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VIA WINK’S REFLECTIVE CYCLE FRAMEWORK
Valenciá D. Clay-Bell
School of Education, Johns Hopkins University
ED.855.710.1A: Multicultural Education
Dr. Yolanda Abel
August 26, 2023
Adams et al. (2017) definition of autoethnography frames my inner-thoughts and theoretical reflection as it entails personal experiences related to my professional practice, in a way that is intended to be accessible to stakeholders and practitioners, within my culture, and across a global scale (Cho & Trent, 2006)..
I also draw from Wall (2008) who organized a personal narrative filled with dialectical truths (Cho & Trent, 2006) rooted in theory to share a proposal for shifts for the field.
My guiding reflection question, “To what extent did and does my teaching practice as a social media influencer impact literacy attainment among learners within my culture?” was also inspired by Wall (2008).
This reflection is about a multicultural problem in education, I feel, I had a role in perpetuating. I see myself as an insider in education, as I am a college professor and was also a middle school teacher for a total of 14 years.
The purpose of this auto-ethnographic reflection is to share the theory behind the transformative thought process I experienced after critical reflection of my role as one of the educators perpetuating the issue.
I will be reflecting on my prior thoughts, published work, and professional practice using Winks (2011) reflective cycle as the framework and Pritchy Smith’s (1998) knowledge bases for diversity as the lens in this visual representation.
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