- The recording of the CBC Public Forum on the BC Public Education system (Sept. 12, 2012) can be found at http://www.cbc.ca/onthecoast/past-episodes/.
- A student put next week's readings into printable word files. If you don't mind reading in smaller fonts, you can download and print them. Thanks for sharing.
teacher inquiry // Does inquiry make a difference- The guiding questions for today's discussion.
- What does he mean by “progressive” education and “progressive teacher”? The term “dare to teach” suggests the need for courage; why might the “progressive teacher” require courage?
- Is the teacher a political agent? What does this mean? Explore passage below in this regard:
“To the extent that I become clearer about my choices and my dreams, which are substantively political and attributively pedagogical, and to the extent that I recognize that though an educator I am also a political agent, I can better understand why I fear and realize how far we still have to go to improve our democracy. I also understand that as we put into practice an education that critically provokes the learner's consciousness, we are necessarily working against myths that deform us. As we confront such myths, we also face the dominant power because those myths are nothing but the expression of this power, of its ideology.” (Freire, p. 75) - 3. Given the emphasis on virtue in the author’s view of the teacher, is there any role for knowledge and skill in his view, in yours? In other words, is teaching more about WHO we are, than WHAT we know or can do?
4. What does the author mean when he writes that “decision making is rupture and is not always an easy experience”? What kinds of decisions do teachers make? What do teachers take into account in their decision-making? How do teachers know whether they have made the right decision?
5. Reflect on the following in light of the history of the teaching profession in various parts of the world, including Canada:
"What can I do? Whether they call me teacher or coddling mother, I am still underpaid, disregarded, and uncared for. Well, so be it." In reality, this is the most convenient position, but it is also the position of someone who quits the struggle, who quits history. It is the position of those who renounce conflict, the lack of which undermines the dignity of life. There may not be life or human existence without struggle and conflict. Conflict" shares in our conscience. Denying conflict, we ignore even the most mundane aspects of our vital and social experience. Trying to escape conflict, we preserve the status quo.” (Freire, p. 83)
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