Pedagogy for Liberation

As part of the IC Teacher Exchange, our required reading is Paulo Friere and Ira Shore’s Pedagogy for Liberation, which in essence questions the role of the teacher, especially in formal education. Transcribed from a dialogue between the two authors, the book can be difficult to understand, but it has amazing ideas. We had our first book discussion today during orientation. We discussed the overall themes of the book as well as bringing up questions or tensions that we felt while reading it.
There are a couple of themes that caught my attention. One was the idea that the formal education is created by the dominant power (government) without considering the audience who will receive it. As educators we should question this education and its motives, which in essence is questioning the dominant power (government) over us. This can lead to an uncomfortable situation no matter where you teach. However I find it so true. Policies for public education in South Carolina are made by officials who have no direct connection to the very institution for whom they are making decisions. How many of our politicians have visited a school and stayed past the perfunctory presentation for them? How many have actually spoken to students for whom they are making policy? Our politicians insist on cutting taxes in order to bring in big businesses and yet refuse to support the educational system that will educate the workforce that these businesses will employ. So ultimately, how are we supposed to support a government that does not protect those it governs?
The second theme that struck a chord with me was the idea that the teacher should not be the expert. If the teacher and students learn together, the education is much more authentic. It also gives the student a voice in his/her education, thus making him/her more willing to be active in the educational process. I think as teachers we are very often not willing to give up control especially to students. However it is this release of control that has the potential to provide a much more meaningful experience to the learner (student and teacher).
One of the perks of this trip is that we are focusing on education in northern Uganda, but many of the same ideas fit into the American educational system.