“Knowledge Grows From and Is a Reflection of Social Experience.”

Critical Reflection #8

What?:

For both men, Horton and Freire believe that real liberation is achieved through popular participation. They believe that participatory education is a critical component when it comes to social change. Both Horton and Freire began individual literacy campaigns in order to bring voice to the people who were being unheard. Knowledge is to be shared with others because it does not just stop with “us.” As a community, we must create ourselves to be progressive educators for that is “One of the main reasons why the students could learn with and like class [was because people] respected them, no matter their age (very young). [The educators] respected them and [they] respected their mistakes, their errors, and their knowledge” (Freire & Horton,97). However, both men indicate that is hard to do such work because society is mired with the unbearable weight of cynicism, that people are losing the “joy” and purpose. If people are given the opportunity to participate in the process of their own education, the more people will become aware of what type of production needs to be done, and for what and why, the more that people will want to invest in themselves.

Similarly, the group WOKE, presents a corresponding approach that aims to bring students, and in the future, the nation, to share their stories; but not only that, to also make it possible for students to become themselves. All three of these individual groups use the practice the process of having students organize the curriculum. Because how can you start educating someone if you do not ask or allow them to advocate for what they want and need?

So What?:

Neutrality is defined as not siding in an argument or, can also mean being “unbiased.” In reference to Horton and Freire, they believed that “The role of leadership is to lead the masses while learning with them and never imposing on them” (218). Thus meaning that being “neutral” on the issue of education is not at all beneficial to the groups who need it the most. The road to education is not meant to be easy, it is a moment of struggle. However, that does not mean that the people we identify with should not be involved in the process of their own education: “Work with the people who, historically and practically, are in a position to change society if they choose to so” (220). If we choose to be neutral, we choose to stay ignorant.

As a society, we fear the unknown, so in order to feel better about ourselves we label others so we can feel better about how “normal” we are compared to them. It is a sad reality, but as times are changing, more people are taking a stand for underserved communities and are advocating to protect and defend the human rights of people who are being denied those rights. To acknowledge an issue is not to understand it, that comes later. To acknowledge an issue is to know that it exists and what can be done. I believe that my community partner, RotaCare clinic, has done just that. They are not refusing anyone in need to free health care services, but are also not refusing to share the knowledge of the resources and policies that could affect them and their families. RotaCare had to learn how to think, and by this I mean, they had to make decisions: decisions about the population they were working with and creating connections with the people by respecting their beliefs and learning and listening to what they wanted and needed the most. Movements change what goes on and how things are organized.

Now What?:

For my senior year of high school, I was a peer mentor for students with disabilities. I had two students, one with a vision impairment and the other one who was autistic. Before becoming a peer mentor for students with disabilities, I had encountered and met a few people who were autistic or had some other sort of disability. To be honest, I had never really learned how to interact with people who were autistic because I was always told that they were “enfermitos,” which means sick in Spanish.

During my time as a peer mentor, there were several instances where Matthew, the boy with autism, would be great one moment and then completely shut down the next. Through these episodes, I really had to tell him in a stern voice that what he was doing was not okay and that if wanted to participate and get homework done, he had to respect me and his other classmate. Of course, there were other experienced adults in the room, so if things ever did escalate, I was not alone. Nonetheless, I loved being a peer mentor. I soon started seeing my students as students, and not just “students with disabilities.” They needed special accommodations, but they were incredibly smart. Every day I was impressed by their willingness to learn, but a bit of sadness would wash over me every once in a while when I heard them say that they were dumb unlike their peers in class. However, I let them know that everyone has their own strengths and weaknesses. They have theirs and I have mine. I believe that was the most beautiful lesson that they taught me: don’t lose sight of the strengths because everyone has some.

Moreover, I believe that the reading illustrated this sentiment because when the author was talking about his late wife, he described her willingness to do what “Was based on her love for her own people and wanting to be helpful” (107). If we do not ever share the knowledge of who we are to others, how can we expect them to do the same? It is important to share knowledge not only in discussions, but also in the way we live. That is the way of life.