Questions for this discussion board pertain to chapters 5 and 6 from Ochoa’s (2013) book. You are randomly assigned a question. Cite your source. The word count for your response must be 200-300 words.
According to Ochoa (2013), how are students and one teacher creating transformative spaces? What makes them transformative? Why do you think it is only ONE teacher creating a transformative space?
this is the link for the book https://ebookcentral.proquest.com/lib/millersville-ebooks/reader.action?docID=1538778
also post a comment of the post below 200-300 words
Students and teachers are engaged in everyday and organizational forms of resistance to the very discourses and practices that shape schooling, relationships, and opportunities (Ochoa, 2013, p. 205). Students are participating in the resistance by contributing to elections, strikes, and demonstrations for many marginalized or excluded groups (Ochoa, 2013, p. 206). Also, claiming a sense of self is another form of resistance. At SCHS, students are calming their identities, affirming their backgrounds, and striving to prove people wrong. There are many stereotypes that live throughout SCHS. Michelle Mesa identifies such stereotypes throughout the school and opposes them. Students and teachers see a student’s race and automatically produce a stereotype where an Asian American student can ace and accomplish more than a Latino student. This is a very harmful stereotype to practice, and students of a minority should not have work harder just to prove their status at their school. Every student should be on the same level and now have bias and stereotypes get in the way of their success. I feel Michelle is the only teacher creating a transformative space because other teachers do not recognize the stereotypes they place on students. Personal bias and stereotypes can be hard to capture. Mesa is making her school safe and inclusive by making transformative spaces and identifying a huge issue at SCHS.
Bibliography
Ochoa, G. L. (2013). Academic Profiling: Latinos, Asian Americans, and the Achievement Gap. Minneapolis: The University of Minnesota Press.
