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Disequilibrium and critical reflection

In addressing disequilibrium through problem-posing education, participants described the transformative process, critical reflection, and how they coped while in disequilibrium; they also identified various examples of disorienting issues.

The following statements by Molly and Alicia represented the experiences of participants. According to Molly

I came into the doctoral program believing I was a good person wanting good for all people. In the program I collided with information that made me realize I held certain beliefs that impeded actually advocating for all people. This required a dismantling, tearing down, deconstructing so I could construct an identity and possess a depth of understanding required to walk with a social justice posture.

Alicia reported,

You have got to be willing to strip down and become completely naked and then begin to clothe yourself with the humility, courage, and integrity to choose freedom from issues of socialization and indoctrination that hinder the rights of others. It is a process of birth and rebirth while recognizing a tendency to revert to earlier ways of being for the sake of comfortablility.

Participants recognized that disequilibrium involved self and the world as expressed by Mark: “You challenge your biases and prejudices in a way that may really disrupt your world. Donna viewed the challenge as “Getting past the threats to my belief system because I had a pretty hard barrier up.” Sharon stated, “The process was freeing and enlightening because I’m willing to risk, be afraid, challenge fundamental beliefs, and attend to what I previously would have ignored.” Marie cried and stated she “felt panic of being out of control and the loss of sense of self because of challenging beliefs I never would have considered questioning.” Tricia expressed frustration over her perceptions of how institutions shaped her:

I felt anger because I felt that the different arenas in which I was indoctrinated while growing up such as church, education, and family had given me partial pieces of the puzzle and that caused me to be fragmented within my individual self. I felt I was deceived into believing I stood for something that I didn’t because of my unexamined assumptions and uninformed beliefs that came through socialization. The anger was in part directed at the people that I felt contributed to this fragmentation but also at myself for not asking questions, digging deeper, and confronting myself.

Critical reflection was connected to working through disequilibrium. Rosie indicated, “It was self-searching where you thought you knew your way only to realize you really know nothing about your way.” According to John, reflection involved examining what and why beliefs were held: “You have to go deep down and reflect on those thoughts.” Luke responded to disequilibrium through reflection “over something I believed in the past and how I’m struggling to understand different perspectives about that belief in the present.” These comments illustrated the use of reflection in working through disequilibrium.

Questions & Answers

show that the set of all natural number form semi group under the composition of addition
Nikhil Reply
what is the meaning
Dominic
explain and give four Example hyperbolic function
Lukman Reply
_3_2_1
felecia
⅗ ⅔½
felecia
_½+⅔-¾
felecia
The denominator of a certain fraction is 9 more than the numerator. If 6 is added to both terms of the fraction, the value of the fraction becomes 2/3. Find the original fraction. 2. The sum of the least and greatest of 3 consecutive integers is 60. What are the valu
SABAL Reply
1. x + 6 2 -------------- = _ x + 9 + 6 3 x + 6 3 ----------- x -- (cross multiply) x + 15 2 3(x + 6) = 2(x + 15) 3x + 18 = 2x + 30 (-2x from both) x + 18 = 30 (-18 from both) x = 12 Test: 12 + 6 18 2 -------------- = --- = --- 12 + 9 + 6 27 3
Pawel
2. (x) + (x + 2) = 60 2x + 2 = 60 2x = 58 x = 29 29, 30, & 31
Pawel
ok
Ifeanyi
on number 2 question How did you got 2x +2
Ifeanyi
combine like terms. x + x + 2 is same as 2x + 2
Pawel
x*x=2
felecia
2+2x=
felecia
×/×+9+6/1
Debbie
Q2 x+(x+2)+(x+4)=60 3x+6=60 3x+6-6=60-6 3x=54 3x/3=54/3 x=18 :. The numbers are 18,20 and 22
Naagmenkoma
Mark and Don are planning to sell each of their marble collections at a garage sale. If Don has 1 more than 3 times the number of marbles Mark has, how many does each boy have to sell if the total number of marbles is 113?
mariel Reply
Mark = x,. Don = 3x + 1 x + 3x + 1 = 113 4x = 112, x = 28 Mark = 28, Don = 85, 28 + 85 = 113
Pawel
how do I set up the problem?
Harshika Reply
what is a solution set?
Harshika
find the subring of gaussian integers?
Rofiqul
hello, I am happy to help!
Shirley Reply
please can go further on polynomials quadratic
Abdullahi
hi mam
Mark
I need quadratic equation link to Alpa Beta
Abdullahi Reply
find the value of 2x=32
Felix Reply
divide by 2 on each side of the equal sign to solve for x
corri
X=16
Michael
Want to review on complex number 1.What are complex number 2.How to solve complex number problems.
Beyan
yes i wantt to review
Mark
16
Makan
x=16
Makan
use the y -intercept and slope to sketch the graph of the equation y=6x
Only Reply
how do we prove the quadratic formular
Seidu Reply
please help me prove quadratic formula
Darius
hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
Shirley Reply
thank you help me with how to prove the quadratic equation
Seidu
may God blessed u for that. Please I want u to help me in sets.
Opoku
what is math number
Tric Reply
4
Trista
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
can you teacch how to solve that🙏
Mark
Solve for the first variable in one of the equations, then substitute the result into the other equation. Point For: (6111,4111,−411)(6111,4111,-411) Equation Form: x=6111,y=4111,z=−411x=6111,y=4111,z=-411
Brenna
(61/11,41/11,−4/11)
Brenna
x=61/11 y=41/11 z=−4/11 x=61/11 y=41/11 z=-4/11
Brenna
Need help solving this problem (2/7)^-2
Simone Reply
x+2y-z=7
Sidiki
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
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Source:  OpenStax, Education leadership review, volume 12, number 1 (april 2011). OpenStax CNX. Mar 26, 2011 Download for free at http://cnx.org/content/col11285/1.2
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