Running head: REFLECTIONS ON MY REFLECTIONS: UNEARTHING

ASSUMPTIONS THAT HINDER CRITICAL REFLECTION

Reflections on My Reflections: Unearthing Assumptions that Hinder Critical Reflection

Sarah Marie Catalana
The University of Georgia

Running head: REFLECTIONS ON MY REFLECTIONS: UNEARTHING

ASSUMPTIONS THAT HINDER CRITICAL REFLECTION
It took me a year and a half to cross the street. I was attending Wofford College, a
small liberal arts oasis tucked away in Spartanburg, SC. Wofford had everything I
needed: close friends, three dining halls, entertainment, challenging courses, and
comfortable living spaces. Directly across the street, visible through the dining hall
window, was a local soup kitchen. About three miles down the road was a small
elementary school, nested within a government housing community. The majority of the
students attending the school were Hispanic, many of which were on free or reduced
lunch, and stayed at school until 5:00 each night. I spent many days at Wofford studying
late into the night, oblivious to the world around me. But these late nights were not what
truly helped me learn and uncover my passion for teaching. The most challenging and
impactful assignment required me to put down my textbooks and walk across the street.
Despite my narrow-vision, the Spanish department at Wofford had embraced the
local Hispanic population. Students in the Advanced Spanish with Community-Based
Learning course were required to complete service hours at the nearby elementary school,
tutoring English as a Second Language and mentoring young children. Since I was
studying both Spanish and education, I embraced the opportunity with confidence and
excitement. However, after my first visit to the school, I quickly realized that the
definitions on my notecards didnt match my experiences in the classroom. I could recite
theories without thought, and explain behavioral issues in the classroom with
sophisticated, educator jargon. However, when I actually experienced what I was
studying, my learning extended from the notecards and penetrated every part of my life. I
completed weekly reflection papers, in which I summarized my life-changing

Running head: REFLECTIONS ON MY REFLECTIONS: UNEARTHING

ASSUMPTIONS THAT HINDER CRITICAL REFLECTION
experiences and concluded that I was thankful for the opportunity to be the only positive
influence in these students lives, and the chance to make a lasting impact in
education. However, while I reported positive learning outcomes in my reflection
papers, when I turned away from my computer to take a break and run outside, several
unsettling questions plagued my mind: Was I really making a difference in the local
school? Did my students enjoy spending time with me? Did I really understand what my
students needed to succeed?
My continued participation in University-School Partnerships has helped me
answer such questions, challenging me to apply what I learn in the classroom to realworld situations. Partnerships are often established to meet the needs of the university
(through providing student-teacher placements, research participants, etc.); however, in
recent years the balance has shifted and many partnerships are characterized by positive
relationships that benefit and challenge both universities and schools (Brabeck & Walsh,
2003).
Since my experience with Wofford Colleges partnership with the Hispanic
community had such a profound impact on my education, as a doctoral student at the
University of Georgia, I was eager to become involved with University-School
partnerships and encourage undergraduate students to take an active role in the
community. I work with first year students in Dr. Tarek Granthams University and
Community Engagement in Talent and Development course, a Freshmen Year Odyssey
(FYO) course that was developed through the Project U-SPARC1 initiative. Each week,
1

The University of Georgias University-School Partnership for Achievement, Rigor, and Creativity (Project USPARC), was established in Fall 2014 to nurture positive University-School relationships. UGA students and faculty
work alongside teachers and administrators from Stroud Elementary School, a Title 1 Distinguished School with a

Running head: REFLECTIONS ON MY REFLECTIONS: UNEARTHING

ASSUMPTIONS THAT HINDER CRITICAL REFLECTION
students serve as enrichment assistants in a local Title 1 elementary school, which
encourages them to develop relationships with diverse students and observe classroom
challenges first-hand. UGA Students post weekly reflections to an online discussion
board, describing their experiences and future goals. Originally, I was overwhelmed by
the positive reactions the UGA students reported through posts such as I am able to
serve as a pillar of hope to these students, and Although most students come from
negative home environments, I am able to be a positive influence in their lives.
However, after about a month of happily reading student reflections (which
reminded me of my own reflections from my undergraduate experience), I began to
question whether these posts demonstrated true, critical reflection, or simply rephrased
the students assumptions. William James (as cited in Brubacher, Case, and Reagan,
1994), proclaimed: Too many people think they are thinking when all they are doing is
rearranging their prejudices. Critical reflection unearths assumptions that
taint the formation of clear understandings of our experiences. As
assumptions are realized, they can be transformed to guide future
action and encourage deep learning.
Wary of making assumptions concerning student beliefs, I challenged myself to
reflect on my own community-service experiences. Through reading past blog posts,
personal journal entries, and school papers, I was convicted by how many of my
reflections were simply restatements of my assumptions and misunderstandings. While
my desire to have a positive impact on the Hispanic elementary students was goodhighly diverse student population, to develop mutually beneficial action plans. There have been profound outcomes
from this partnership since its establishment, including the University and Community Engagement in Talent and
Development course, an elementary Community Problem Solving team, and an after school math acceleration program
(Math Hall and Ball) for gifted, male elementary students.

Running head: REFLECTIONS ON MY REFLECTIONS: UNEARTHING

ASSUMPTIONS THAT HINDER CRITICAL REFLECTION
natured, it was based in the assumption that I was one of the only positive influences in
the students lives. Since several of the students stayed at the school until late afternoon,
I assumed that their parents were unsupportive and unlikely to provide educational
support at home. Multiple other underlying assumptions seemed to glare at me as I
reviewed my past reflections. One particular journal entry described my frustration
working in a rural school in Haiti. I was distraught when the supervisors wouldnt let me
pass out gifts to the children, assuming that material possessions would alleviate the
effects of poverty and make the children feel worthy or loved. In retrospect, I realize I
was trying to force my definition of happiness onto a diverse population of students I
hardly knew. Who was I to tell the students what they needed? A similar pattern of
assumptions tainted my reflections written while working at a small school in Ecuador.
The students were focused on learning traditional cultural dances, but I viewed this as
unproductive since they were neglecting their schoolwork. It wasnt until I attended the
festival later that week that I realized preserving cultural traditions was more important to
these students than learning all of the material in the textbook.
Critical reflection is both uncomfortable and transformative: individuals must confront
their own assumptions and remain open-minded in order to deepen learning. Case and
colleagues (2012) described various types of assumptions that can be
transformed through critical reflection. Table 1 summarizes these
assumptions and includes personal examples that illustrate the ability
of critical reflection to encourage growth.

Running head: REFLECTIONS ON MY REFLECTIONS: UNEARTHING

ASSUMPTIONS THAT HINDER CRITICAL REFLECTION
Insert Table 1

John Deweys work in reflective practice marked the onset of reflective teacher
education, which aims to encourage teachers to analyze their reasons behind employing
particular instructional strategies and improve their teaching in order to positively impact
students (Lee, 2005). Rogers (2002) summarized Deweys criteria for reflection as
follows: Reflection
1. Is a meaning-making process that moves a learner from one experience into the
next with deeper understanding of its relationships with and connections to other
experiences and ideas.
2. Is a systematic, rigorous, disciplined way of thinking, with its roots in scientific
inquiry.
3. Needs to happen in community, in interaction with others.
4. Requires attitudes that value the personal and intellectual growth of one-self
and of others (pg. 845)
Critical reflection is a common buzzword in education, but it is imperative to
realize that the reflective process takes both time and effort. As Miziro (1991)
commented: The transformative process always involves critical reflection upon the
distorted premises sustaining our structure of expectations (pg.167). It is essential that
educators encourage students to progress beyond discussion boards and reaction papers,
intertwining reflective thinking into their daily lives. Student comments such as this
experience changed my life, or words cant explain all that I have learned are
encouraging at first glance, but in reality often demonstrate a lack of deep, critical
reflection. It is natural to strive for a sense of clarity and conclusion when describing

Running head: REFLECTIONS ON MY REFLECTIONS: UNEARTHING

ASSUMPTIONS THAT HINDER CRITICAL REFLECTION
ones experiences, but critical reflection requires an open-mind that resists premature
closure and considers multiple viewpoints. Problematizing is key to critical reflection;
students must realize that sometimes learning is demonstrated not through reaching
sophisticated conclusions, but rather through realizing that ones current understandings
are potentially incomplete and incorrect.
After I completed the service-learning requirements for the Spanish Community
Based Learning course at Wofford, I couldnt get the elementary students off my mind.
As I reflected on my experiences, I realized that the relationships my friends and I had
established with the Hispanic students shouldnt stop after one semester. Eager to solve
this problem, I established a pen-pal program, through which Wofford volunteers and
local elementary students to exchange letters every-other week. At the end of the term,
the elementary students visited Wofford to eat lunch with their pen pals and tour the
campus. I am forever grateful for my professors that challenged me to improve the issues
I uncovered throughout my experience working at the elementary school. They helped me
see the importance of taking an active role in the community, rather than simply writing a
surface-level conclusion in my final reflection paper. Although I graduated from Wofford
three years ago, the pen-pal program continues each year
I am continually shocked by the juxtaposition between theory and practice. Each
night, I spend countless hours researching complex theories and reading empirical
articles, only to enter the classroom the next day and realize that real life doesnt
always follow the books. As I continue my work with freshmen students through the
Freshmen Year Odyssey Course, I am challenged to reflect on my own growth as both a

Running head: REFLECTIONS ON MY REFLECTIONS: UNEARTHING

ASSUMPTIONS THAT HINDER CRITICAL REFLECTION
student and a teacher. It is tempting to simply state that working with University-School
Partnerships has changed my life, but now I realize that these experiences have
challenged me to resist such sweeping conclusions and dig deeper, uncovering and
confronting the assumptions that pollute true understanding. It is my hope to encourage
this same lack of understanding in my students, opening their minds to confront their own
assumptions and recognize opportunities for growth.

References
Brubacher, J.W., Case, C.W., & Reagan, T.G. (1994). Becoming a Reflective Educator.
Thousand Oaks, CA: Corwin Press, Inc.

Running head: REFLECTIONS ON MY REFLECTIONS: UNEARTHING

ASSUMPTIONS THAT HINDER CRITICAL REFLECTION
Brabeck, M. M., & Walsh, M. E. (2003). Meeting at the hyphen: Schools, universitiescommunities-professions in collaboration for student achievement and well-being.
102nd Yearbook, Part 2. Chicago: National Society for the Study of Education.
Case, J., Backes, E., Babu, S., White, A., & Jennings, E. (2012). APedagogicalstrategy
tofacilitateinterdisciplinaryreflectivethinkingandpracticeinrehabilitation
counselingstudents.RehabilitationResearch,Policy,andEducation,21(23),

271282.
Lee, H. J. (2005). Understanding and assessing pre-service teachers' reflective thinking.
Teaching and Teacher Education, 21(6), 699-715.
Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco, CA:
Jossey-Bass.
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective
teaching. Teachers College Record, 104(4), 842-866.

Running head: REFLECTIONS ON MY REFLECTIONS: UNEARTHING ASSUMPTIONS THAT HINDER CRITICAL

REFLECTION

Table 1
Types of Assumptions and Illustrations of Corresponding Reflections (Case, Backes, Babu, White, & Jennings, 2012)
Type of Assumption
Example
Reflection that Maintains the Assumption

Narrative: assumptions
regarding the self
Systemic: assumptions
regarding the
Cultural and social systems
in which one lives and
learns
Organizational:
assumptions regarding the
workplace

Moral-Ethical:
assumptions regarding
ethical decision making

Therapeutic: assumptions
regarding feelings and
dispositions

In order to be successful, I must make

everyone else happy. (Taken from a personal
journal entry)
Covering academic content is more
important that embracing tradition and
encouraging students to understand and take
pride in their culture. (Taken from journal
entries written while teaching abroad in
Ecuador)
Graduate students are expected to balance
research and teaching practice; this helps
prepare them for jobs in academia. (Taken
from journal entries discussing my doctoral
studies at the University of Georgia)

I have a lot of decisions to make about my future research

goals, so Ill ask as many people for advice as possible. If I
follow everyones advice, I ensure that they will support me
if things dont work out.
I was shocked when the teacher left early and I was in
charge of all thirty students in the one-room school.
However, even though the teacher was preparing for the
cultural celebration that weekend, I was thankful I was
there to keep teaching the students and ensure they learned
the material for the upcoming test.
I know that Im stressed trying to balance my classwork
and teaching, but this is what life will look like when I get
a real job. Im going to improve my time management
skills so I can better prepare for my future.

Students living in poverty need more

things in order to feel appreciated and
encouraged. (Taken from journal entries
written while serving on a mission trip in
Haiti)

I was so upset our supervisor wouldnt let us give the

students a prize for their positive behavior. So many of
these students live in poverty, and I wanted to give them a
tangible reward.

One of my kindergarten students is always

angry and misbehaving. He must feel
unloved at home, because he is obviously
trying to get attention. (Taken from journal
entries written while working with
kindergarten students through the FYO
course)

I have a wonderful opportunity to make a positive impact

in this boys life. I can support him and love him
unconditionally, helping him realize that he doesnt need to
act rashly to earn my attention.

Critical Reflection which Questions the Assumption

I cant possibly make everyone happy. If I try to do so, I lose
myself along the way. Maybe the best way to help others is to
help myself first.
As an American, it's easy to come into a place like this full of
passion and eager to help. But what will indigenous children do
with geometry? And who am I to tell these children what to
learn? It's all about preserving culture there...learning
traditional dances is much more important than measuring
angles. It's a very eye-opening experience.
There is a definite imbalance between my research and
teaching. However, I have a greater passion for teaching, and I
want to pursue this further. Maybe I dont have to take the
traditional route for my future. This imbalance could actually
work in my advantage, because it illustrates my dedication to
the students.
Maybe I dont actually know what these children need to feel
appreciated. I may think that giving them prizes makes them
feel loved, but really they just want me to hug them and spend
time with them. Helping those in need doesnt mean solving
their problems in the way I would want them to be solved. In
fact, many of these students dont see their lack of material
possessions as a problem at all.
The little boys anger may seem like a cry for attention, but how
do I know this for sure? Maybe it isnt unconditional love that
he needs. I cant assume that I know why he misbehaves. I
should talk to him and get a better sense of the factors
underlying his anger. Just because I become angry and confused
when I feel unloved doesnt mean that everyone else reacts in
the same manner.

Running head: REFLECTIONS ON MY REFLECTIONS: UNEARTHING ASSUMPTIONS THAT HINDER CRITICAL

REFLECTION