Throughout the educational experiences I have had, I am often being introduced to new concepts which can assist me as a teacher and in the classroom environment. At first, using these concepts and applying them may be challenging although, through proper use and establishment of Culturally Relevant Pedagogy and sense of place, these can be introduced to students and practiced often.

The first article, Anne Lopez’s Culturally Relevant pedagogy and critical literacy in diverse English Classrooms:  A case study of a secondary English teacher’s activism and agency. To answer the question of “what will culturally relevant pedagogy look like, sound like, and feel like in my future classroom”, first means taking the effort and ensuring that I can use a critical lens to be critically aware and produce engagement with students. This can be done in the classroom environment and a praxis model of curriculum. Having a classroom with different cultures is an amazing opportunity and experience for both teachers and the students as it brings opportunities to practice learning among various cultures and adapt to how they differ ( Lopez, 2011, pg. 77). As this could be linking the curriculum and the different outcomes to students’ different approaches to learning, the classroom would sound like an open discussion. Linking critical literacy to the classroom environment would involve assisting students to deconstruct the power bases, values, and attitudes in frequently used texts and focus on understanding a critical thinking criteria to overcome these dominant narratives and work to empower various social groups ( Lopez, 2011, pg. 78). This would allow the classroom to establish itself and look like an inquiry-driven environment. This approach and pedagogical approach through the teacher offers students opportunities to speak their point of view and on behalf of those who are often silenced or marginalized (Lopez, 2011, pg. 78). Ultimately I would say this finally allows students to feel they are a part of and included in a larger and inclusive environment. This is vital to keep in mind as students will work with literacy that happens in social, historical, and political contexts (Lopez, 2011, pg. 79). With a growing presence of inclusion and methods of learning, culturally relevant pedagogy is a necessary approach for educators.

When looking at the second article, Julia Brook’s Placing elementary music education: a case study of a Canadian rural music program, we are introduced to the concept and benefits of place-based learning and sense of place. The first way in which I can contribute to forming a sense of place is by explaining and guiding students to see that positive relationships can be formed with the land as well as with others ( Brook, 2013, pg. 293). With this comes benefits for the students including showcasing the positive aspects of their place and strengthening their connections to the various performance places ( Brook, 2013, pg. 294). Contributing to a sense also means making sure that diversity is acknowledged in the classroom in more ways than having a discussion, for example including learning opportunities based on students’ perspectives. I think the values that this brings with it will allow all students to learn that everyone has their own sense of place. The exchanging of ideas and connecting activities to experiences could involve exploring different locations for classes such as treaty education or social studies through various field trips. Developing a sense of place allows students to see the value behind their ideas and incorporate their traditions to help deepen their learning ( Brook, 2013, pg. 297). Finally, there is a dynamic between school learning and out-of-school activity which highlights that learning includes more than just the curriculum.

In conclusion, many of these different concepts are new to my education experience yet they bring with them new opportunities for learning. As educators, this means not just understanding culturally relevant pedagogy and sense of place but ensuring there is proper implantation of them in order for students to connect with them and learn.

Brook, J, 2013. ” Placing Elementary Music Education: A Case Study of a Canadian Rural Music Program “Music Education Research, Vol.15, No.3, pg. 290-303.

Lopez, A, 2011. ” Culturally Relevant Pedagogy and critical literacy in diverse English Classrooms:  A case study of a secondary English teacher’s activism and agency. ” English Teaching: Practice and Critique. Vol.10, No.4, pg 75-93.