What I agreed with most in the text was the idea that schools are often built around this image of a “normal” or “mainstream” student, and everyone else is expected to adjust themselves to fit into that system. […]
The article, “Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability“ shows the connection between culturally sustaining ped […]
I really agreed with the idea that teaching isn’t just about including students but actually supporting who they are. Whether it’s their culture, language, or identity, anything about them should always be […]
In the reading “Responding to Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning,” the author argues that combining these two instructional approaches is not enough to create tru […]
I really agree with the idea that learning is not the same as achievement, and that schools constantly blur that line. Patel explains how achievement has become this dominant goal, to the point where people treat […]
Week 11: Reading Pedagogies of Resistance and Survivance: Learning as Marronage by Leigh Patel made me rethink how I understand education. Before engaging with this article, I often viewed schooling and learning […]
The author Leigh Patel, assumes that formal schooling and real learning are two fundamentally different things. Schooling can many times function as a social sorting opposed to a transformation. She says that many […]
One assumption Patel makes in Pedagogies of Resistance and Survivance is that schools aren’t really neutral spaces. The author is showing that the way schools are set up can ignore or limit students’ ide […]
Reading Response – Week #10 (4/23/2026) One idea that stood out to me from the reading is that learning is not the same as school, even though people treat it like it is. The article explains that schools o […]
Reading The School Days of an Indian Girl connected strongly to the article by Gregory Cajete because both texts show how important culture, identity, and storytelling are in learning. Cajete explains that […]
The author of “Children, Myth and Storytelling: An Indigenous Perspective” assumes that storytelling is not only a teaching tool rather a foundational way of understanding and knowing the world. Cajete bel […]
Week 9 The author of “Children, Myth and Storytelling: An Indigenous Perspective” assumes that storytelling is not only a teaching tool rather a foundational way of understanding and knowing the wor […]
Week 9 An idea that I can agree is that storytelling is a really important part of learning, even in indigenous education. Cajete’s reading tells us that a story is not just for entertainment but also teaches […]
Week 9: One assumption I noticed in Cajete’s text is that storytelling is not just something extra in education, but actually the foundation of how people learn. He makes it seem like learning is naturally t […]
One idea I really agreed with from the readings is how both Cajete and Zitkala-Sa show that culture and identity are deeply connected to learning. Cajete explains that storytelling is not just entertainment, but a […]
Reading Response – Week #9 (4/16/2026) One idea that really stood out to me from the reading is how school was used to change who the students were instead of helping them grow as themselves. In The School D […]
Week 9: What stood out to me most was the emotional and cultural loss that Zitikala-Sa experienced when she was a child. She lived as an alien where she was alienated from everything familiar to her, her […]
Week 8: One assumption I think the author is making is that systems we usually see as neutral, like libraries or even education, are actually shaped by bias. In the library text, the classification system […]
An idea from this week’s reading, “Pedagogy of the Opressed” that I really want to do in my classroom is to emphasize more dialogue in teaching. The reading made me realize that teaching shouldn’t be just me, a […]
