4/1

            This week’s readings have gotten me thinking a lot about my critical inquiry unit. The opinions of the authors are very strong, and make me question every possible idea I have. There seems to be no room for error. The message seems to scream that if you’re not doing it this way, and not getting your students to change the world, you’re a horrible teacher and a big hindrance to their enlightenment. This enlightenment might I add is incredibly hazy. I’m not sure what I should be bringing my class toward. Yes, I know that the unit should spark a desire for change in my students, but I don’t think it’s that easy. I feel like my role as a teacher in this unit seems very small, but in reality, in my experience the teacher’s role has to be much bigger. I can’t imagine that my students will explore and discover in the manner that Souto-Manning’s very incredible and unbelievable first graders did. I would like them to, but in practice, I think the teacher will have to be more involved, especially if this is the first time this is being done.

            I am also confused about what I want this inquiry to focus on. I am very insecure about my knowledge of the students’ communities in addition to my knowledge of their needs. When I think about the classrooms I visit, I can think of very broad topics that I can focus on, like social inequalities, but I think that is way too broad. I can focus on inequalities they face as Latino and Black residents of Austin, but is that too obvious? I feel like my topic should be bigger. Anybody can walk into that classroom and suggest that topic, but I think I should be able to go a bit deeper as a person who “knows” them. Well, at least the articles make me feel that way.

            The reality is, I don’t know them that well as an intern/observer that sees them once or twice a week. As a result, my understanding of the classroom and what I believe is best for them will reflect that. Therefore, I don’t think I could be completely sure about what these students need as much as I would be in my own classroom. I also think it would be impossible to plan a unit like this before having met your students, or really had a chance to get to know them and their communities.

            All in all, I appreciated the readings and learned a lot from them, but I have to admit that they make the task appear extremely daunting and delicate. I feel like it would be helpful to see this in practice. Otherwise, my plans will be based on more of what I imagine in relation to the readings, and that just makes me feel very uncertain about my ideas altogether.