Critical Literacy and Closing

Paulo Freire, in his book, Pedagogy of the Oppressed, describes what he terms the “banking” concept of education. Freire is referring to the tradition of ‘teacher knows all and will kindly fill the empty vessels that are his or her students. I have often said of students that I am just as concerned about the student that doesn’t not question my knowledge, reasoning or authority at all as I am about the student who rebels simply because I am the source. Upon reading his explanation for this term, I was struck with frustration. While I was quite good at filing the necessary information to get either an A or B on a test, I could never retain the information. I have since realized that the reason was that I didn’t internalize those facts and make them mine by incorporating them into my own thoughts, with my own voice, through my own conversations and communications with others engaged with the same material. Morrell, like many of the authors cited in this series of blog posts, Ernest Morrell, in Critical Literacy and Urban Youth, reflects this sentiment in seeking to make connections to students and their lives, particularly when there is much to be ‘critical’ about in their lives. Students, instead of learning what must be random facts for many of them, are inspired by questions about their lives and their communities they have probably entertained for much of their reflective lives. By beginning with those relevant questions, Morrell’s students can create nothing like internal filing systems; they create Wiki’s, networks of information they’ll retain because each bite is connected to real and motivated learning. Lynn Astarita Gatto had similarly inspired her students with the engaging project of creating a butterfly vivarium. So many of our authors have tried to discover where their students might want to go but as yet could not, then created an environment through which, with skilled facilitation, they would achieve their goals. Carter Forshay inspired students who had been through uninspiring volumes of seemingly context-free ditto exercises through music and stories his students could relate to and James Paul Gee sought to realize how new literacies of the computer and the internet might empower students to be teachers just as teachers become most humble students. These exchanges were also reflected in attempts to invite students’ home languages into the classroom in an effort to validate them and bridge from these home languages, not to a singular, correct form of English, but rather a common English.

In closing, I’d like to thank those educators who have read these posts and contributed commentary. While I have held these philosophies for some time, trying to exercise them in what sometimes seemed to me like fits and starts, I have been lapse in researching the successes of notables in the field through which I might have reflected more deeply on my own practice. As this exercise, as well as my adventure back to grad school has shown me, despite possessing ideas on the dangers of educators becoming sealed away in their classrooms, juggling so many balls they have little time for a ‘big picture’ view, I am guilty nonetheless. Having thus been reintroduced to community, I will endeavor to remain connected, to share my own successful experiments in bringing students in by connecting curriculum to their lives, their identity and their interests as well as seeking help from colleagues as well as researchers discovering the evidence and direction I’ll need to improve upon my practice.

Thanks again.