Only two of the three attached articles need to be used and cited in the reflection.
To assist you in reflecting critically on course content and integrating your learning in this course, you will write critical reflections on assigned readings. Select one of the five steps in the critical reflection process described below as a prompt, and address that prompt in connection with the week’s assigned readings/documentaries. Reflection papers should be 2 pages long and be turned in via Canvas by 11 am the day of class.
This process for critical thinking is based on the work of Stephen D. Brookfield (2012). Teaching for critical thinking. San Francisco, CA: Jossey-Bass Publishers.
Naming and articulating your assumptions: Articulate or name the taken-for-granted beliefs about the world you hold. For this class, these should focus on your assumptions about epistemologies and worldviews. For example, what counts as knowledge? What does it mean to know something? How should political and economic relations be structured? What should be humans’ relations to other forms of life? What is community? What is the purpose of living? Demonstrate with specific references to class readings how the readings help you articulate and name your assumptions.
Examining your assumptions: Hold your assumptions up to evaluate how accurate and valid they are as guides for action. Demonstrate with specific references to readings how the readings help you examine the accuracy and validity of your assumptions.
Exploring different viewpoints: Discuss with specific evidence and key ideas from readings, interviews, and class sessions how well your assumptions align with this evidence about the topic you are exploring. What perspectives from the readings and interviews are new to you and how do they expand your thinking on this topic and/or challenge your current assumptions?
Taking action: Describe specific actions you plan to take or stop taking as a result of this process of critical thinking and reflection. How do specific ideas from the readings and course materials help you identify actions and rationales for those actions?
Examining relationships of power: Discuss how relationships of power function in the processes you are reflecting on and the ways relationships of power are used to maintain inequities resulting in privilege and oppression within society, economic relations, educational systems, and people’s ability to participate in decision-making. Give specific examples of how the readings and course content are assisting you with examining these relationships of power.

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