As a student who enjoys conducting research, I often attempt to delve deeper into concepts covered in textbooks. In particular, I have been intrigued by the idea of modern-day colonialism, especially after participating in the Storytime assignment with my group. During the exercise, I researched colonialism to gain a better understanding of its role in modern-day life. It was during this research that I learned how cultural colonization, primarily through media and pop culture, and political colonization, through Western-style democracy and government, are still prevalent today. These forms of modern-day colonization devalue traditional cultures and identities, as highlighted by Dunbar-Ortiz et al. (2019): "What kind of progress is it when one culture seeks to stamp out the knowledge, language, and history of another?"
Peterson (2002) describes colonialism as "a system of control by a country over an area or people outside its borders" used to justify economic or political gain. While colonialism, in its traditional sense, is now illegal and disapproved of in most nations, it is evident that some modern-day policies and practices still have similar effects. Concepts such as "the culture of conquest" and "the cult of the covenant" (Dunbar-Ortiz et al., 2019, p. 32-61) have expanded my understanding of colonialism. These ideas reveal that terms from the past are still being used to legitimize colonialism and have significant repercussions today, affecting human rights and social justice for minority groups based on race, religion, or gender.
In her article, Cornell-Gonzales (in Rethinking Ethnic Studies) argues that students can become significantly engaged in projects that challenge their viewpoints when given the freedom to explore topics related to them. She also posits that "teachers play a fundamental role in the process" (p.171). As an aspiring elementary schoolteacher, I underscore the importance of using culturally responsive teaching practices and accurate resources for discussing current events about the oppression of minority groups. I aspire to model empathy and encourage my students to develop empathy towards those affected by social injustices. I recognise the significance of culturally responsive teaching coursework in my training, especially after witnessing various teachers' pedagogical approaches during my time as a substitute paraeducator. Through this experience, I discovered that acknowledging and embracing diversity in language and culture is significant for Special Education (SpEd) students. As a future educator, I recognise the importance of implementing these practices and providing equitable opportunities regardless of students' background.