By Adrian K. Reynolds
Over the past few months, I’ve been on a quest to answer this one question: How does my mission to create opportunities for students to develop self-regulated, active learning1,2 skills support diversity and inclusion?
In this quest to raise my level of critical consciousness3, or, in my African American Vernacular English, to “stay woke”, I’ve asked, how do the learning opportunities I’ve provided for students foster a culture of inclusion for all, regardless of gender, ethnicity, race, age, religion, sexual orientation, socioeconomic status, origin, language, ability, or political beliefs? Well, I thought to myself, as a Black male teacher of Spanish in the K-12 school system, then later as a college instructor of English as a Second Language (ESL), and now as an academic enhancement specialist in the medical school setting, the learning opportunities I’ve created for students from all walks of life have, I believe, reflected meaningful contributions to building a culture of diversity and inclusion. Not being completely satisfied with this response, I continued along the path of critical self-reflection. Read More »