Tag Archives: Critique

Four of a 12 part blog

Question 4.           What are the fundamental changes that Freire proposes to help teachers counteract the banking approaches to schoooling?

Knowledge emerges only through invention and re-invention, through the restless, impatient continuing, hopeful inquiry (we) pursue in the world, with the world, and with each other. “ Paulo Freire Pedagogy of the Oppressed, 1971

According to the introduction, critical pedagogy aims to help the educator understand why some students are not easily accepting a changed classroom. I agree with the introduction that this resistance can come from moments of anxiety and fear. When a student is taught and led to believe that they are somehow inferior and less knowledgeable, completly dependent on the educator, they tend to become trained to accept this as a truth. They become complacent and wait to be taught. I experience this sometimes when I have a new student in my choice based art classroom that refuses to design their own art project. They fight the freedom that is given to them and beg to be told what to do. However with coaching and support (a lot of dialogue) once the freedom is accepted and valued, they fight to keep it. Sometimes parents are afraid as well, even asking that their child not be given the freedom to make their own choices.
The traditional "banking concept" of education is one where the teacher is the pillar of knowledge and the students receive this knowledge passively. Critical pedagogy and Freire propose that educators teach more democratically, using dialogue.  Freire believes that when students and teacher interact and learn together through dialogue of reflection, critique and by acting they can counter the "banking concept". (page 24)
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References:The Critical Pedagogy Reader. (2009). “Critical Pedagogy: An Introduction” . I. Darder,Antonia, II. Baltodano, Marta, III. Torres, Rodolfo D., Routledge. 711 Third Avenue, New York, NY 10017