If I look back, we started our lesson with the “flat world” module. This week's reading addressed the topic of educational inequality. This module taught me how the score discrepancy is increasing between the white population and other ethnically diverse populations. This is an alarming situation in the age of standardized testing. Duffy's (2013) article from this week's reading explores mental models and their ability to block or support school improvement. A mental model is a thought process that is completed entirely in the head. The mental model is a variation of what it represents. The thinker believes this to be true based on factual data. Each person's experiences, background knowledge, and perceptions play a role in forming a mental model. The author provides sixteen strategies for unlearning and learning new patterns and also makes it clear that the attitudes of teachers and administrators have a real impact on school improvement. The article highlights the difference between compliance and educator commitment and strategies for embracing new mental models for better change. Conformity occurs when the educator has a negative attitude towards the new mental model and only behaves as expected when observed. The goal is for educators to develop positive attitudes towards the mental model so that they become engaged and lasting change occurs. I definitely agree with this point that compliance and commitment are two different concepts, when we have commitment as educators; we can work as agents of change. Compliance can only promote average professionals. Another article I would like to mention is by Sleeter (2008) from the same module. I enjoyed reading this article as it advises teachers to examine their own core culture. Probably no framework is sufficient while conducting research with marginalized populations or teaching marginalized students. The question I keep asking is: do teachers really have the resources (time, effort, materials) to cultivate transformative pedagogy/bold hope? Can we really foster emancipatory education in the classroom when our lives are shaped by political forces? Finally, I took the course material and pedagogy to heart as I identify as a multicultural educator. I searched for articles and books related to my interests involving equity, social justice, diversity, etc. Finally, after this course, I guarantee to stand up for what I believe in and teach my students that literacy is not just a set of cognitive skills, literacy is also shaped by the socio-cultural-political context.