Reflection on the Evolution of My Inquiry

My perspective on student engagement and curriculum design has evolved throughout this inquiry. I began by focusing on how modern adaptations could make canonical literature more accessible. However, through research and reflection, I have realized that this inquiry is part of a more significant movement toward equitable, student-centered learning. Exploring adaptation theory, cognitive reading strategies, and the role of diverse perspectives in literature has reinforced my belief that education should be dynamic, inclusive, and responsive to students’ lived experiences.

One of my key takeaways is the power of multimodal and experiential learning. Studying how adaptations like West Side Story engage students in Shakespeare’s Romeo and Juliet reaffirmed my commitment to incorporating diverse entry points into complex texts. This approach aligns with my pedagogical stance, which values experiential and place-based learning as tools for making education more meaningful. I can foster a more inclusive and engaging classroom environment by embracing different learning modes—film, discussion, performance, and creative writing.

Another important realization has been the need to challenge the traditional structures of Western education. My upbringing in an IB program exposed me to academic rigour but also to systemic exclusions of Indigenous and non-Western perspectives. This inquiry has reinforced my responsibility as an educator to dismantle these barriers. I am now more conscious of creating a classroom where diverse voices are included and centred, ensuring all students feel seen and valued in their learning journeys.

A third takeaway is the importance of balancing structure and flexibility in teaching. My experiences with standardized education taught me the benefits and limitations of rigid academic structures. I want to foster a classroom where students feel encouraged to take intellectual risks without fear of failure. This understanding means designing assessments prioritizing growth over perfection and cultivating a learning space driven by curiosity and intrinsic motivation rather than external validation.

Despite these insights, challenges remain. One of the most significant issues raised during this inquiry was the tension between curriculum expectations and student autonomy. How can I create a truly student-centered classroom while meeting institutional requirements? I plan to explore this conundrum further in my practicum by experimenting with student-led discussions, inquiry-based learning, and differentiated instruction.

My extended practicum will be an opportunity to put these ideas into action. I aim to integrate more culturally responsive teaching strategies and provide students with meaningful choices in their learning. The texts that have shaped my thinking—Lupton (2022) on adaptation, Ressler (2005) on gender and identity in literature, and Styslinger et al. (2014) on cognitive reading strategies—will serve as guides in this process. I have also been heavily influenced by the teachings of inquiry leaders such as Kathleen Murdoch, Trevor Mckenzie, Kimberley Mitchell, and numerous other professionals on the topic of inquiry.  In particular, Kimberly Mitchell’s definition of inquiry—where inquiry is often synonymous with active, student-centred, constructivist, discovery, and experiential learning—has been incredibly influential. Her framework highlights different levels of teacher involvement, including guided, structured, free, and open inquiry, providing a valuable model for balancing student autonomy with necessary instructional support.

Ultimately, this inquiry has solidified my belief that education should be transformative, not just for students but for teachers as well. As I transition from student to educator, I am committed to lifelong learning, constantly questioning and refining my practice to ensure that my classroom is a space of joy, equity, and intellectual exploration. I strive to be this kind of educator who fosters curiosity, nurtures relationships, and challenges the system to serve all learners better.