The Concepts in Educational Inquiry course at Michigan State University was an exceptionally well-organized and thoughtfully delivered experience that left a lasting impression on my perspective as an educator. The depth and structure of the course not only facilitated meaningful engagement with critical educational concepts but also encouraged deep reflection on the ways in which schools function as social institutions.
For a Deeper Dive
In this sixteen minute video, I provide a thorough view of the work I completed during the course. In addition, learn more from my blog post. It summarizes my learning in this course.
One of the most impactful moments in my studies came through the examination of Troublemakers by Carla Shalaby, particularly in the discussion of schools as socializing institutions. This exploration was profoundly disturbing for me, as it highlighted the ways in which certain students are labeled as “difficult” or “troublesome” without a thorough consideration of the root causes behind their behaviors. Through Shalaby’s portraiture, I came to understand that schools often impose a singular cultural expectation, disregarding the lived experiences and familial backgrounds of students who do not easily assimilate into the dominant school culture.
This realization has permanently altered my approach to understanding emergent learners’ behaviors. I now recognize the importance of critically assessing how and why a learner may struggle to adapt, rather than immediately categorizing their actions as defiant or problematic. My focus as an educator has shifted toward ensuring that I take into account the cultural and environmental factors that shape a child’s response to school expectations. Instead of viewing a child’s behavior as a challenge to be corrected, I strive to understand what underlying barriers might exist—whether they stem from a disconnect between home and school cultures, a lack of agency in the classroom, or unaddressed emotional and developmental needs.
This course has reinforced my belief that true education extends beyond content delivery; it requires an intentional and compassionate approach to understanding each child’s unique journey. As I move forward in my practice, I will continue to challenge the ways in which schools label students and advocate for a more inclusive, responsive, and equity-driven approach to education.