“1. What do urban youth, in the context of a ninth-grade conceptual physics course, articulate
as their goals regarding participation in physics, participation in relationships,
and personal and community transformation?
2. In what ways are these goals “critical,” in that they challenge negative perceptions
of low-income, minority youth or reflect students’ desires to tackle power structures
in classrooms, schools, and the world?”
-Powerful Learners and Critical Agents: The Goals of Five Urban Caribbean Youth in a Conceptual Physics Classroom by Sreyashi Jhumki Basu

Students are constantly questioning why they must learn the information that teachers provide for them. They want to understand why it is necessary to know this information and how this information will benefit them in life. I do not believe that these answers should be given to them, but I do believe that we should ask our students to think critically as to how this information can become essential for them outside of the classroom.

These questions that I took from the text are amazing examples of how urban youth can analyze how their participation in a physics class can impact their world around them. They can see and understand the long term benefits of learning this skill. Many students will refuse to work hard if they do not see the benefits of the work, which is not uncommon for many adults as well. It is difficult to feel inclined to work hard when you are not allowed to see the results of your hard work. I think having the students answer these questions about their classes will create a sense of self-awareness in our students that will then allow them to self-assess their performance in the classroom.