"His task is to "fill" students with the contents of his narration-contents which are detached from reality, disconnected from the totality that engendered them significance...narrative education, then, is the sonority of words, not their transforming power" -Paulo Freire, on "The banking of Ed., p. 74
After reading Paulo Freire, I couldn't help but notice his infinite references to what I presume as a representation of humanity with none other than the male pronoun. I am not angered by this somewhat exclusive representation, it did however, seem important to highlight the subtlety of "his language “especially when referencing the “oppressed" and the "oppressor". The quote above is a term that seemed to be the groundwork for Freire's chapter on "the banking concept". When contrasting this idea of a "narrative education" with my own experiences, I can definitely attest to my learning environments being a sort of authoritarian hierarchy between my teachers, my classmates, and I especially within my k-12 years. It seems to me that a "narrative education" is a way to reinforce our current class systems. Meaning, only upper middle class and wealthy families have the opportunity to develop and nurture critical thinking skills and can experience what Freire refers to as a liberal education. This is evident within Milwaukee Public School systems, which are often attended by children of "working class" families. The curriculum of MPS consists of children being required to memorize their teachers, whom are simply transferring knowledge from textbooks to the students. This type of learning environment is mere preparation for joining the work force (blue-collar jobs) where there is a sort of mechanical, mundane task and where thought isn't required and memorization is applauded. There is no room for questioning what is being taught or ensuring understanding. Criticism is also something that isn't nurtured in MPS schools and there is definitely a lack between connecting the classroom with reality, especially the reality of their student’s life experiences. Criticism and this lack of reality can also be defined as what Freire refers to as "authentic thinking". It is impossible for "authentic thinking to take place when students are expected to simply prepare and become “proficient” through a series of standardized tests.
Throughout Freire’s chapter, it seemed as if his anticipated audience were teachers and maybe prospective teachers, but not students. For example, when he reference terms such as “narrative education”, “banking education”, and “dialogical relations” he is sort of mapping out different ways to incorporate his philosophy of creating a more liberal education, he also eludes towards what not to do when referencing “banking education”. This is another instance of contradiction/questioning with the first being usage of the male pronoun. My question is, who are the oppressed? Who is the oppressor? With so much emphasis on what educators can do to revolutionize education, I have to consider what can students do particularly, college students? Students have the right to demand a more liberal education, and if they did what would be the reaction? How can students demand freedom and a more all-inclusive education without jeopardizing their success? When students remain passive about their academic setting they aren’t developing their “consciousness” which means a less enlightened society and a continuation of this cycle of the “banking education” within our society.
I have read Paolo Freire before and I admit that I was also well aware of the over-used male pronoun. It was explained to me that Paolo writes in this way not to offend, but as a mere cultural difference. The main points that Freire makes are strong enough for me to forget the male pronoun and really delve into what he is saying.
ReplyDeleteI agree that most education these days tends to be more "narrative", more memorization and regurgitation in K-12. It is as if the things being "taught" are only to be retained until the test. Once the grade is in the books, the knowledge loses its significance and can be (and most often is) forgotten.
Freire states that the only way to break free from this "banking" education is to have actual communication between teacher and student. I liked that you asked 'what can students do?' because this isn't just a problem with teachers. Together there has to be an open dialogue and the understanding that learning and teaching goes both ways.
What a terrific post, Erica. Of course, Freire is not American so his sensibilities about gender are different from ours. We've been "liberated" at least in the way we use pronouns (I'm not sure if Americans "really" have been liberated to think of women in the same authoritative, powerful way that they think of men...isn't that why Hillary Clinton has faced so much opposition from both men and women throughout her career?)
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