases effectively in my professional practice.

Source: https://www.youtube.com/watch?v=I1cABulN5Ew&embeds_referring_euri=https%3A%2F%2Fwww.ted.com%2F&embeds_referring_origin=https%3A%2F%2Fwww.ted.com&source_ve_path=Mjg2NjY

Reference

Kempf, A. (2022). Toward deeper unconscious racial bias work in education. Teachers College Record, 124(1), 1-28.