A Complete Reflection: Social Justice From the Point of View of an 18-Year-Old Boy With a Ph.D.

• In Event: Perpetual Seekers of Understanding: Stories of Immigrant Professors of Education in the United States

Abstract

Purpose. This paper highlights challenges of identity, race, ethnicity, sexual orientation, and education. This reflection is based on a description of thoughts, feelings, ideas that represent the lived experiences and knowledge about race, ethnicity, social identities, privilege, and discrimination of a Mexican professor. This paper is adapted from a personal journal and daily conversations that happened in private and public spaces within higher education settings.
Conceptual underpinnings. Interacting with individuals from diverse backgrounds is essential for educators as they embark on the journey of gaining a multicultural education and can result in immeasurable benefits, both personally and professionally. It is essential to learn the complexity and the many layers of privileges and oppressions. A social justice education does not have a specified point of completion, but rather is a process of on-going learning which can be attained in many different ways. In addition to literature and discussing cultural differences, taking the time to get to know individuals of different social identities and cultural backgrounds is an innovative and important way to continue a social justice education. The benefits of knowledge and appreciation for many cultures are positive, both personally and professionally, especially in education fields, where educators work with individuals with a multitude of social identities and different cultural backgrounds.
Method. This work is based on my personal reflective journals, literature, and the conversations that occurred in public and private spaces. In reflective journals, I disclosed a full description of my conscious socialization experiences. This reflective process is a textural description of my thoughts, feelings, examples, ideas, situations that represent an experience and knowledge that can be understood and analyzed in the light of its own evidence (Moustakas, 1994). Throughout this essay, I used reflective journals, a form of qualitative research process (Ortlipp, 2008). Relatedly to Ortlipp’s work, “I chose to make my experiences, opinions, thoughts, and feelings visible and an acknowledged part of the research process through keeping reflective journals and using them in writing up the research” (2008, p. 695).
Implications. All educators have the potential to make a difference in the lives of many students and equip others with knowledge and appreciation of different identities and cultures. For educators, the following steps are recommended to continue working with different communities that face different layers of oppression: First, educate yourself about your feelings, beliefs, and attitudes about marginalized communities; do you hold stereotypes? If so, what does this mean? Second, create a safe space to discuss beliefs and stereotypes regarding the oppressed community. How do you build community? Third, engage in active learning and developing critical thinking about stereotypes and inequalities about marginalized communities. How do you promote equity? Lastly, empower yourself and other individuals to understand and use cultural values to develop more optimal learning environments for oppressed communities. How can you approach marginalized youth in a more culturally relevant manner? (Salinas, 2015). These steps should allow educators to build better relationships to better serve and help students succeed.

Author

• Cristobal Salinas Jr, Florida Atlantic University