Transcending Education

<p>My story’s purpose is to identify my positionality and how it affected my understanding</p> <p>of what is knowledge. This understanding has shaped my journey through my first year teaching as a middle school science teacher. Meeting my students was a very rewarding experience and I selected three focus students to further assist my understanding how to navigate assets and needs of my students. The students I selected were either, an English Language Learner (ELL), a student with an Individualized Education Plan (IEP), or a student with significant life experience. I not only learned about the students inside the classroom, but also their hobbies and daily routines outside the classroom. Taking this information assisted me in better supporting students from different backgrounds. Not only did I learn how to plan lessons around my focus students, I also learned about the challenges that occur within the school system. This led me to research more about the community I was teaching in. Learning about the community revealed implicit and explicit biases that are carried through generations. My story continues as I navigate through the community and understand my role as a social justice educator.</p>

Name thesis:degree_name

Education, MA

Level thesis:degree_level

Restricted to Claremont Colleges Master's Thesis

Discipline thesis:degree_discipline

School of Educational Studies

Year dc:date.available

2020

Author dc:creator

• Green, Erica

• social justice
• funds of knowledge
• problematize
• Junior High, Intermediate, Middle School Education and Teaching
• Science and Mathematics Education
• Secondary Education
• Secondary Education and Teaching
• Teacher Education and Professional Development

Repository record dc:identifier

https://scholarship.claremont.edu/cgu_etd/168

OAI identifier oai:identifier

oai:scholarship.claremont.edu:cgu_etd-1193