Read more about the year of the dragon – click on the pic and consider what cultures are represented, underrepresented, and overrepresented in schools
Comedians are the truth (often).
My apologies for the late post! Had troubles posting. Here are my q’s for my group for this weeks readings of Friere and Bourdieu…
Our current education system is adjusting to the demands of a new reform program called “Race to the Top”—a program that in theory should provide equitable opportunities for success for all students. Still, our education system places high value on standardized testing—a controversial topic that often brings up conversations that sound familiar to Frieire’s “banking model” of education.
1. If Freire were around today, what do you think he would say about this national program? What or who exactly is at the “Top,” and how can those who are at the “bottom” enact “pedagogy of the oppressed” (assuming those at the bottom are indeed oppressed) to “race” to the top?
2. Educational credentials, according to Bourdieu reproduce social inequalities and are mechanisms through which wealth and power are transmitted. How might the RttT program perpetuate or break down this theory about education and social mobility?
Jane was having trouble posting so here are her questions:
How have your school experiences both as a student and an educator confirmed or refuted Freire’s perspective on emotional dependency and oppression in our school systems? Do you think that dependency catalyzes oppression or that oppression causes dependency? Why?
Can people with exposure and access to social, cultural and economic capital feel solidarity with the oppressed? Or do you think those people by nature become oppressors? Do you think that the social justice and service culture at BC falls into people with capital trying to be in solidarity with the oppressed or “false generosity”? Who does this well? How can we as educators work understand the oppression and dependancies our students feel?
Hi Group! Here are the questions for this weeks readings! Sorry they are a bit late, I was unable to post them earlier!
1) In what ways does the American school system promote the hierarchical structure and society of “the oppressors” vs. “the oppressed”?
2) How do we balance our understanding of the importance of social and cultural capital as important aspects in achieving the “capitalistic, American ideal of success,” and perpetuating conformity into Freire’s problematic notion that the oppressed idealize and strive to be like the oppressors?
Hi group! So sorry about this. This is the third time I’ve tried posting, and each time it looks successful…but then it is not there! I’m not quite sure why. Hopefully this works!
Freire reveals, “at a certain point in their existential experience the oppressed feel an irresistible attraction towards the oppressors and their way of life. Sharing this way of life becomes an overpowering aspiration” (p. 62). How does our current education system and view of “schooling” support the notion that many oppressed desire to become the oppressors? How does our current definition of success encourage more oppression?
How do we get our students to believe they are more than simply a student? How can we get them to have courage and find the answers for themselves instead of saying “what can I do? I’m only a [student or child]” (Freire, p. 61). Freire reveals that “the oppressed are emotionally dependent” (p. 65). Does or how has our current education system caused students to be “emotionally dependent,” and as a result, “oppressed?”
Freire reveals that liberation derives from the oppressed and “from those who are truly solidary with them” because “who are better prepared than the oppressed to understand the terrible significance of an oppressive society?” (p. 45). How does this relate to Bourdieu’s The Forms of Capital? How can one with “more” social, cultural, or economic capital truly be in solidarity with the oppressed? Will a hierarchy still exist?