Individualism and Community: A Harmonious Blend
Maia Matheson
While first exploring my inquiry regarding how to encourage student’s individual beliefs while in turn fostering classroom harmony, I made assumptions based on the idea that the two ideas could coexist with ease. Throughout my research into critical pedagogy and discussion of controversial topics within classroom settings, I came to realize that to balance the two ideas required deeper exploration of strategies and the understanding that each student comes from unique backgrounds and experiences.
One of the main aspects I explored throughout my research was the idea of critical consciousness in response to disagreement and conflict during class discussions. Although the idea of classroom harmony often depicts a community without conflicts, I have come to find that conflicts can allow for greater learning opportunities and develop students’ ability to respect and appreciate diverse perspectives. By allowing students to express their beliefs through a structured and scaffolded lens, students develop the ability to challenge, respect and reflect on their classroom communities’ opinions and perspectives, thus fostering a development in critical consciousness that views each student as an important member of their learning.
Throughout my exploration of my initial inquiry, my revised inquiry became focused on how educators can balance respect for students’ individual beliefs with the need to maintain an inclusive and respectful classroom environment. Although students play a crucial role in this learning process, the role of the educator is not passive in comparison. While classroom discussions are student-led, the educator must act as a facilitator who guides the students through respectful dialogue and structured expectations. I found that talking circles heavily aided in this strategy, as students are provided the opportunities to share their thoughts and appreciate the opinions of others through thoughtful and supported means of engagement. By examining the BC curriculum standards regarding critical thinking and personal and social awareness, teachers can curate an environment that fosters these attributes through scaffolding personal accountability and supporting the members within a class community.
Overall, I have come to understand that harmony does not equal agreement, but ultimately the ability to respect others perspectives, take accountability for opinions and willingness to understand arguments and listen to diverse viewpoints. Through teacher lead expectations, student lead discussions can form with harmonious engagement and understanding of the importance of positive community within a classroom. This occurs through continuous exposure to expectations and facilitations, to promote both individual beliefs and to reflect on one’s own perspectives and respect those of others.
