The Role of Reflective Practices in Promoting Equal Rights, Opportunities, and Treatment

The Role of Reflective Practices in Promoting Equal Rights, Opportunities, and Treatment

Reflective practices have gained popularity in education because of their role in promoting diversity, equality, and inclusion in the learning environment. Teachers, for example, employ reflective methods to identify situations in which they are unable to address cultural norms or specific expectations influenced by a student’s background. Because of these expectations and cultural norms, educators may be forced to address systemic problems like racism and sexism, which cannot be properly addressed without developing support networks for students who might feel marginalized due to their race or ethnicity. Therefore, reflective practices are a vital part of inclusive education and can be applied to ensure that each student’s rights are protected and have access to equal opportunities. However, teachers should receive proper training on how to use reflective practices to ensure that they do not negatively impact equal rights, equal opportunities,s and equal treatment of others.

Background Information

Reflective practices include three stages that all enable teachers to have a better understanding of their students and the learning environment. According to Burns (2020), the stages include reflecting in action, reflecting on action, and reflecting on the reflection of action. Reflecting in action includes applying prior knowledge, intuition,n and skill to react to an observed problem in the learning environment. Reflecting on action includes providing a systemic review of an experience while identifying weaknesses and strengths. Reflection on reflection in action, on the other hand, includes developing a better understanding of the meaning of the teaching practice by using different sources of information.

One of the main forms of reflection used by teachers is critical reflection. Brookfield (2023) argues that critical reflection enables teachers to challenge and uncover hegemonic assumptions, which are the assumptions that people think are in their best interest but work against them in the future. Critical reflection is essential in preventing bias which could negatively impact equal rights, equal opportunities, and equal treatment of others. However, it is important to distinguish various levels of reflection that only focus on solving small problems from the reflections that could challenge key aspects of learning and teaching tasks (Mouraz & Ferreira, 2021). For instance, adapting practices that only solve small problems may increase the risk of creating unequal opportunities, rights, and treatment of students when their needs and backgrounds are ignored. Russell (2013) argues that reflective practices may neglect moral and ethical implications when teachers only focus on creating a conducive teaching environment for themselves by ignoring the social norms that limit their work. Therefore, it is important to train teachers on how to use reflective practices to benefit students.

Conclusion

Reflective teaching practices can play a vital role in creating a conducive learning environment by promoting diversity, equality, and inclusion. However, these practices may negatively impact equal rights, equal opportunities, and equal treatment of others if teachers do not have proper training on how to use them. For instance, reflective practices may neglect moral and ethical implications when teachers only focus on creating a conducive teaching environment for themselves by ignoring the social norms that limit their work. Therefore, teachers should be trained to avoid prioritizing their needs when applying reflective practices.

References

Brookfield, S. (2023). Becoming a critically reflective teacher. Langara College.

Burns, E. (2020). Reflective School Library Practitioners: Use of Journaling to Strengthen Practice. Research Journal of the American Association of Scholl Librarians. https://doi.org/https://www.ala.org/aasl/sites/ala.org.aasl/files/content/pubs/slr/vol23/SLR_ReflectiveSchoolLibrary_V23.pdf

Mouraz, A., & Ferreira, I. (2021). Contributions of Multidisciplinary Peer Observation to Lecturers’ Reflective Practices. Journal of Interdisciplinary Studies in Education, 10(1). https://doi.org/https://files.eric.ed.gov/fulltext/EJ1315196.pdf

Russell, T. (2013). Has reflective practice done more harm than good in teacher education? Phronesis, 2(1), 80–88. https://doi.org/10.7202/

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Assignment 5: Assess Reflective Practices on DEI A Position Paper

To apply what you have learned to your current profession, you will create a position paper that will share information about reflective practices and how they impact equal rights, equal opportunities, and equal treatment of others. In your paper, include the following:

The Role of Reflective Practices in Promoting Equal Rights, Opportunities, and Treatment

Introduction: Identify the issue you will discuss and then state your position on the subject.
Body Paragraphs: Include background information, evidence to support your position, and a discussion of both sides of the issue, which addresses and contradicts your position.

Conclusion: In your conclusion, restate critical points and suggest a resolution to the issue.