Triangulating the findings

Using a critical-constructivist paradigm, I triangulated the impact of my content on my culture (Creswell & Miller, 2000). First, I collected and coded the assumptions and actions I made in my content. Then, I coded the questions/suggestions/praise comments from the community. And finally, identified themes such as ‘tough love” to use in a literature search to support this reflection from a theoretical lens. 

This 3-step process allowed me to interpret how my viral content impacted my culture.

Two knowledge bases were chosen to view the results of the qualitative analysis. 

Knowledge Base 6: Guiding principles of culturally responsive teaching and culturally responsive curriculum development (Pritchy Smith, 1998) show

• My teaching practice was culturally responsive in 55% of the classroom videos 40 published from 2016-2018
• From 2016-2017, there was only one video that did not align with the principles of culturally responsive teaching because of the subjectivity I shared

Knowledge Base 9: The effects of practice on culture (Pritchy Smith, 1998) shows

• During the year 2018, there was a major shift in my content 
• My display of teacher expectations and interactions was grounded in anger and frustration 
• Comment engagement showed most people appreciated the “tough love” though they were not aware that there are right and wrong ways to do it or of the long term and short-term psychological impacts on the learners within the culture (Berkovich & Grinshtain, 2022)

• I believe I changed due to the death of one of my scholars the summer before the 2018-2019 school year began
• I also experienced teacher burnout after 11 years of teaching, at that time
• In my Instagram content deep dive, most comments were super supportive but I found two comments that spoke to the bias in my content 
• I did not see those comments back then because I never read comments, due to social media anxiety
• Reading those comments now affirms why I felt like my content perpetuated a problem in education, before beginning my qualitative reflection
• I am also affirmed in my choice to pivot my social media platform to help learners achieve learning goals as the main focus
• Now, I use my platform to teach solutions to problems my students faced that used to make me angry such as not reading — but I approach the problem more objectively than when I was a teacher 
• My thread of change continued as I learned how to define problems and was able to re-engage the learners in my social media community and culture

The idea of how to do re-engage was inspired by the requirement of completing the form for my social-justice project