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It is Thursday, March 10, 2016, and I am in a 9th grade classroom of a primary school in a suburb of Copenhagen. The students come from primarily white, middle class backgrounds, and the class is entirely ethnically Danish. I use my time in the practicum to prompt students’ self-reflection in an examination of their knowledge and experiences with privilege. I have employed several hands on activities to help students visualize and contextualize the privilege that exists within a seemingly homogenous class. It is a crisp 40 degrees Fahrenheit in the middle of an outdoor quad, with 18 students, one teacher, and me. Students are participating in an activity where they step up or step back if they agree with a personal statement that I read from …show more content…
As I formulate a response, Ann jumps in and says, “well, he just found out, what do you think, Ian?” No good way to respond to this, I think. After quite a time thinking, I decide to confront my learned homophobia and address the initial prejudices I ashamedly had against people who are not heterosexual. I look down, look up, and proceed. “I think that it is only right that I am vulnerable with you all because I have asked you to be vulnerable and uncomfortable with each other. To be honest, for the majority of my life, even in my first year at college, I was homophobic. For example, I messaged my college roommate on Facebook before meeting him to get to know him and when he told me that he is gay, I was disappointed and a little weirded out. Part of this was my friends telling me that I got unlucky by having a gay roommate, but most of this prejudice was my own doing. After a year of reflection on my masculinity and insecurities, I broke down my prejudices and became a …show more content…
I believe that it is entirely necessary as teachers to examine ones’ role in the classroom through examining “the ethical, social, and political consequences of their teaching, grappling with the ultimate purposes of schooling” (Larrivee, 2009, p. 90). As a white, heterosexual, cis, male teacher, it is all the more important that I am a reflective practitioner in adjusting my practices in the classroom to best accommodate all students while acknowledging and deconstructing the power structures that exist. To enable students to take risks, it is vital that teachers not only establish a safe space in words, but also set the example in being vulnerable with students. Whether that may manifest in confronting their own privileges (or lack thereof), teachers must set the tone, before expecting students to take

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