The reason I wanted to pursue my master's in critical change and educational leadership was so that I could learn how to create more intentional learning opportunities to make education accessible to all of my students. I believe that school and learning should be inclusive and fun. For many students school is a place where they don’t feel seen, repented, or valued and as a white queer teacher, it has always been apparent to me that schooling and curriculum in the US is catered towards middle-class white CIS men. It is also clear that the system disproportionately harms black, brown, and indigenous communities. 

This program has taught me so much. Through my courses I have had the opportunity to connect with and learn from amazing professors, who show me through their teaching what critical pedagogy can look like, and, 2 different cohorts each with incredible individuals that brought with them their own experiences, beliefs, and ideas that were extremely valuable for me to learn from and with. This program also helped me to further identify structural systems of oppression which has in turn resulted in me looking at the world through a lens of critical reflection. It has also meant my dreams for my classroom, school, community, country, and the world have changed as well as my ideas on how and who should get us there. For example, when I used to think about structural changes happening I would imagine it happening within the system we have already built. Now I come up with solutions for the surrender system but I dream about creating new systems and structures we can build to truly serve everyone. 

Introduction to My Artifacts

The first M.Ed. learning goal I will reflect on is Theoretical and Conceptual Understanding. Engaging in Theoretical and Conceptual Understanding utilizes educational research to acknowledge and engage with various ideological orientations and traditions. For my final project in Critical Pedagogy (B EDUC 550 A) I created an art piece inspired by “Practicing New Worlds Abolition and Emergent Strategies” by Andrea J. Ritchie. Completing this assignment allowed me to achieve a deeper theoretical and conceptual understanding by engaging with the theories presented in Andrea J. Ritchie's book, “Practicing New Worlds: Abolition and Emergent Strategies.” By integrating Ritchie's ideas into my work, I was able to connect educational theory with practice, demonstrating a comprehensive understanding of how conceptual knowledge can inform and enhance educational contexts. 

Additionally, during my studies in Germany, I took the course Comparative Histories and Ideas in which I did a comparative research project on the educational systems in Germany and the U.S., examining how historical and cultural contexts shape curriculum.This research reinforced my belief in the importance of early education on critical historical topics, such as Nazi Germany, Black history, Queer history, and the genocide of Indigenous peoples. Completing this assignment helped me achieve theoretical and conceptual understanding by critically examining the educational practices of Holocaust education in Germany and applying these insights to the context of the United States Educational system. 

The second M.Ed. learning goal is, Knowledge of Learning and Educational Practices. This is the ability to demonstrate commitment to enacting practices that promote learning, empowerment, equity, and social justice for all learners across diverse educational and community contexts. I believe that education should go beyond traditional academic boundaries, empowering students to engage meaningfully with their communities and the world around them. One way I like to engage with the community is through gardening. Creating and/or contributing to community garden spaces is important as it enables my students to translate classroom learning into a hands-on experience. Beyond academics, the community garden holds immense potential for fostering a sense of belonging and connection among students and their families. It offers a shared space for not training, relationships, and cultivating a vibrant sense of community. 

The next M.Ed. learning goal is Critical Reflection. Engaging in critical reflection means contimplating ways that personal identity, history, culture, beliefs, ideology, experiences, and/or politics relate to educational practices. In my Social Jusice Education: Oppression, Resistance, and Liberation class I had the opportunity to create a virtual art gallery for my final project. The purpose of my virtual art gallery is to serve as a space that highlights the strength, beauty and resistance of the queer community with a focus on Black lesbians and trans women of color. Creating this gallery as well as being out and proud at work helps me to engage in critical reflection about ways that personal identity, history, culture, and ideology relate to educational practices. 

The final M.Ed. learning goal is Educational Inquiry. Engaging in Educational Inquiry means using research to meaningfully investigate social, political, and economic consequences of theory, research, and practice. In my course Inquiry in Education I wrote a research paper called, "Exploring Purposeful Full Inclusion Practices for Students with Severe Disabilities." In this paper I delve into the crucial question: “What is needed to make full inclusion for students with severe disabilities in general education classrooms successful for both students and their teachers?” Completing this assignment allowed me to apply the critical inquiry skills developed through my studies, which enabled me to assess the current educational practices and their broader implications. Through analyzing the intersection of social, political, and economic factors, I was able to identify barriers to full inclusion and propose strategies to overcome them.