Reading Response 6 + 7

Pedagogy of the Oppressed

Conscientizaҫāo: Does it lead to destructive fanaticism? The idea that alerting people to the
realities of their circumstances will result in violent reaction is paternalistic. Is this the only
critique of consciousness-raising? What about the “stay in your lane” argument? e.g., a
science teacher should stick to science and not politics or religion (unless you are in Ohio,
apparently). Freire has a pre-response to this in those who “confuse freedom with
maintenance of the status quo.”

“Both types of sectarian [from the right and left], treating history in an equally proprietary
fashion, end up without the people – which is another way of being against them.” (Freire, p.
39) Interesting note on how this would come to play out in the case of liberation theology in El
Salvador. Consequences for those priests who allied with the people, and for Romero, whose
connections to martyrs like Rutilio Grande shifted his ideology to the left.

“This [radicalized] person does not consider himself or herself to be the proprietor of history or
of all people, or the liberator of the oppressed; but he or she does commit himself or herself,
within history to fight at their side.”(Freire, p. 39)

“This, then, is the great historical task of the oppressed: to liberate themselves and their
oppressors as well.” (Freire, p. 44) Connection to Noel Ignatiev (RIP) and his work on
abolishing whiteness – there are lots of seats at the table in this work.

Connection to the oppressed initially striving to become the next iteration of oppressors:
Virgina Tilley's work with indigeniety in El Salvador: to be an Indian is to be poor. To the extent
that someone has “made it,” they are no longer indigenous.

Classroom connections? Absolutely. Teaching and learning take place within a socioeconomic
context and within a larger ecosystem that is politicized. There are sides to be taken.
Interesting connections to whether it is acceptable to push a partisan identity – the work of
Hess on controversial issues is illuminating here.

This book continues to be influential to my thinking about teaching 22 years after the first time
I read it. The section on the banking model continues to be an important way to analyze the
dynamics of a classroom, initiative, directive, and all the other forces acting on a classroom.
In this way, classrooms are both mirrors and windows to larger societal issues. One cannot
teach without a political stance.