This is a time of growth for our country, as many notions of oppression are beginning to be brought to light. We reference an iconic book, Pedagogy of the Oppressed to discuss a reflection related to how oppression is embedded within a culture that dictates opportunities, especially in education. Our goal with this post is to refer to a notion that has existed for many years and determine the influence this notion of oppression has on our current society. As always, we thank you for checking in with us and we hope this reflection gives you a unique perspective about the role educators (and students) play in dictating what opportunities are given to whom within our society.
Pedagogy of the oppressed is inspired by the notion that the oppressed must gain a critical consciousness that perpetuates their growth out of oppression. Friere (1970) embraces the idea that it is the responsibility of educators to enhance their students’ understanding of the traditional make-up of society about various societal initiatives that keep the oppressed from garnering a more advanced class stance in their culture, including capitalism, sexism and racism to name a few. Friere (1970) also insists that educators should also allow their students to become active participants in developing their critical thinking and consciousness about society and where they stand.
Along with critical consciousness, Freire discusses oppression and liberation in-depth and targets these important topics as key in forming a beneficial path for the oppressed. According to Friere, obtaining critical consciousness requires the oppressed to realize that the current situation and reality is oppressive and set up to hold them back from climbing the social ladder. Further, when the oppressed develop a critical consciousness, they become aware of their circumstances and are then able to find discontent in the system of oppression that is inevitably at play (Friere, 1970; p. 36). After reading this book, there is also a sense that the oppressed are dehumanized and treated as less than human. However, Friere calls, not for the oppressor, but for the oppressed to recognize that this is how they are viewed and, more importantly, accept the idea that they are, in fact, human beings and should be treated as such (Friere, 1970; p. 181). This is an interesting perspective that reminds us of the idea of prison, and how there is a system in place in the United States that “cages” the “animals” that are seen as detrimental to society. This is especially the case for African American males, however, due to the pedagogy of the oppressed and the structure that is currently in place for minorities in this country, the living circumstances create almost a “survival of the fittest” paradigm that forces minorities to find alternative ways to survive, which may not always be legal.
According to Friere, oppression is meant to gratify the oppressors by allowing a system that benefits, not only them, but also their children and their children’s children (Friere, 1970; p. 37). Further, the fact that the oppressed are submersed into this lifestyle, including their children’s children as well, there is a mindset of the oppressed that, since they are in survival mode, they are impaired by this reality and, due to the distractions of survival, are less likely to garner a critical consciousness (Friere, 1970; p. 46). There is, however, a process that must take place in order to get out of the oppression that someone faces, which Friere refers to as liberation. He argues that the oppressed should not be passive in this process, but must take ownership of their fight for fairness (Friere, 1970; p. 43) Further, one must understand the full structure and system that perpetuates this reality in order to become an agent for transformation, that will ultimately benefit their family.
The banking concept of education is the idea that educators deposit education into their students, simply creating a regurgitation of the academic material rather than a more active contribution to their education. The way Friere refers to this idea, it almost seems robotic, causing the students to not develop their critical consciousness. There is a possibility that the students will be able to become educators and ask for the same regurgitation from their students, but this only contributes to the continuous cycle of a lack of creativity and critical thinking (Friere, 1970; p. 72). Friere further argues that educators assume that students know nothing and present themselves as complete opposites. There are times in the classroom when peers may listen to peers more so than their teachers. This is due to the fact that teachers sometimes present themselves as authoritative and have more knowledge than their students, which may not be an ideal approach for some students. If a trusted peer gives positive critical feedback to their friend, there is a greater likelihood that the friend will listen to their peer because they approach the situation with a more positive and humble approach that the friend can listen to.
As we reflect on Friere’s approach, there is a humility that is the essence of consciousness because this mindset requires that we are one with the world and must embrace our place in the world, which ultimately allows us to see the world with a more communal lens (Friere, 1970; p. 68-69). Further, Friere uses the phrase, “co-intentional education”, which emphasizes the necessity of teachers allowing students the opportunity to engage in their learning growth (Friere, 1970; p.69). In this case, teachers are simply the catalysts that encourage students to embrace their role in their learning. This is an approach that, as a teacher and as a student, we can appreciate because it allows students to create their knowledge development, without the robotic mindset of simply providing the teacher with the information that they ask for to get a good grade or pass a class. Education should be a more encompassing process that helps students understand their place in society and how they can contribute to benefiting the world on a larger scale.
As stated previously, for students to come to this mindset, they must appreciate the necessity of education as it applies to the world around them, but also, they must appreciate their unique role in society and the part that they can play in positively contributing to society without the need to oppress or feel oppressed. Oppression can become a mindset that is detrimental to the oppressed and beneficial to the oppressors, however, both sides can contribute to a more communal approach, where everyone has an important and unique role to benefit society. The role of an educator is to continue to empower students and help them understand the factors that are helping them grow and learn, but also remind students of the systematic oppression that may contribute to certain circumstances that they may face. While this is different for each student, a knowledge and awareness of this structure will ultimately benefit each individual as they find themselves and create their place in society through their unique journey.
Again, thank you for taking the time to check out this reflection! As an educator or a student, you have an important responsibility to contribute to society in a positive way. Oppression is an intentional misconduct that limits our culture and brings an overall negative experience to education and learning that is not necessary. We are capable of greatness and should be treated as such! Continue to move forward and positively shape our culture by working hard, staying positive and helping others do the same.
Keep it REAL.
Recognize Education And Learning 