My ultimate goal as a doctoral educator
As a doctoral educator, my aspiration and expectation is to apply the skills acquired to be an advocate for social justice in reforming education in Kenya High Schools. My application will focus on the education system in Kenya, where I will educate teachers on the need to embrace social justice in their teaching practice. Bell (2015) advocates for teaching that fosters change in the classroom, campus, and the community. As an educator, my objective is not only to teach students master content in class but also to advocate for an inclusive environment where students from all backgrounds can interact safely without any fear of discrimination and prejudice. I look forward to having teachers who promote social justice in class, on campus, and in the community and students that embrace their classmates regardless of their social status.
Skills I learned during my teaching
As a foreign student from Kenya, I am encouraged by how far I have come as an educator. The journey that started way back in high school has transitioned into a fulfilling dream of advocating for marginalized communities and promoting social justice in education. My reflection is on the Kenyan education system, the 8-4-4 curriculum, and how many scholars criticized it as it only focused on exam orientation while teachers were more concerned with syllabus coverage and attaining their set mean scores. As a teacher, I found myself adopting its pedagogy as it’s the norm in Kenya; however, as time went by, I realized the 8-4-4 curriculum is challenging for a child living in the 21st century who needs more creativity. According to Milligan (2017), the education quality of Kenya 8-4-4 is questionable, thus assessing the adoption and implementation of the new CBBC curriculum that was introduced in 2017. Milligan questioned the way the education system made students familiar with examinations and not with the acquisition of knowledge in the classroom. The teaching experience I got during my teaching practice in the two public and government schools in Kenya equipped me with skills in good communication among students, colleagues, and the supporting staff of the school, most importantly, the community members. I learned to interact and accommodate teachers and students from different social backgrounds as I learned a few skills from each of them separately. My daily interaction with students living in slums helped me view life from a different angle, as some of the students only came to school not to acquire an education but to find a peaceful place to stay.
I worked as a teacher and lived in the Kibera slum in Nairobi, Kenya, which is the largest slum in Africa and the third largest in the world. The environment was a bit challenging, as many students were struggling with overcrowding, poverty, limited access to amenities, poor social skills, misconduct among students, undereducated teachers, and high teacher attrition. In addition, many of the schools lack the resources to provide necessities, including school lunches, water, and sanitary pads. Due to the high costs of school fees and materials, many students cannot afford to go to school. My daily interaction with low-income earners and students facing challenges improved my listening skills. As a teacher, my responsibility was not only to teach but also to understand the well-being of all learners.
My dream as an educator inclines to Pateros’s (2020)’Personalis’ concept that in the future, teachers may be able to adopt the “cura personalis” in teaching for the well-being of each student. For instance, teachers need to know their students and learn about their interests, strengths, challenges, and aspirations. In marginalized areas, teachers will enable students to be approachable and create an open environment where students feel comfortable sharing their thoughts and concerns. The ‘Cura Personalis’ concept will improve the objective of education as students embrace learning and are open to sharing their most challenging experiences in life.
Challenges in addressing diverse topics
According to Taylor and Van Olphen (2019), social justice pedagogy in education refers to the educational approach that aims to promote social justice, equity, and inclusivity within the learning environment. It goes beyond traditional teaching methods by integrating principles of justice, fairness, and the recognition of diverse identities and experiences into the curriculum and teaching practices. The goal is to empower students to critically examine and address issues of inequality, discrimination, and social injustice. During my teaching practice in Kenya, I encountered challenges teaching certain topics in class due to the varied social backgrounds of my students. Most students struggled to see the relevance of certain topics due to their religious backgrounds, while others were uncomfortable discussing them in the classroom for fear of discrimination and prejudice. As a teacher, I tried my best to promote equity and inclusivity in the class, but I could not succeed. The stereotypical minds of some students made it impossible.
My social identity
I am a Kenyan with a sense of connection to African culture, traditions, and the history of Kenya. Having been born and raised in Kenya, I felt comfortable working as a teacher there as I am familiar with their culture and traditions. However, moving into Chicago as an educator, I felt a bit uncomfortable while handling my research as the majority I interacted with was from a diverse culture, ethnicity, gender, and religious status. However, my unique identity as an African gives me the upper hand in understanding my culture and appreciating it to learn how others have developed education in their region best. Just as Fox (2013) describes teachers in ‘The Call to Teach,’ I focus on my objective as a teacher and strive to make students remember my impact on their lives during the learning process. My interaction with learners may not be affected by my social identity as an African, but rather, my method of teaching should inspire students from across all social backgrounds.
Biggest learning curve in SOWK 828course
As a doctoral-level educator, I feel the course SOWK 828 did not explicitly manage to teach ways that teachers understand and effectively address the intersectionality of various social identities, such as race, gender, sexuality, and socioeconomic status, among students. Additionally, recognizing how these aspects intersect and influence students’ experiences is crucial for fostering inclusive environments in schools. The elements of the diversity challenge not addressed are the ways teachers may identify and mitigate unconscious biases among students, as it can be challenging for most teachers. For instance, some educators may unintentionally bring biases into the classroom, affecting their interactions with students based on their social status. The educators have failed to incorporate ongoing self-reflection and professional development as essential to address this challenge. Lastly, it can be challenging for teachers to address linguistic and language diversity in the classroom, including for students who speak English as a second language, which requires thoughtful strategies to ensure effective communication and learning. Additionally, it can be challenging for teachers to stay informed about and address emerging social issues in the classroom.
Consciousness Raising and Continued Self Awareness
Consciousness and self-awareness
My role as a doctoral social work educator enabled me to raise consciousness about racism, biases, and phobias by acknowledging the biases among students and teachers in the school environment. According to Amici (2016), antiracist teaching is essential to educators as it awakens students to their humanity. Antiracist teaching will awaken the principles of social justice not only in students but also for teachers and the community. As an educator, the knowledge in acknowledging and understanding biases, racism, and phobias among students assisted in condemning those vices and calling upon students to stop discrimination. I also raised awareness and educated students about their culture, assisting them in appreciating themselves without feeling inferior to others’ cultures. I was able to educate my students about issues like skin color, race, religion, gender, and religious background, making them appreciate everyone regardless of their social status.
How I raised consciousness as an educator
Raising consciousness and promoting continued self-awareness among students about their social status is a work in progress as a doctoral social work educator. My role as an educator is to educate students to better understand their social statuses encompassing various interconnections such as race, ethnicity, gender, socioeconomic status, and sexuality and embrace their diversity. This work of educating students will not end, as creating awareness is an ongoing program that educates student’s time. During my teaching practice, I realized that some students from Kibera slums could not appreciate education as it affected their personality and social status. Some students with low self-esteem were unable to perform better academically due to the previous bias and discrimination they faced.
For instance, students from different religious groups could not fit in some specific schools, especially the Muslims and Indians. In other severe cases, teachers did not appreciate students coming from poor backgrounds with challenges for fees and school uniforms and were discriminated for lack of providing the necessities needed for the school. This move led to some students being unable to attend school for fear of being sent away home for fees before their friends. Currently, students still face discrimination due to their social status, hence the need to continue raising consciousness and promoting self-awareness among students in the school environment.
Frère and Ramon (2023) claim students perceive education as ‘oppression’ due to the kind of discrimination some face. On the contrary, it is the responsibility of an educator to ensure that a school environment is a place that fosters peace, equality, and inclusivity for all learners regardless of their social status. The liberation of students from perceiving education as oppression is a mutual process between students’ teachers and community members. As an educator, I need to equip myself with the evolving societal norms, values, and expectations over time. On the other hand, students need to stay informed about current social issues, changing demographics, and emerging perspectives to navigate the dynamic nature of social contexts, hence making it a continued work in progress (Arneback & Jämte, 2022). Social issues are complex, and understanding them requires continual learning. As a doctoral social work educator, I need to continuously engage with students in ongoing education, critical thinking, and exposure to diverse perspectives to develop a nuanced understanding of social dynamics. Creating self-awareness is integral to personal and professional development for students. My role is to educate and remind students of the need to be conscious of their racism by refining their values, ethical principles, and approaches to social work practice as they encounter new challenges and experiences.
Dimensions of my social identity
As an African and Kenyan, my goal as a doctoral social worker educator is to be a role model in the classroom, to inspire and motivate students, particularly those who share a similar cultural background. Assisting students in appreciating their cultural diversity will contribute to a sense of belonging and identity for students. I appreciate my identity as an African man, and I may bring this cultural perspective and values to the classroom. Every individual needs to be aware of cultural nuances, demonstrate cultural sensitivity, and create an inclusive environment that respects diverse ways of thinking and learning. Students can adapt to it once they learn from the demonstration of their teachers like me (Freire). I propose to use my identity as an African man to encourage students to critically examine their assumptions and biases, which will foster a deeper understanding of their social identities. As an African man and doctoral social worker educator, I can promote critical thinking by challenging students to question stereotypes and preconceived notions during class lessons. I aspire to actively work and foster inclusivity, involving recognizing and addressing potential barriers to learning among students. My identity as an African man in the classroom can contribute to creating an environment where all students feel valued and included due to my social status.
The unique learning needs of diverse students
As a doctoral social worker educator, I have often assessed the unique learning needs of diverse students coming from different social backgrounds. During my teaching practice in Kenya, I strived to create awareness among students and learners by developing a cultural competence involving understanding and respecting the cultural backgrounds, traditions, and values of students from diverse communities. Living and working in Kibera slums in Nairobi, Kenya, I encouraged my colleagues to foster a safe and inclusive classroom environment where students feel comfortable expressing their identities and experiences. Interacting with learners from poor backgrounds needed us teachers to appreciate students and encourage them to focus on education to better their future by achieving better grades at the end of the 8-4-4 curriculum. Working closely with support services in my school, including counselors, special education professionals, and language support specialists, to address the unique needs of students and provide appropriate interventions assisted us in embracing students with diverse needs.
Model and theory that impact my social identity
As I grew up, I had not figured out what I wanted to pursue in college, but the conditions in my country and how students perceive their choices of courses geared me into taking education as an undergraduate course. My inspirations were moved by the fact that most teachers in Kenya were regarded as role models in society. My specialization as a language teacher was influenced by the fact that most of them secured chances of employment by the government. The Social class models and theories played a significant role in informing and impacting me as a doctoral and social worker educator as it improved my self-awareness and professional roles by understanding the dynamics of social class as a crucial aspect for addressing issues of inequality, advocating for social justice, and effectively engaging with individuals and communities( Jones & Vagle, 2013). The social model theory highlighted the privilege and power dynamics associated with being a teacher in Kenya making me settle on this course for different socioeconomic positions. As a teacher, I was able to understand these dynamics, thus enhancing self-awareness and helping me as an educator and practitioner to recognize my position and privileges and how they may influence my interactions with students, parents, and communities.
Conclusion
In conclusion, my hopes and expectations for ongoing self-awareness and change in this course revolve around my continuous growth, reflection, and commitment to creating positive social change. I hope that this journey may empower me to contribute meaningfully to the field of social work, promoting justice, equity, and compassion in all my endeavors and inspire students and my colleagues. My objective as a doctoral social work student is to strive to deepen my cultural competence, to understand and appreciate the diversity of social identities, perspectives, and experiences, and to foster an inclusive and culturally responsive approach in my practice, research, and interactions. I intend to educate students and teachers to embrace the practice of critical reflection and reflexivity. Creating awareness and educating students and teachers to continually examine their assumptions, biases, and values will foster self-awareness. The self-awareness will allow students and teachers to navigate complex social issues with sensitivity, recognizing the impact of your social identities on your perceptions and interactions.
References
Amico, R. P. (2016). Antiracist teaching. Routledge, Taylor & Francis Group.
Arneback, E., & Jämte, J. (2022). How to counteract racism in education–A typology of teachers’ anti-racist actions. Race ethnicity and education, 25(2), 192-211.
Bell, J. D. (2015). Teaching and fostering change in the classroom, campus, and community.
Culturally responsive standards-based teaching. (2011). Culturally Responsive Standards-Based Teaching: Classroom to Community and Back, 1–22. https://doi.org/10.4135/9781452219639.n1
Frere, P., & Ramos, M. B. (2023). Pedagogy of the oppressed. MTM.
Fox, R. (2013). The call to teach: Philosophy, process, and pragmatics of Social Work Education. CSWE Press.
Jones, S., & Vagle, M. D. (2013). Living contradictions and working for change: Toward a theory of social class–sensitive pedagogy. Educational Researcher, 42(3), 129-141.
Milligan, L. O. (2017). Education quality and the Kenyan 8-4-4 curriculum: Secondary school learners’ experiences. Research in Comparative and International Education, 12(2), 198-212.
Peters, C. (2022). Cura Personalis: The Incarnational Heart of Jesuit Education. Jesuit Higher Education: A Journal, 11(1).
Taylor, S. D., Veri, M. J., Eliason, M., Hermoso, J. C., Bolter, N. D., & Van Olphen, J. E. (2019). The Social Justice Syllabus Design Tool: A first step in doing social justice pedagogy. JCSCORE, 5(2), 132–166. https://doi.org/10.15763/issn.2642-2387.2019.5.2.132-166
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