Questions:
• Do current Algebra 1 courses address the needs of students?
• How would teachers apply transformative aspects to the curriculum (Culture, socioeconomics status social justice, empathy, empowerment, Critical aesthetics, critical pedagogy.
• Philosophical Aspects (Epistemology: What is students’ knowledge in algebra.? Ontology: How do their own beliefs affect their understanding of Algebra 1?)
• What are teachers understanding regarding transformative education?
What is the topic About:
Hegemonic structures have created an environment where students lack “consciousness.” Current Algebra 1 courses solely focus on EOC exams which are not written for culturally diverse students as they hinder student’s ability to critically think.
Why does it matter to me:
As a high school and college instructor, I get to see both perspectives and the damage that EOC examination has caused regarding students’ ability to critically process information which attributes to students beginning in remedial levels in college and high dropout rates.
Who else does it matter to:
Current education does not address the student’s identity (gender, race, culture, etc.), nor does it allow them to critically think (Au 2012 & Chompsky, 2012).
Leading researchers in the field of curriculum studies such as Au, Chompsky, Apple, and Pinar all support the necessity of teachers to provide opportunities for students to think critically.
A Transformative model for student success should include collaborative and aesthetic models that aid students in developing an identity. Gee (2008) states that teachers have the ability to make a difference.
Therefore, this topic should matter to educators teaching EOC classes. Teaching in the Montana Vista area has shown me how many students live in households with parents experiencing job loss, lowering of wages, cutbacks in welfare, and poverty. Therefore, I see how beneficial transformative education can be to them.
