Clarifying MY Educational Pedagogy

I have dreamed of owning a school for many years. This vision has shaped my professional and personal pursuits, and it continues to evolve as I move forward in my educational journey. Throughout both my working career and my time as a student, I have encountered a broad range of educational models that have either resonated with me or challenged me to imagine alternative approaches. My experiences have ranged from working with students in outdoor environments, where nature itself became the classroom, to sterile white rooms, where the atmosphere felt rigid and detached. I have also taught in students’ homes, where learning can feel intimate and personal, as well as over Zoom, where technology mediates the interaction, and new dynamics emerge. Each of these environments presents unique challenges and insights. They have each shaped my view of what is possible when designing an educational experience. 

Though working as an educator has been a consistent thread in my professional life, I always felt that I lacked formal training and theoretical understanding in the field of education. This gap became more apparent as I worked with diverse groups of students and realized the complexity of effective teaching. I became aware that I lacked a structured exploration of educational theories, frameworks, and best practices. I wanted knowledge that would enable me to build my own educational philosophy and, eventually, design a school. This desire for formal training is what led me to enroll in a graduate program at Michigan State University, where I was able to gain the tools and insights I need to bring my vision to life.

With the foundational course of my degree, I immediately began to shape and clarify my pedagogical approach. This course, titled Concepts of Educational Inquiry, introduced me to the foundational theories and principles of education, and I found myself engrossed in the ideas presented. Through readings and discussions, I engaged deeply with the works of educational philosophers like John Dewey and E.D. Hirsch, each of whom presented compelling yet distinct views on the role of education in society. Dewey’s emphasis on experiential learning and the importance of fostering critical thinking in students resonated with me, as I believe that education should empower students to explore their curiosities and the world in the context and at the pace available to them. Hirsch’s focus on cultural literacy and preparing students to meet societal expectations was also valuable, highlighting the need for a balanced approach to education. As an educator, we have to make judgments about what young people need to thrive as they grow older. Ultimately, this course helped me realize that my educational philosophy would need to reconcile the tension between fostering individual learning interests and preparing students for the world in which they are growing up.

As I progressed in my graduate program, I took a course titled Curriculum in its Social Context, which further solidified my pedagogical beliefs. This course delved into the concept of curriculum, not merely as a set of subjects to be taught but as a holistic experience that encompasses all aspects of the learning environment and experience. I came to understand that every detail— from the physical layout of the classroom to the interactions that take place within it—influences the curriculum and shapes the learning experience. I was encouraged to think critically about the cultural and social elements that permeate an educational institution and to consider how these elements would manifest in my future school. In designing my own institution, I realized that I would need to be intentional about creating an environment and culture that resonates with students and supports the learning process. What does a student see and hear when they step into my classroom? What kinds of interactions are expected of them? How is information shared? How are expectations set and managed? Answering these questions is as critical to curriculum building as determining the content of the lessons themselves. This course allowed me to see curriculum as a dynamic and multifaceted entity, one that extends beyond academic content to include the social and emotional development of students.

Throughout several courses, I explored the critical importance of diversity and inclusion in education. These themes emerged as central pillars of my pedagogical approach, shaping my understanding of what it means to provide a meaningful educational experience. Many of my professors made it a priority to examine our studies through a diversity and inclusion lens, encouraging us to reflect on how we might create learning environments that respect and celebrate differences. As a Black educator motivated to offer impactful learning opportunities to students with limited access, these discussions were particularly meaningful. The courses Multicultural Education and Inquiry into Educational Leadership exposed me to critical pieces of literature and research that address disparities across social groups and create educational experiences that honor students’ diverse backgrounds. In these courses, I studied the profound impact that social and cultural realities have on students’ educational journeys and grappled with the responsibility educators hold in acknowledging and addressing these realities. Prioritizing diversity and inclusion in the classroom means facilitating challenging discussions and naming the limitations of an institution. It requires candor, compassion, and tact; all of those characteristics are integral to my pedagogy.

In Children’s Literature, I explored multicultural education through the lens of reading – an invaluable experience. Children’s books are an excellent medium through which to introduce challenging subject matter, invite diverse perspectives, and create a welcoming experience for students who belong to unique social groups from their peers. In curating a classroom’s library, I must consider the authors I invite. What is their perspective and experience? Do they have particular authority or experience to tell the story they have authored? I must consider the characters I invite. Do they represent a multitude of experiences? Can all of my students find themselves amidst these characters? I must consider the narratives being told. Do they reinforce the values I want to uphold in the classroom? Do they invite new ideas and perspectives I am unable to offer to my students? Studying children’s literature gave me a tangible place to engage the critical thinking skills I have learned around diversity in the classroom and multicultural education.

One other major thread in my degree program has been educational technology. Multiple courses in my degree program directly inquired about the role, impact, and value of using digital technology in the classroom. In my K-12 schooling, I have traversed from the overhead projector as the most complicated piece of technology in the classroom, to trips to the brand new computer lab to learn to type and play with Paint, to laptop carts being occasionally rolled into the classroom for certain lessons, to (in short order) nearly complete digitalization of my classrooms through personal computers and education platforms like BlackBoard and Canvas. Digital technology in the classroom is pervasive and the impact is still largely unknown. We are amidst the experiment as we speak. In my courses, we read what studies are beginning to show about the tradeoffs of digital technology in learning. It has an impact on attention span, on social skills, and on literacy. The takeaway I hold for my pedagogy is the use of every tool must have a purpose. The potential for taking away from my students’ experience comes with the assumption that the digital tool must be better because digital technology is always better. I want to be considerate in why an activity, lesson, or other part of the curriculum uses (or avoids) digital technology.  

Now, as I near the end of my journey, I find myself reflecting on what my pedagogy truly represents. After years of study, reflection, and hands-on experience, I have come to define my role as an educator in a new light. My job, as I see it, is to facilitate a process called learning—a dynamic exploration of new ideas, skills, and understandings. This process, however, is not a one-size-fits-all endeavor; it must be guided by the individual interests, proclivities, and curiosities of each student. I envision my role as one of guidance and support, creating a learning environment that respects and nurtures the unique potential of every student. Moreover, I am committed to integrating diverse perspectives into my pedagogy, providing students with a range of cultural viewpoints through which to understand the world around them.

My graduate studies have equipped me with the theoretical foundation and practical skills needed to pursue my dream of creating an educational institution. I now have a clearer vision of what I want my school to be: a place where students are encouraged to explore, question, and grow; a place that values diversity and celebrates the richness of each student’s unique identity. As I move forward in my career, I am excited to bring this vision to life and to create a learning environment that not only prepares students for the future but also honors their journeys.