EDUCATION FOR TRANSFORMATION
by Jasper Romo
1. 3999U Special Topics: Learning in Community
2. 2500U EDI Foundations
3. PRESENT KNOWLEDGE
4. FUTURE GOALS
5. PAST EXPERIENCES
6. 3999U Special Topics: Art
7. Past courses
8. Past work
9. Library of Congress Subject Headigs (LCSH)
10. Personal experiences
11. LGBT club
12. Trans Youth Support Groups
13. academic
14. Directed Studies Project
15. 3999U Special Topics: Pop Culture and Education
16. OTU Guest Speaking
17. professional
18. Library Studies Program (LIT) Adding Diversity
19. Library Studies Program (LIT) Adding Accessibility
20. Grad School
21. LGBT Course in OTU
22. What is an Inclusive Curriculum and Foundational Theories to begin thinking about an Inclusive Curriculum
23. What is an Inclusive Curriculum and Foundational Theories to begin thinking about an Inclusive Curriculum
24. Deconstructing the Dis/Ability binary
25. Decolonizing Pedagogy
26. Decolonizing Pedagogy
27. Culturally responsive
28. Culturally responsive
29. Culturally responsive
30. Culturally responsive
31. Inclusive Curriculum with Anti-bias Pedagogy
32. Inclusive Curriculum with Anti-bias Pedagogy
33. Integrating Inclusive Practices and Why it Matters
34. The Role of Privilege in Understanding of the World
35. Shaping past and current policies
36. My future goal of teaching LGBT courses at Ontario Tech University ties directly to the principles of culturally responsive teaching. The course I designed during my Directed Studies, Educating with Pride, and my guest-speaking experience at Ontario Tech, both reflect the importance of integrating diverse 2SLGBTQIA+ perspectives into education. Similarly, my course on Pop Culture and Education has deepened my understanding of how cultural elements can challenge oppression and foster inclusion. These experiences align with my commitment to creating learning environments that respect and reflect diverse identities, empowering educators to incorporate queer perspectives thoughtfully and inclusively.
37. My experience in the EDI Foundations course introduced me to foundational theories of inclusive curriculum, emphasizing critical reflection and equity-driven decision-making. This learning directly connects to my future goal of pursuing a Master of Education in Equity and Inclusion at OTU. Building on these principles, I aim to deepen my understanding of creating educational environments that challenge systemic inequities and foster genuine representation and belonging—core elements of inclusive curriculum theory.
38. My past work revising problematic Library of Congress Subject Headings and my current efforts to diversify materials in my Library and Information Technology course both reflect a commitment to decolonizing pedagogy. Both experiences challenge Eurocentric norms, aiming to create more inclusive, accessible, and representative educational and information environments.
39. In the course 2500U (EDI Foundations), I learned how to make decisions and act equitably in my personal and professional life. As a student I got to engage in critical reflection, constructive dialogue and problem-solving within a framework of empowerment. This course experience tied into the elements of our Unlearning and Inclusive Curriculum topics, especially related to Week 2 when we discussed what an Inclusive curriculum is, and how the foundational theories of inclusive curriculum ties into our professional lives by answering the question "Why is it important?"
40. The course 3999U explores The Power of Art, and advancing equity through the creative process. I learned how to examine the intersections found between pedagogy, social justice and the creative process by engaging in critical discussions that build awareness of issues such as Indigenous rights, poverty, and anti-Black racism. This course experience mirrored my learning in Unlearning and Inclusive Curriculum topics by using a culturally responsive approach. I also made a connection to our discussions of The Role of Privilege in Understanding of the World, mainly by introducing me to practices that explore the potential to impact societal inequities.
41. Culturally Responsive
42. Another 3999U Special Topics course I took previously was Learning in Community. The course gave me an opportunity to learn about different types of global communities, engaging with concepts such as belonging, sustainability, desegregation, and resistance. I was introduced to the principles of community-based research and learned how to conduct this type of research in an ethical manner. I believe this ties into the Unlearning and Inclusive Curriculum themes of Integrating Inclusive Practices and Why it Matters, especially when considering resources discussing topics such as politics of stereotypes in community resources like the news!
43. A personal experience I drew from when engaging with content from Unlearning and Inclusive Curriculum, is the LGBT club I started in highschool. This was a monumental time for me because I was learning and working closely within the Catholic community (I attended school within the Catholic school system, and worked in the church after class). Creating a safe space in my school, and educating the guidance counselors and faculty on the importance of this club gave me the foundation I’ve used to this day when exploring inclusive curriculums! The goals of anti-bias learning include themes such as encouraging students to demonstrate self-awareness, confidence, pride, and positive social identities.
44. A professional example I have, is how I'm enhancing accessibility in the Library and Information Technology (LIT) program I teach in, aligns closely with the principles from our Unlearning and Inclusive Curriculum course, particularly the topic of deconstructing the dis/ability binary. By implementing WCAG standards—such as using different font colors, incorporating shapes instead of relying solely on color, and ensuring screen reader compatibility—I create a more inclusive learning environment that values diverse needs and abilities. Providing offline resources for students with limited internet access further breaks down barriers, promoting equity in education.
45. My Directed Studies project, where I designed a 12-week course titled Educating with Pride, ties closely to the culturally responsive focus of our Unlearning and Inclusive Curriculum course. This program equips adult educators to thoughtfully and respectfully incorporate 2SLGBTQIA+ themes and resources into their pedagogy. Culturally responsive education emphasizes creating learning environments that reflect and affirm diverse identities. By addressing queer inclusion, my course promotes equity, challenges biases, and ensures that educational practices resonate with all learners' experiences—fostering a more inclusive, representative, and academically credible approach to teaching. Additionally, it addresses current social issues by confronting systemic discrimination and promoting understanding, empathy, and allyship within educational spaces.
46. My future goal of pursuing a Master of Education at Ontario Tech University, specializing in Equity and Inclusion, builds directly on my current learning about inclusive curriculum design and its foundational theories. This specialization will deepen my understanding of creating educational environments that reflect diverse experiences, challenge systemic inequities, and promote social justice. By focusing on equity and inclusion, I aim to expand on what I’ve learned about developing inclusive curricula, ensuring that my teaching practices continue to evolve toward fostering genuine representation and belonging for all learners.
47. My future goal is to teach in Ontario Tech University's EDST BA program, specifically by integrating the LGBT course I designed during my Directed Studies. This course, focused on respectfully incorporating 2SLGBTQIA+ themes into education, aligns with the principles of culturally responsive teaching. Looking back, I can see how far I’ve come. In high school, when I tried to introduce LGBT clubs, I encountered policies that acted as obstacles for such initiatives. Now, as an educator, I’m determined to stand up for change! This journey highlights the power of shaping policies to reflect diversity and inclusion, empowering future educators to create environments where all identities are affirmed.
48. Assignment #3 - Individual Reflective Journal and Mind Map Jasper Romo Mitch And Leslie Frazer, Faculty of Education, Ontario Tech University EDST 3500U: Unlearning and Inclusive Curriculum Farzana Balapatel December 1, 2024
49. In my Library and Information Technology course, I’m committed to decolonizing pedagogy by diversifying the examples and materials used in my lessons. Historically, the course relied heavily on works by popular, classic, white, cisgender, heterosexual authors. By incorporating works from Indigenous, BIPOC, and two-spirit creators, I aim to challenge this Eurocentric focus and provide a more inclusive representation of voices and experiences. This shift reflects the principles of decolonizing pedagogy I learned in our Unlearning and Inclusive Curriculum course, as it disrupts dominant narratives and fosters critical reflection on whose knowledge is valued in education.
50. A present academic experience I can draw from is another course I’m enrolled in, 3999U Special Topics: Pop Culture and Education. This course allows me to explore the influence of pop culture as a pedagogical tool in diverse educational contexts. My understanding from Unlearning and Inclusive Curriculum about culturally responsive learning strategies, mirrors the equity lens giving Pop Culture and Education allows me to identify how pop culture shapes, reinforces and challenges oppression and exclusion.
51. My guest-speaking experience at Ontario Tech University on incorporating 2SLGBTQIA+ themes into adult education directly connects to the culturally responsive focus of our Unlearning and Inclusive Curriculum course. Culturally responsive education emphasizes respecting and reflecting diverse identities within learning environments. By guiding educators on how to thoughtfully integrate queer perspectives, I aim to foster inclusive practices that affirm marginalized voices.
52. My experience working with a Canadian-wide committee to address problematic terminology in the Library of Congress Subject Headings (LCSH) aligns with everything I learned from our course topic on decolonizing pedagogy within the context of inclusive curriculum. Just as decolonizing pedagogy seeks to challenge and transform traditional, Eurocentric educational practices that marginalize diverse voices, revising LCSH to eliminate biased or harmful language aims to make library resources more inclusive and accessible.
53. A personal insight I gained while interacting with the materials from Unlearning and Inclusive Curriculum, is the connection between inclusive curricula, anti-bias pedagogy, and my personal experiences facilitating trans youth support groups! I gained experience in educating youth on their path ahead, and also providing credible resources for their parents to learn more about their child’s needs. This truly deepened my understanding of how education can create safer, more affirming spaces for marginalized communities. It has also reinforced the importance of fostering inclusive environments that challenge bias and promote respect for diverse identities. A goal of anti-bias learning includes an educator’s role to nurture each child’s construction of knowledgeable, confident, individual personal and social identities.
