Poor people exist because they wasted a good, free educa-tion. The poor themselves are the problem
Looking at this text, as someone who comes from a low-income community, I can say that those "advantages" that the author talks about are not as feasible as they are for a well-funded school.
They bave told me that many professors never showed any interest in hearing their voices. Accepting the decentering of the West globally, embracing multiculturalism, com pels educators to focus attention on the issue of voice. Who speaks? Who listens? And why? Caring about whether all students fulfill their responsibility to con tribute to learning in the classroom is not a common approach in what Freire has called the "banking system of education" where students are regarded merely as passive consumers
I agree with the idea of fostering an inclusive and engaging environment. This text acknowledges how some students don't feel valued and heard. It is essential that educators actively listen and encourage participation to impact students' experiences.
This reminded us that it is difficult for individuals to shift paradigms and that there must be a setting for folks to voice fears, to talk about what they are doing, how they are doing it, and why. One of our most useful meetings was one in which we asked professors from different disciplines (including math and science) to talk informally about how their teaching had been changed by a desire to be more inclusive. Hearing individuals describe concrete strate-gies was an approach that helped dispel fears.
Creating an inclusive space is challenging when educators are scared to voice their concerns, but it is better to voice than go without knowing. This can facilitate impractical teaching; however, when concerns are expressed, it can create an opportunity for growth. This collaborative sharing from different disciplines can influence inclusivity and make it more effective for teachers and students.
Emphasizing that a white male professor m an Enghsh tra. ,. ak d arttnent who teaches only work by "great white men IS m -ep . . ing a political decision, we had to work cons1stently agamst and through the overwhelming will on the part of folks to deny the politics of racism, sexism, heterosexism, and so forth that · form how and what we teach
The resistance of professors is telling, as the ongoing struggle to overcognize and challenge what is taught to children is concerning. Thus, the author makes a pivotal point in the text that this is a larger issue within the curriculum and how specific teaching affects political stances, even if they are unaccounted for by those teaching.
There must be training si tes where teachers have the opportunity to express those concerns while also learning to create ways to approach the multicultural classroom and curriculum.
I believe that it is important for teachers to express any concerns or questions they have regarding teaching a multicultural classroom and curriculum. This can help teachers foster a way of teaching without confusing or spreading misconceptions across subjects.
If the effort to respect and honor the social reality and experiences of groups in this society who are nonwhite is to be reflected in a pedagogical process, then as teachers-on all levels, from ele-mentary to university settings-we must acknowledge that our styles of teaching may need to change.
I believe that it is crucial to establish a curriculum that aligns with factual evidence, ensuring that every student can grasp it without being subjected to a one-sided ideological perspective. This can be achieved through diverse learning styles, incorporating social aspects into the subject, and fostering an inclusive environment.