Reflective Journal: Critically Reflect On How The Foundation

Reflective Journalcritically Reflect On How The Foundations Of Educati

Reflect on your personal understanding of how the historical, political, ethical, and economic foundations of higher education have influenced your perceptions and experiences. Recall a specific moment during your educational journey—be it in elementary, middle, high school, or college—when you studied about the Colonial Era. Consider what new insights you gained about higher education during this period, particularly if they challenged or changed your previous views. Analyze how examining the history of higher education in the Colonial Era has shaped your current perceptions of the purpose, structure, and value of higher education institutions.

Reflect on the impact of this historical knowledge on your approach to teaching or future educational practices. How will understanding the origins and early development of higher education influence your pedagogical strategies and interactions with students? Consider your preconceptions and biases about higher education, and examine how this historical perspective prompts you to deconstruct these assumptions and develop a more nuanced understanding. Integrate relevant personal, academic, and real-world experiences to enrich your reflection, demonstrating thoughtful engagement with the topic.

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Understanding the historical roots of higher education, particularly during the Colonial Era, has significantly deepened my perception of the educational landscape and its ongoing evolution. Reflecting on my academic journey, I recall studying the Colonial Era in history classes during middle school and high school, where I learned about the early Puritan foundations of American education, as well as the establishment of colonial colleges like Harvard and William & Mary. Initially, I viewed higher education as primarily a means to attain knowledge and social mobility. However, through exploring the complexities of this era, I discovered that early higher education was deeply intertwined with religious, political, and economic motives that often excluded marginalized groups, including women and enslaved individuals (Roark, 2013).

One surprising revelation was the extent to which education during the Colonial Era was used as a tool for social and political control, shaping the perpetuation of class and racial hierarchies. For instance, colleges primarily served white male elites, reinforcing existing power structures rather than promoting broad-based access to knowledge (Gordon, 2005). This understanding challenged my earlier perception that higher education has always been centered on enlightenment and intellectual liberty. Instead, I recognized that its development has been a complex process, often marked by exclusivity and resistance to inclusion.

Examining these historical foundations has prompted me to question my assumptions about the universality of higher education's purpose today. It is crucial to acknowledge that the roots of higher education in the Colonial Era were rooted in specific social interests rather than pure pursuit of knowledge for all. This awareness influences how I approach my future role as an educator, emphasizing the importance of fostering inclusive, equitable learning environments that challenge historical inequities and promote social justice (Davis & Witte, 2020). Understanding the origins of educational institutions inspires me to critically evaluate whose voices have been historically marginalized and to implement pedagogical practices that seek to diversify curricula and promote equity.

Furthermore, this historical perspective impacts my perception of the ethical responsibilities of educators. Recognizing the exclusivity and power dynamics embedded in early higher education encourages me to be more conscious of systemic barriers faced by underrepresented students today. It underscores the importance of creating supportive learning spaces that acknowledge historical injustices and aim to dismantle ongoing inequalities (Bowen et al., 2018).

Personally, this knowledge has fostered a more critical stance towards traditional narratives of higher education as an unproblematic good. It has inspired me to view higher education as a site of ongoing social change, shaped by its historical context. As an aspiring educator, I am committed to promoting critical thinking and social awareness among my students, equipping them to understand the historical underpinnings of current educational policies and practices. This approach aligns with core values of social justice and educational equity, aiming to create a more inclusive academic community (Kincheloe, 2012).

In summary, exploring the Colonial Era's foundations of higher education has profoundly influenced my perceptions, highlighting the importance of understanding history to inform ethical pedagogical practices. It encourages me to foster a classroom environment rooted in inclusivity, equity, and critical engagement, aiming to challenge historical inequities and promote social transformation through education. This historical awareness will guide my teaching in supporting diverse learners and advocating for systemic change within higher education institutions.

References

• Bowen, W. G., Chingos, M. M., McPherson, M. S., & Shapiro, M. (2018). Crossing the finish line: Completing college at America's public colleges and universities. Princeton University Press.
• Davis, T. G., & Witte, J. F. (2020). Reflections on educational equity: Building inclusive higher education. Routledge.
• Gordon, M. (2005). Mapping the American mind: Conversations on the history of higher education. Johns Hopkins University Press.
• Kincheloe, J. L. (2012). Knowledge and critical pedagogy: An introduction. Routledge.
• Roark, J. L. (2013). The American college and university: A history. McGraw-Hill Education.