Reflection on One's Access to Education

At the halfway point, In Class/OutClassed has helped me challenge the way in which I think about and approach education as an institution and experience. Before, I had figured that educational experiences were shaped by the backgrounds of the students and the characteristics of the class cultures alone; however, as classroom discussions unraveled, I began to scrutinize the educational system's structure and look into contesting the handling of its power. As a class, I have found that the opposing stances that we have held in participating in activities such as our classroom barometer has helped us formulate such ideas, forced us to take responsibility of what we think and test the credibility of the information we come across. Moreover, our discussions with writing partners has helped me recognize the faults in my communication and gradually propelled me to strengthen my voice and stance in my arguments within class. Overall, what we have learned in class so far has pushed me to become a more active participant in my own education and recognize that the quality of the educational process is more important in developing my perspective than the quantified measures such as grades and GPA that were once valued in high school.