Through AJ's Lens

As I began reading this piece, I instantly found myself saying, “YES,” “THAT PART,” and even the occasional “DUHHHH.” I have always believed in the importance of being proactive when working with students. Assessment and continuous reflection are necessary for improvement, but when those practices are absent, both students and teachers deal with the consequences. When school administrations operate reactively rather than proactively, they often miss the mark. In many cases, they add fuel to existing challenges or unintentionally ignite new ones, while overlooking students who may not exhibit “typical” behaviors but still have significant needs. Even the way we label children by their behaviors—as if that is who they are—reveals a deeper issue. For a school’s culture to shift toward an asset-based model, that change must begin from the top down. I have witnessed staff members being appreciated for one specific skill they excel in—event management, relationship-building with students, me...

As I was reading this chapter, so many things began to stir in my mind—many questions and many opinions—but they all boiled down to one overarching idea: a flawed system produces flawed and restricted thinking. It is evident that the education system in the United States was designed to make students “take their place in society, be cogs, and keep this system going,” as stated in the video. The system functions like a machine that benefits itself by producing individuals who maintain the structure of society exactly as it is. In this way, education becomes less about growth and more about preservation. Khan explains how we are so accustomed to routines and systems that were put in place long before us, yet there is nothing that truly stops us from choosing differently. Our world and our nation are constantly evolving, but very few people are willing to go against “tradition” and disrupt the norm. When people do, they are often viewed as problematic rather than innovative—difficult inst...

In many ways, I agree with the statement that “colorblindness is the new racism.” It is very easy for people to excuse their words, actions, and unexamined thoughts with the phrase, “I don’t see color.” Armstrong and Wildman explain that “racism does not exist to Whites who reason, ‘Racism is not my problem because I am not someone with a race, nor do I think badly about other races. I do not even usually think about race.’” This quote spoke volumes to me as someone who has worked in racially diverse communities for many years. I have witnessed how some white parents with children of color often disregard the realities of race and avoid considering how their children may be treated, viewed, and affected by the world around them as they grow older. This is genuinely concerning because many people have never had to think about how their skin color allows them to move through the world without certain obstacles. However, their children may face challenges their parents have never experie...