Being studied that stood out to me were: the

Being aware of culture diversity is central to
teaching and learning, nevertheless defining culture is not simple. Different
people belong to a variety of cultural groups defined by such features as:
geography, economics, age, gender, religion, interests, or level of education. In a
classroom, when the instructor acknowledges and celebrates these differences,
they become rich resources for the class and a path to equitable access to
education to all students. However the texts from Gorski and Howard bring up
controversies inside multicultural teacher education and possible solutions
which contributes to critical self-reflection.

The text by Gorski analyzes the way in which
multicultural teacher education is outlined. The main issues found in the
syllabi studied that stood out to me were: the oppressive philosophy behind the
wording “teaching the other” that was found in 15.6% of the syllabi analyzed,
and the fact that most courses did not aim at aiding teachers to eliminate inequity
in the classroom. The first fact not only fails to prepare teachers to be
culturally sensitive but also “adopts an oppressive philosophy and practice
under the guide of multicultural education” (Gorski, 2009, p. 316). This is a
dangerous approach which requires reflection. It could be the case that professors
in charge of these courses might not be prepared or are unaware of their choice
of practice. Yet, it is greatly irresponsible to prepare teachers for their
future instructions without fully understanding the concept behind
multicultural competence. This information made me realize that in order to be
culturally responsive teachers we need to first bear in mind who we are as
individuals and the influence that our cultures have on our attitudes. We
should question more stereotypical ideas that we “accept” throughout our lives
and norms posed my majority groups. Being aware of our own actions and changing
our mindsets into being more inclusive and open minded will help create an
engaging and accessible learning environment. In addition, the second fact
about the syllabi show that most times, there isn’t an approach to working
towards ending equality in the learning environment. It is ideal that through
reflection teachers are able to find solutions for this issue. In my opinion, the
first step would be to get to know students better, then planning student
centered and culturally centered classes.  These small changes may slowly lead to
reshaping the curriculum making way to inclusion.

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Besides the article by Howard offers
clarifications and solutions which I though served as a response to the first
article. From all solutions mention, the one that stood out to me the most was
that “if students are treated competently, they will ultimately demonstrate
high degrees of competence.” (Howard, 2003, p.197). It is a simple concept
although it can be easily missed if students are labeled. It is easy to do so
if no relationship is made between teacher and students, or if first impressions
take over the students’ real identity. If learners feel valued then their
confidence can help them succeed. Additionally, the text mentions the
importance of discussing race and cultures and their important concepts with
the students. Helping students reflect upon diversity issues may help acceptance
of differences in the learning environment. These topics can be very sensitive
and therefore the instructor needs to be conscious about the kind of results
the discussion might have. For instance, conversations about current events and
behaviors should be welcomed and directed toward learning and not criticism.

The points here mentioned from the readings
helped me assess my teaching practices and aim at creating a classroom environment
where all cultures feel supported. I hope that throughout this course I am able
to effectively implement in my own practice culturally
responsive teaching principles.