“Learning about one another’s personal histories and exploring social issues in their lives validates students’ experiences, counters negative stigmas and stereotypes and deficit views of them and their community, and makes possible greater empathy and compassion among all students. It leverages students’ family, community, and culture as valuable resources for learning. And it creates the basis for stronger, trusting relationships with teachers.” (Goodman, 2018, p.9)

I find this to be so important in the formation and strengthening of school culture. Offering a platform for students to express their own histories and share information that greatly matters in and impacts their own lives is something that is such a valuable form of letting the student know that they do have a voice and that they are respected for who they are as a valued member of the class, the school and of society. Incorporating the opportunity for students to master and display their own agency through an array of different avenues and content areas that truly matter to them, such as social justice, is such a huge educational tool that would not only spark motivation, but also unity, working as a form of support that can greatly attribute to the present and future of a student. I see some possibilities of realizing this goal in a large array of ways, such as through research and creative writing projects, among many other possibilities. Yet, one concern of mine, which stems from reading other articles proposing more innovational teaching practices, is applying such innovation in schools where the set curriculum and preparation for standardized tests are central, leaving little to no room for teachers to manipulate the material and adjust class content.