Consider who is represented in the readings in terms of authors.Is there a reason why one group or another is not represented or represented frequently? Consider who is represented in the readings in terms of topics covered.Do I encourage and present alternative perspectives?įrom The University of Kansas: Creating an Inclusive Syllabus.Do I use examples and text throughout that are representative of my students?.What assumptions have I made about the learners in my class?.Some reflection questions to consider as you think about your syllabus:įrom Tufts University: The Syllabus as a Tool for Setting a Climate “hen students are able to see themselves represented in course content and discussion, it signals to them that their identities (such as race, ethnicity, gender identity, sexual orientation, immigration status, and disability) are valued and respected in the classroom.”. We can then turn a critical eye to readings and assignments we include in our courses to ensure that materials reflect a diversity of thought and experience. Together, we will create learning environments in which all students feel like they belong. This project gives all of us the opportunity to pause and reexamine how power, privilege, supremacy, oppression, and equity impacts us, our teaching practices, our students and their work. Better understand yourself, your motivations and values, and how they impact how you engage with those whose backgrounds differ from your own.Become more aware of your perceptions of and interactions with others.Make sense of the things you do, say, and believe.Understand how you have been shaped by the world around you, and, in turn, how others have been shaped by the world around them.Identify the ways that you perceive and process differences.Taking time to self-reflect can help you to:
This first part of the Multicultural Teaching and Learning project asks you to examine the ideas, thoughts, and feelings you have internalized and how they relate to engaging with diverse populations, sources, and materials, both in- and outside the classroom. A Year of Self-Reflection Journal: 365 Days of Guided Prompts to Slow Down, Tune In, and Grow (A Year of Reflections Journal) Hill, GG Renee on. When we talk about success we aren’t referring exclusively to us reaching a privileged position in society. And yet, as strange as it may seem, we don’t always make good use of it. Our upbringing and personal experiences inform our actions, values, beliefs, and assumptions and can shape our perceptions and expectations of others. Self-reflection is the engine of personal growth, a journey which we all have a ticket for.
Self-Reflection - the examination of and attention to our own ideas, thoughts, and feelings.
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