Chelsea Volkart - Blog 7

Reading Chapter 7 in “Sociology of Education in Canada” was nothing short of a humbling reminder of how fortunate I am. This is not to say I was and currently am a model student, but my upbringing has provided me with all the right supports for “educational achievement and attainment” (193).  My parents have been married for over 30 years and worked at the same place of business until retirement (so income was always stable and constant). In addition, I was raised in the same home from birth to when I moved out on my own so “residential mobility” (203) did not negatively affect my academic success and furthermore, I am a “fourth generation immigrant” (205) from great-grand parents born in England so there is no significant cultural barrier hindering my success.  

However, in addition to this textbook, I am constantly reminded of my good fortune every day at practicum or at work. I currently run an after-school drop-in program within Seven Oaks School Division, and like the Seven Oaks community, participants are demographically diverse. Just to tell you a bit of a story… there are two sibling participants coming to program every night, and my staff and I struggle to ensure that they are “well behaved” at program. Fortunately, I was able to communicate to the principal of the school and she was able to inform me of their home situation – single parent, mom works nights and is often not home with the kids. In “being informed about their living situations” (204), I am able to empathize with these children and subsequently remind and encourage staff to be tolerant of their behaviour because the alternative is we send them home to an empty house every night (they are 8 and 10 years old). The reality is that this program serves these students with positive adult role models and it reiterates how important our role as is. Ultimately, it is circumstances such as this that helps me remain mindful of the importance of getting to know your students/participants because the relationship I share with them may be one of few positive relationships that will can help guide and enable their success!

Discussion Question: What structural/social inequality has the largest influence on your practicum placement? How do you and/or your CT help eliminate this inequality in the classroom?