Paulo Freire (2005) in Teachers as Cultural Workers: Letters to Those Who Dare Teach speaks directly to teachers. The initial concern he addresses is the conflation of teachers with parents -- a paternalistic understanding of the teaching profession in many countries including his own. This devaluation of the teaching profession is significant as it undermines the role teachers play in the lives of students. Teachers, Freire asserts need to come together to challenge these views, change the systemic factors which play into them and ensure that schools are indeed a place where they can teach.
In low income communities, adaptation often leads teachers to take on a more paternalistic role resulting in reinforcing the view of the teacher as a caregiver, rather than a professional focused on challenging students -- and this must be avoided. Freire underlines the importance of teachers loving their students (and caring about what is going on for them) however, this care should not take away from their professional focus on driving students to reach their potential. According to Freire, love for teaching and for students does not equate to a pedagogy of care or coddling but rather one of critical teaching and reflection. In any profession - love for what you are doing and who you are working with enables you to be better at it. Your love shines through in your work and is clear to those around you. Teaching is no different. And this love should be what enables us to challenge our students to live up to their potential -- to ask questions and reflect critically on their experiences.
Students from any background or socio-economic status have the ability to learn and should have the same opportunities to demonstrate it. Just as Freire envisioned, we as educators must embody our professional position and in that role challenge our students to both imagine and work towards creating a better world.
Freire, Paulo (2005). Teachers as cultural workers: letters to those who dare teach. Boulder, Colorado: Westview Press.
In low income communities, adaptation often leads teachers to take on a more paternalistic role resulting in reinforcing the view of the teacher as a caregiver, rather than a professional focused on challenging students -- and this must be avoided. Freire underlines the importance of teachers loving their students (and caring about what is going on for them) however, this care should not take away from their professional focus on driving students to reach their potential. According to Freire, love for teaching and for students does not equate to a pedagogy of care or coddling but rather one of critical teaching and reflection. In any profession - love for what you are doing and who you are working with enables you to be better at it. Your love shines through in your work and is clear to those around you. Teaching is no different. And this love should be what enables us to challenge our students to live up to their potential -- to ask questions and reflect critically on their experiences.
Students from any background or socio-economic status have the ability to learn and should have the same opportunities to demonstrate it. Just as Freire envisioned, we as educators must embody our professional position and in that role challenge our students to both imagine and work towards creating a better world.
Freire, Paulo (2005). Teachers as cultural workers: letters to those who dare teach. Boulder, Colorado: Westview Press.