Estimated reading time: 2 minutes, 20 seconds

I used to believe that I had discovered all of the right ways to do teaching – grades were bad, tests were unfair, connectivism and student-centered learning were the way to go, heutagogy was the best way to teach, you name it. But when I start teaching as an adjunct at a University on the Texas/Mexico border, I started interacting with many learners from different cultural backgrounds. Since these were instructional design courses, we discusses all of these issues. I had many, many learners that challenges my beliefs on many issue in education. They had well-reasoned positions on the different sides of these issues. Some had reasons why they liked grades. Some had reasons why they felt instructivism was better for them. Some pointed out inequalities that get propagated by student-centered learning. Some challenged college professors stealing the word “pedagogy” from elementary professors. They made me realize that even if I do things like have them grade themselves, or practice student-centered learning, or made connectivist course structures – I am still centering the course on me and my person choices in those areas. Some of them may not want those choices forced on them by the teacher. Many of those choices I made based on my cultural biases, not taking their cultural considerations into account.