Ciao!
My name is Victoria Malomo and I am a rising senior studying Applied Developmental Psychology in the School of Education. I am enrolled in the Combined Accelerated Studies in Education (CASE) Program. This experience helped me reflect and build upon many of the foundational theories and perspectives towards the field of education that I have learned about so far. This May, I had the privilege of studying abroad in Florence, Italy. I participated in the Early Childhood Education Program for Undergraduates and had the opportunity to critically compare the educational systems of America to those in Italy. I left feeling even more inspired than when I arrived.
My decision to study abroad was largely motivated by my desire to lead a classroom with an enriched understanding of globalization and how various cultures approach education. It is my goal to be not only an informed educator, but a teacher that seeks out avenues to learn more about the diverse cultures my future students will hail from. I wanted to embark on this journey to allow myself to broaden my scope on educational theories, and use my experiences to inform the way I understand and validate my future students' cultures and identities.
Now, why Italy, you may ask? Notably, Italy is known for its decades of work in cultivating various approaches to teaching. Primarily, I wanted to observe the Reggio Emilia approach and gain more insights on the groundbreaking work of Maria Montessori's teaching pedagogy. Throughout May, I visited a myriad of educational facilities ranging from nurseries to higher-level university institutions. The single thread that connects the Italian educational system is embedded in its widely practiced and intentional focus on its students. Many of the policies, pedagogical vantage points, and educational practices designed are done in a student-centered fashion. There is careful attention paid to the students' wellbeing and developing ways to create equitable opportunities for all students to not only exist in, but excel to their highest potentials in schools. Students are given the autonomy, resources, and largely encouraged to take charge of their educational journeys.
I will dive into this subject matter in later posts to come but I can truly say that witnessing first-hand how the Italian educational system is carried out has revolutionized the way I aspire to teach. I now have a refined understanding of how I wish to approach my research surrounding educational equity, access, and outcomes. This experience has inspired me to continue advocating for an equitable and accessible educational reality in America and in the educational settings I find myself in. I will never forget this experience abroad and am endlessly thankful that I took the leap of faith that led me to Firenze!
Arrivederci!
Victoria
No comments:
Post a Comment