Pedagogy of the Oppressed - Chapter 2 Reflection

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Pedagogy of the Oppressed, falls into the political philosophy genre. After I read Chapter 2 of Pedagogy of the Oppressed, my first thought was about the reservation boarding school system. Indian schooling started with missionaries and teachers in missionary schools were at least as interested in salvation as in education. According to many observers, the discipline of the schools usually included getting Indians to dress, speak, and act like white people. Native Americans serve as perfect “containers” and “receptacles” for teachers of that time. (Freire 4) Many teachers that teach in Tribal communities often use the concept of “the teacher know everything and the students know nothing”. (Freire 8) This semester I had a teacher that said, “I’m going to teach you as though you know nothing”. This goes to show that teachers, even in current times are obsessed with their authority over students. The “banking system” only works to the extent of students being able to regurgitate what the teacher tells the student. The students do not learn when they are told to memorize items, just so the student can get a good test grade. I have experienced this during my academic career. I personally retain more information when teachers communicate and tell me why I need to learn what I need to learn. “’Four times four is sixteen; the capital of Para is Belem.’ The students records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of “capital” in the affirmation ‘the capital of Para is Belem,’ that is, what Belem means for Para and what Para means for Brazil.” This type of teaching is taught everywhere. I feel as though it is worse for Tribal communities, and I’m only saying that because the high school drop out rate is higher among Native Americans than other ethnicities. Not to mention, in the university level, the graduation rate is lower. I believe, is because of the quality of...
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