"Because it is a distortion of being more fully human, sooner or later being less human leads the oppressed to struggle against those who made them so. In order for this struggle to have meaning, the oppressed must not, in seeking to regain their humanity (which is a way to create it), become in turn the oppressors of the oppressors, but rather restorers of the humanity of both."
That was taken from Pedagogy of the Oppressed by Brazilian educator Paulo Freire. This book was written to eradicate the "culture of silence" and "fear of freedom" that separates the oppressed and their oppressors in our world. By creating a counter-culture of critical awareness, Freire argues that a new future is possible where the oppressed step up and actively fight for freedom. As I read this book it is almost like I am reading my thoughts, thoughts I have had without knowing how to speak them.
In this quote, Freire explores the notion of humanity as something that is inherently human, however as a result of oppression, humanity is stripped away. This stolen humanity is not only taken from the oppressed but he argues that the oppressors also lose their humanity as they oppress others because surely their oppressive ways are not constitutionally humane.
In the world of education, Malala Yousafzai is an amazing example of someone fighting for freedom and equity. You can read about her life here. Malala has fought for education to be provided to girls in Pakistan and has faced major adversity by being targeted and shot by a Taliban gunman. Thankfully she is alive and has continued to fight for what she believes in. Malala won the Nobel Peace Prize in 2014 and is speaking out about the rights of women around the world. Here is a quote she spoke on the day she received the Nobel Peace Prize.
http://mainstreammultimedia.net/?p=22
In my experience I have seen teachers on both sides: ones who fight for freedom and equity and ones who do not. I have seen teachers create assignments around the students' individual abilities, defined as differentiated instruction by Drake, Reid and Kolohon (2014), and create assignments based on real life issues (social justice). The best teachers I have had have been ones who make my learning real to me. I have become passionate about freedom and equity partly because of the teachers who have inspired me. I hope to be an inspiring teacher who aims to restore humanity of both the oppressed and the oppressors just as Paulo Freire expressed.
Someone who has discovered how to integrate the eradication of the "culture of silence" into their educational practice is Clint Smith. In his Ted Talk he expresses the importance of giving your students the opportunity to use their voices as a vehicle that moves towards freedom. You can watch his Ted Talk here:
https://www.youtube.com/watch?v=NiKtZgImdlY
Smith has recognized the consequences of silence in our world and he identifies them as discrimination, violence, genocide and war. He argues that silence leaves room for more bad than good and that we must open our mouths to voice our true beliefs and find freedom.
Here in Canada our Aboriginal education is failing while our mainstream schools are kept up to provincial standards. The disparities in financial support are increasingly widening the gap between children who grow up on reserves and those who do not and it is not getting any better (Drake, Reid, & Kolohon, 2014). This is an issue I would openly discuss with my students and a real social justice issue that they should be aware of. As we bring awareness to students and make their education real to them they will become passionate learners.
John Dewey (1938) said that "a primary responsibility of educators is that they not only be aware of the general principle of the shaping of actual experience by environing conditions, but that they also recognize in the concrete what surroundings are conducive to having experiences that lead to growth" (p. 40). I believe that creating an environment built on foundations of freedom and equity, students will find meaning in their education. As a future educator I will fight to create an environment like this in my school.
References
Freire, P. (1970). Pedagogy of the oppressed. England: The Continuum Publishing Company.
Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving Curriculum and Classroom Assessment: Engaging
the 21st Century Learner. Don Mills, ON: Oxford University Press.
Dewey, J. (1938). Experience and education. Simon and Schuster.
Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving Curriculum and Classroom Assessment: Engaging
the 21st Century Learner. Don Mills, ON: Oxford University Press.
Dewey, J. (1938). Experience and education. Simon and Schuster.
I love this topic, I am currently taking an education class on society, and we learn about power through the education system. I relate that to this because it is all about power. Those being oppressed through the system are by those in higher power or the majority. Our schooling system was created for certain people and inevitably some to fail. This was a big topic we discussed the idea of do some really have to fail. And the answer was yes in our society we need some to ‘fail’ and some to ‘succeed’ at different rates, it is how we reproduce our citizens. The curriculum for example is aimed at a particular audience and most classrooms still teach to specific learning types. Those who do not fit don’t learn as much as they need to. In order to change this society needs to shift and mindsets within the system need to change this is something future teachers can work to do. Empower every student give every student a voice cause change and capitalize on differences don’t try to standardize everything!
ReplyDeleteHi Maddy, I agree that empowering students to have a voice is important to make students cognizant citizens. Education is constantly being revised and updated to fit modern society. In order to stay relevant, students need to be informed about issues of social justice. This will empower them to voice their concern and question unjust situations in the hopes that individuals gain equal access to resources and receive equitable treatment regardless of their race, gender, religion, or sexuality. In teaching these sensitive issues, is there a line between what students can be exposed to and what they need to be sheltered from? For example, the debate about introducing sex ed earlier in the curriculum. Some people believe that children are too young and innocent to be exposed to such issues. Others believe that knowledge can inform children’s practices and beliefs later in life and lead to a healthier society.
ReplyDeleteAlso, who determines which issues are important to share? Growing up my teachers frequently highlighted black history month that celebrated the achievements of African Americans. I always wondered why there weren’t more celebrations about other ethnicities like mine (Chinese). It’s hard to feel valued as an individual when most of Canada’s history is derived from European settlers and First Nations. In high school, we had a culture day where students set up booths around the cafeteria and brought in food from their country of origin. If schools had more of these celebrations, this could help by creating the counter-culture of critical awareness that you referred to in Freire’s book. I loved how you brought in Malala as an influential figure changing the role of education. I would have loved to hear more in depth details about your personal experience with social justice in the classroom but overall, great blog!
Maddy,
ReplyDeleteas Miranda and Christina have both expressed, I am very excited you chose this topic. Social justice education seems to be an up and coming topic across all parts of teacher education and child and youth studies. The quote you opened with was very effective. I also admire the words of Freire, he gives voice to oppression that is all too often silenced. A quote I think is appropriate for this topic "if it's an eye for an eye, then we all go blind".
I have experienced similar situations in which some teachers take on the tough topics of social justice and some who shy away. If it is not a topic openly discussed, and we are not honest with ourselves and others, progressive thinking may never be developed. I agree with you that talking about Aboriginal Education openly with my future student is the best way to address the situation.
I’m taking a social justice course this year, and it has really opened my eyes to the way the world is socially constructed. Down to the language we use, we are either the makers of change or we are perpetuating stereotypes in our classrooms. It’s up to us, our community, and our future citizens to create change.