In Wendy’s article, a combination of both qualitative and quantitative research was conducted to closely examine why students in small rural high schools in BC face challenges in accessing science and math courses. The study reveals four factors which are categorized as staffing, qualified specialized teacher, the teacher-student relationship, and the school culture. Furthermore, the study conceptualizes the access issues as cultural differences among teachers, students, schools, curriculum, and the local community. It argues the importance of culturally relevant teaching in supporting students’ journey to navigate the “border crossing”. It is very true that each student is different and the “one-size fit all” teaching method will not work here. As educators, I think it is very important to constantly remind ourselves to reexamine our assumptions to facilitate teaching as lived experience. As Wendy states (p.185), “Teachers need to be better sensitized to the importance of building
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