Award Category
Graduate
Publication Date
Spring 2018
Abstract
In this paper, Ryan Baker reflects on his student teaching experience in a diverse, urban high school in Tacoma, WA. As he grapples with the intersection of his teacher identity, as a White male who seeks to teach towards social equity and the unit that he taught to two Senior English classes, he examines how the framing of the unit, and writing tasks that were part of the unit, were misaligned with the justice-oriented outcomes he hopes to teach towards as an educator. As he reconsiders the ways in which he engages his students in learning, he attempts to align culturally-responsive pedagogical practice with state-mandated learning outcomes and social justice-driven goals as a means to build required thinking, reading, and writing skills in his students, while simultaneously producing justice-oriented outcomes.
Faculty Advisor
Molly Pugh