As educators how do we transform learning into a process that not only facilitates understanding but also action? This is the question that was weaved through our readings this week.
The readings explored how to begin practicing Freire's liberatory ideas in the classroom. Jewett (2007) for example implemented critical literacy theory and transactional literary theory which emphasized Freire's focus on student and teacher influencing one another's learning while also infusing discussion around concepts of equity, fairness and justice into a class on children's literature. In Freire & Shor's (1987) excerpt from their book A Pedagogy for Liberation they model critical dialogue, while responding to some of the challenges associated with traditional classrooms. Throughout their conversation they explain how critical reflection is the key outcome of dialogue, serving to illuminate experiences and create opportunities to learn and re-learn -- going deeper by asking questions, continually encouraging curiosity and facilitating opportunities to see different points of view. These examples model how we as educators can enable our students to more effectively engage with the world around them -- dialogue according to Freire is not simply about deepening understanding but is part of making a difference in the world. It is part of the process which leads us to act in ways that promote justice and the betterment of our society.
Providing a more concrete example, Freire (1981) delves into explaining critical reading, identifying how educators should go about "reading lessons." In doing so he emphasizes the need to focus on internalization and understanding over quantity and memorization. If students simply memorize or regurgitate what they've read, if meanings derived are based on the experience of teachers, then as Freire explains, we are misunderstanding our goal. Reading literary texts according to Freire is part of the larger process of development and growth and therefore, must involve critical perception, individual reflection and interpretation. It is effective critical reading Freire suggests that helps students to develop the consciousness that can enable them to transform reality.
Freire's focus on lived experience opens up a multitude of ways to approach practice. I hope to continue to draw from his ideas to provide experiences for my students while also taking from each experience to inform my own teaching.
Freire (1981). The Importance of the Act of Reading. Retrieved from: http://serendip.brynmawr.edu/exchange/files/freire.pdf
Freire & Shor (1987). What is the Dialogical Method of Teaching? Retrieved from: http://www.acervo.paulofreire.org/xmlui/bitstream/handle/7891/2577/FPF_OPF_03_007.pdf
Jewett, P. (2007). Reading knee-deep. Reading Psychology, 28, 149-162.
The readings explored how to begin practicing Freire's liberatory ideas in the classroom. Jewett (2007) for example implemented critical literacy theory and transactional literary theory which emphasized Freire's focus on student and teacher influencing one another's learning while also infusing discussion around concepts of equity, fairness and justice into a class on children's literature. In Freire & Shor's (1987) excerpt from their book A Pedagogy for Liberation they model critical dialogue, while responding to some of the challenges associated with traditional classrooms. Throughout their conversation they explain how critical reflection is the key outcome of dialogue, serving to illuminate experiences and create opportunities to learn and re-learn -- going deeper by asking questions, continually encouraging curiosity and facilitating opportunities to see different points of view. These examples model how we as educators can enable our students to more effectively engage with the world around them -- dialogue according to Freire is not simply about deepening understanding but is part of making a difference in the world. It is part of the process which leads us to act in ways that promote justice and the betterment of our society.
Providing a more concrete example, Freire (1981) delves into explaining critical reading, identifying how educators should go about "reading lessons." In doing so he emphasizes the need to focus on internalization and understanding over quantity and memorization. If students simply memorize or regurgitate what they've read, if meanings derived are based on the experience of teachers, then as Freire explains, we are misunderstanding our goal. Reading literary texts according to Freire is part of the larger process of development and growth and therefore, must involve critical perception, individual reflection and interpretation. It is effective critical reading Freire suggests that helps students to develop the consciousness that can enable them to transform reality.
Freire's focus on lived experience opens up a multitude of ways to approach practice. I hope to continue to draw from his ideas to provide experiences for my students while also taking from each experience to inform my own teaching.
Freire (1981). The Importance of the Act of Reading. Retrieved from: http://serendip.brynmawr.edu/exchange/files/freire.pdf
Freire & Shor (1987). What is the Dialogical Method of Teaching? Retrieved from: http://www.acervo.paulofreire.org/xmlui/bitstream/handle/7891/2577/FPF_OPF_03_007.pdf
Jewett, P. (2007). Reading knee-deep. Reading Psychology, 28, 149-162.