Connections to self as a teacher/student

Hello Kelly,
Thank you for your thoughtful post on democratic classrooms. Regarding following a curriculum
while maintaining a democratic classroom, it is possible to strike a balance between the two. One
approach is to involve students in curriculum development, which can give them a sense of
ownership and investment in their learning. Additionally, providing students with opportunities
for self-directed learning, such as choosing their research topics or developing their projects, can
also help maintain a democratic classroom while still covering the required material. (Lieberman,
2019).
In response to your question about whether African Americans are still "mis-educated" today, it
is important to acknowledge the ongoing disparities in the American education system. For
example, studies have shown that Black students are more likely to be suspended or expelled
than their white peers, and they also have lower graduation rates and test scores on average.
(Losen & Gillespie, 2012) Additionally, there is a long history of systemic racism in education,
such as segregation and unequal funding for schools in predominantly Black and Latino
communities. While progress has been made in some areas, much work must be done to address
these issues and ensure that all students receive an equitable education.
In addition, as a learner, I do create a democratic classroom by being open-minded: I am open to
different perspectives and ideas. I respect the diversity of opinions and backgrounds in the
classroom. I consider other viewpoints and try to see things from different angles.
References
Lieberman, M. (2019). Democratic classrooms: What they are, why they matter, and how to
create them. The Hechinger Report. Retrieved from
https://hechingerreport.org/democratic-classrooms-what-they-are-why-they-matter-and-
how-to-create-them/
Losen, D. J., & Gillespie, J. (2012). Opportunities suspended: The disparate impact of
disciplinary exclusion from school. The Center for Civil Rights Remedies. Retrieved
from https://www.civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-
remedies/school-to-prison-folder/federal-reports/federal-reports-1/opportunities-
suspended-the-disparate-impact-of-disciplinary-exclusion-from-school-ocr-report-
released-july-2012/losen-gillespie-ocr-opportunities-suspended-2012.pdf