Where do you learn from? Can a community promote learning?

When do we start learning?

School is not the only place one learns from. We are influenced by family, friends, community, society, and all forms of media. Where do we learn the most from? Which of these can be the best resource? In “Community as text: Using the community as a resource for learning in community schools. New Directions for Youth Development”, authors, Martin Blank, Sheri DeBoe Johnson, and Bela Shah explains that learning starts early. Young learners learn everywhere, especially from their families and communities. The article discusses the benefits of having a community as a resource and how community schools are available. “Community schools are open to students, families, and community members” [Community schools] “build on classroom experiences and help students expand their horizons, contribute to their communities, and have fun.” (Blank, Johnson, and Shah 108). Community schools get students involved in learning, give support and help them become great assets in their communities.

Having community be apart in learning, “helps students become motivated and engaged in learning and builds strong connections between the school and community” (Blank, Johnson, and Shah 109). Students need that support to feel valued. Being encouraged to learn this way will allow them to discover other interests and develop skills. Teaching through the community is also teaching the student to be an active member of society. “Students to improve academic skills and apply what they learn in school to the broader community” (Blank, Johnson, and Shah 112).


Having community coming together and be a part in ones learning opens up a safe space of support. That sense of togetherness can aid in emotional healing as well. In the article, “The Future of Healing: Shifting From Trauma-Informed Care to Healing Centered Engagement” author Shawn Ginwright discusses how healing centered engagement provides students who have experienced any kind of trauma a way to cope and reflect. Ginwright promotes adults to encourage young people to dream and imagine. To not let what trauma they have defined them. That they are in control of their learning. I think back the documentary last week “Precious Knowledge”, where the teachers of the Razza program were teaching content that intrigued their students and encourages them to continue learning beyond the classroom. The trauma they were experiencing was the elimination of the program they loved so much. The risk of losing the program made them reflect and share with their teachers. They were able to express to lawmakers what they had learned and the positive outcomes the program had. This is what we want for our student to be passionate and care for the things they believe are important.

We want our students to think about their future and take charge of their learning hopefully in an optimistic way. Ginwright also talks about the idea of fostering empathy. “To create this empathy, I encourage adult staff to share their story first, and take an emotional risk by being more vulnerable, honest and open to young people.” Being able to be “real” and honest with our student allows them to do the same an open up. It enforces of the idea that they have a voice and should be heard. Listening is such an important part in a community, we need to listen to the needs of our students in order to help them to grow, develop and continue to be an asset for our community. We should want this for ourselves as well. we are lifelong learners and members of many communities, we should use our skills to make the contributions to better ourselves and our communities too.

In the last article I read, “Preparing Culturally Responsive Teachers”, authors Ana Marie Villegas and Tamara Lucas argues the need for teachers to be culturally responsive. If we want our student to open up, share and reflect, we, as teachers need to understand our students. The journey to be culturally responsive should start in our preparation to be a teacher. Courses that prepare teachers for diversity in their classroom are often added on to existing curriculum as optional. It is absolutely necessary for teachers to make better connections with their student and extend the sense of community into the classroom. Villegas and Lucas believe in six strands that will prepare teachers and “conceptualize the curriculum for preparing culturally responsive teachers” (Villegas and Lucas 20). They state that these are not the only ways but what they felt the most necessary.

1. Sociocultural Consciousness

2. Affirming Attitude

3. Commitment and Skills to Act as Agents of Change

4. Constructivist Views of Learning

5. Learning About Students

6. Culturally Responsive Teaching Practices

Teachers need to know their students, how they learn and be able to personalize their learning, encourage them to build on their personal and cultural strengths. I agree that this will promote learning, students will feel they are capable to learn and make sense to what they are learning. To achieve the pedagogical knowledge and skills to be a culturally responsive teacher will take time and dedication. Being prepared to teach in a multicultural society should not be an option, it's needed because we live in a diverse world and should be celebrated.

It is critical that all learners are exposed to a community where they feel valued, a place where they feel they can contribute and be heard. And in schools, I feel it is important that my administration colleagues and I work together to encourage each other to do what is best for our students. They need to know we care. We need to understand what it means to be culturally responsive in our classrooms and society.