Finding my teaching philosophy...

In 2006/07, as part of UVic’s student exchange program, I studied abroad at the University of East Anglia in Norwich, England. We were given one month off for Christmas (December) and one month off for Easter (April), so I used these breaks to travel to continental Europe and visit a number of different countries and cultures, taking my husband and his younger sister along for the ride.

Our December trip included France, Belgium, the Netherlands, Switzerland, the Slovak Republic, the Czech Republic, and Germany. In April, we visited Italy, Spain, and Scotland. In order to achieve the full cultural experience in each new place, we made conscious efforts to find accommodation outside of the main tourist areas, in homestays and bed-and-breakfasts, where we could meet local people and see the local lifestyle in action. We bought our food in local grocery stores, ate in restaurants and cafes we stumbled upon off the beaten track, and spent time people watching and critically observing the cityscapes and countrysides we found ourselves in.

As we travelled through each new city, we found ourselves constantly amazed at both the striking differences and the underlying similarities between western and eastern European nations, and between European and North American ways of life. We found ourselves in situations that broke down negative cultural stereotypes, but we also had experiences in which stereotypical behaviours and actions were mirrored right before our eyes. It was an incredible experience, during which we never forgot that we were the intruders, the outsiders, the observers. At the same time, we experienced an enlightening sense of community and connectedness, and we began to understand how the motivations and intentions of people transcend borders and geography.

Traveling within a completely different region of the planet gave me the chance to reflect on my spatial perspective, my privileged background, and my regionally shaped beliefs and prejudices. Stepping into a North American classroom and teaching social studies to young people is a tremendous responsibility that will demand a critical perception of ourselves and our lives. Compared to North America, Europe may not be the most remote or diverse region of the world, but it does provide common ground for useful comparisons and insights into our society and way of life. After all, what is social studies if not the study of our society? There is something to be said for the importance of an objective perspective when undertaking any study, and in the case of teaching, there is no exception. The interactions and experiences I’ve had outside my own society have given me a more objective perspective from which to develop my own teaching philosophy and approach.

The subject of social studies is incredibly unique, in that it encompasses and relates to so many aspects of daily life. As social studies teachers, we will be in a position to expand our students’ knowledge and understanding in areas ranging from politics, history, and civics to geography, economics, global development, and environmental issues. We will have opportunities to guide critical investigations into the nature and meaning of citizenship, which will help students build a sense of their place in their community and in the world.

But how does all this relate back to my experiences overseas? I think the act of removing myself from a lifestyle and environment I was familiar with, and finding myself in a foreign place that I was only vaguely aware of the year before, was humbling. For the first time, I could comprehend the concept of a whole, wide world that goes on spinning, transforming, progressing, and existing whether we realize it or not. It was that awareness that fueled my motivation to teach youth about accountability and empowerment. With a renewed appreciation for a global perspective, my goal is to help my students locate themselves - in their community, in their country, and in their world.

But what if I don’t get the opportunity to teach social studies in my first, my fifth, or even my fifteenth contract? What then? Will all of these lofty goals just fly out the window? No. Not a chance. I’m going to do everything I can to incorporate concepts like perspective, community, and accountability into every course I ever teach. I think it will keep me grounded, and hopefully, it will keep my students engaged. As much as possible, I think we want our students to enjoy learning. We want to give them memorable early experiences so they’ll continue to pursue knowledge for the rest of their lives. So they’ll keep asking questions and searching for answers. That’ll be our big achievement.