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I began my college career at Connecticut College, which I view as a similar school to Bryn Mawr College and Haverford College in that it takes a critical thinking approach to learning. All three tend to emphasize working towards social justice and equity. Therefore my first Education course during freshman year, Introduction to Education, was an eye-opening experience for me after my somewhat standardized and non-critical high school classes. My Education professor, Professor James, took the time to get to know each of the students and encouraged us to share personal stories when they were relevant to the course content.

            Recent discussions in Education 250 have made me think of this time in my life because the readings by Heath and Jordan brought up such issues as varying cultures in the classroom and a differentiated curriculum. Each student brings his or her own personal history and basis of knowledge to the classroom, which in turn impacts the direction and content of the course. For example, one student in Professor James’ class might mention how she felt limited by her American grade school pedagogy since she grew up in Cambodia, having received such a different experience with learning. This comment would contribute to a discussion concerning shaping the course’s methods and content to accommodate diverse students.