Perspective-Taking can Transform Education into Freedom

What?

Bell Hooks discusses the idea of politics of domination and the relationship between social identity and power through her ideas and through her connection with Paulo Freire’s work. She talks about, “one of the concepts in Freire’s work- and in my work…is that historical moment when one begins to think critically about the self and identity in relation to one’s political circumstance” but she makes clear that, it is not ‘enough’ to just change how you think, it must be put into “praxis” or practice (“Teaching to Transgress). One of Freire’s biggest concerns is the lack of practice that goes on that ultimately leads to and empowers the idea of domination in the political setting and how we struggle to release ourselves from the colonizing mindset as a society. He agrees with what Antonio Faundez spoke of, “It seems essential that in our individual lives, we should day to day live out what we affirm,” (Teaching to Transgress). I find this to be something that is hugely and widely applicable to today’s circumstances where we see many people, especially in the majority, say they believe something should change but never act on it or try to make that change occur in reality. I think this is also where Tatum’s points overlap, where he talks about how the dominant or advantaged group take their social and political standing for granted and rarely ever try to come to terms in understanding the people he classifies as “subordinates.” He says, “the dominant group holds the power and authority relative to the subordinates and determines how that power and authority may be acceptably used” (“Complexity of Identity). Through his words, we can understand that it is often the case that the subordinates or the “others” as he says they are depicted by society, are controlled by the dominants in a sense, because the dominant’s power allows them to ensure the subordinates remain in their devalued status as human beings.

So What?

Calderon dives the deepest into the idea of education for freedom and the significance of liberatory education because he speaks of the importance of perspective-taking. He says if teachers took the time to learn more about the students and their lives and the students did the same with the teachers there would be more of a “coeducator”- “colearner” relationship in which the students and teachers have “relatively equal statues” (“Perspective-Taking…”). He believes that, “perspective-taking can function as part of an empowering education… we can use our classrooms to practice creating an equitable democratic society,” (“Perspective-Taking…”). He brings in the idea of practice as mentioned in Hook’s piece, where if we can integrate this kind of teaching and learning in such an important setting as the classroom, students will be able to have the knowledge and understanding needed to promote and spread the much-needed sense of equity and democracy in the larger society. He underlines the importance of respect, and how it is not only that we must practice looking at and considering another’s perspective, but that we ultimately need to practice it with respect at all times. If we learn to “value the perspective of the ‘other,’” this perspective-taking ultimately will help us in addressing power and the imbalances of power experienced in the world at large. Even Tatum notes how it is most often the case where, “The subordinates are very well informed about the dominants” while the dominants don’t know the experiences of the subordinates, which is further an example of the broken bridges that are so commonly formed between people. They are expressing the need to build the connection between those bridges to be able to walk across and visit the other side, learn about them, in an effort to be able to better include, value, and give opportunity to everyone in the world we live in. From what I’m getting from these readings is that it all starts in the classroom, for that is where our young minds develop and are shaped to see the world. So, it is crucial for this practice to at least begin here, so that education can be more for the people than it is currently.

Now What?

At my first community partner shift this passed Sunday I got to know more about the program, what they have to offer, and also got to meet some new people. I sat in on one of the 6thgrade lessons where the students were working on a draft of an essay they are writing. As they were working I talked with the teacher for a while and got to know her. As I spoke with her, what became clear to me is that at Next Generation Scholars they strive to provide learning opportunities and education that will help the students be able to stay advanced in school and help them stay on track as they get ready for higher education. I think this translates to the idea of transforming education into the practice of freedom because this site is empowering students to embrace their education, learn to make it an important part of their lives, and realize how it can help them in practicing their own freedom. In the class I was in they were required to read a book, which I have forgotten the name of, but I remember when I saw it, I thought to myself, wow that is an important thing to be reading at that age, because I didn’t remember reading books like that when I was in 6thgrade. What I am trying to get at is that I believe the work they are having the kids do there is work that will benefit them not only on an educational level but on a social level as well, which are often concepts and ideas that aren’t brought forth in a regular school classroom unfortunately.

I also really enjoyed talking with Llessica, the teacher. I learned a lot about her, and she asked me about myself as well. It was a very heart-warming moment of communication that allowed me to practice my own perspective-taking. Learning and being open to listening to other people’s stories as we did together I think really builds a sense of mutual respect for each other and I look forward to continuing to work alongside her and building more of a relationship.