Armstrong & Wildman, “Colorblindness is the New Racism”; Gomez, “Why Bad Bunny’s Super Bowl Halftime Show Mattered”

 This author (Armstrong and Wildman) argues that claiming to be “colorblind” can prevent people from recognizing how race continues to shape social experiences, because ignoring racial differences can also ignore ongoing racial inequalities. Gomez argues that Bad Bunny’s Super Bowl halftime performance mattered because it represented Latino identity, culture, and visibility on one of the largest stages in American entertainment.

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Armstrong and Wildman’s discussion of colorblindness stood out to me because it challenges the idea that treating everyone the same is always fair. Their argument suggests that ignoring race does not eliminate racism; instead, it can make it harder to acknowledge the ways systems and institutions continue to advantage some groups over others. This connects to the idea that equality and equity are not always the same.

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A key point from Armstrong and Wildman is that race is not only about individual attitudes but also about larger social structures. The authors explain that colorblind approaches can prevent meaningful conversations about racial inequality because they avoid recognizing the historical and current impacts of racism. This connects to Johnson’s idea in Privilege, Power, and Difference that inequality is often maintained through systems that people may not notice.

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Gomez’s article about Bad Bunny connects to these ideas by showing how representation can challenge whose voices and cultures are considered important. His performance was significant because it brought Puerto Rican and Latino culture into a space that has historically centered mainstream American identities. Representation is not just about visibility; it can also influence how people understand and value different communities.

A question I have is: If colorblindness prevents people from acknowledging racial inequality, how can we encourage conversations about race that promote understanding rather than division?

Khan, The Broken Model, Chapter 2: "Questioning Customs"

 In Chapter 2, "Questioning Customs," Khan argues that many of the routines and traditions used in schools continue simply because they have always been done that way, not because they are the best ways to support student learning. This author argues that educators should question long-standing practices and consider whether they still meet the needs of today's students. Rather than accepting school structures as fixed, Khan encourages teachers to think critically about how they can create more meaningful and equitable learning experiences.

One quote that stood out to me was, "Tradition alone is not evidence that something works." This statement captures the main idea of the chapter. Just because schools have followed certain routines for years does not mean they are effective. Khan reminds readers that educational practices should be evaluated based on how well they help students learn, not simply because they have always existed.

Another quote that I found meaningful was, "Innovation begins when we ask why." I liked this because it shows that improvement starts with questioning what we often take for granted. Instead of accepting customs without thinking about them, educators should reflect on whether those practices truly benefit students. Asking questions can lead to better teaching strategies and more inclusive classrooms.

This chapter connects well with Allan G. Johnson's Privilege, Power, and Difference. Johnson explains that many forms of inequality continue because systems are rarely questioned. Khan makes a similar point about education by showing that school customs can also continue without people stopping to consider whether they create barriers for some students. Both authors encourage readers to examine systems instead of simply accepting them.

I also connected this chapter to Gholdy Muhammad's Cultivating Genius. Muhammad encourages teachers to create learning experiences that value students' identities and promote critical thinking. Khan's message about questioning traditional educational practices supports this idea because both authors believe schools should change to better meet the needs of all learners instead of relying on outdated approaches.

As a special education teacher, this chapter was especially meaningful to me. Every student learns differently, and traditional teaching methods do not always provide the support that all learners need. Khan's message reminded me that it is important to remain flexible, reflect on my own teaching practices, and be willing to make changes that improve student learning. Questioning customs is not about rejecting everything schools have always done, it is about making sure our decisions are based on what is best for students today.

Hyperlink: TED talk: Do school's kill creativity?