Courtney Latorre

  Empower Through Difference I’m going to describe how I empower remote students through difference when teaching through a hybrid model.  Although this situation is not typically what one thinks of when thinking about differing abilities and privilege, this topic is one that has been on my mind lately and has benefitted me immensely to explore.  Difference is essentially defined as the perceived other.  Those in privilege do not always recognize these differences because they are not living with the effects of their own actions.  This frame of thinking heavily relates to students learning in the hybrid model.   In the hybrid model we are currently operating under, each class has, what is termed as, in-person and remote students.  The in-person learners outnumber remote students usually by at least 3:1.  For example, out of a class of 16 children, there might be 13 in person and 3 remote.  Other classes have more remote students, but the...

  Diversity has not always been prevalent in education, let alone art education.  The course readings on diversity have made it apparent the overwhelming trend when it comes to inclusion of diversity, is that as time goes on diversity has become more and more accepted, expected, and even celebrated.  The culturally responsive teaching that is happening is allowing this diversity to grow in unprecedented ways.  Teachers are using sustainable teaching practices that take culture into account, therefore account for diversity.  This teaching and learning takes into account how perspectives differ from culture to culture and how that difference impacts how we see ourselves.  When thinking about teaching multiple perspectives, it becomes apparent to think about the entanglement of moral/ethical and cultural values. This brings to mind one of my colleagues who told me about a time she taught a third grade social studies lesson on the meaning and importance of cult...