Reflection on Freire

First Letter:

“The power of the dominant ideology is always domesticating, and when we are touched and deformed by it we become ambiguous and indecisive,” (Freire, pp.10).

The conditions of our school systems create ideologies that are not necessarily true. I think this quote speaks to the stereotypes we may form around students who “drop-out” or become disinterested in the matters of school due to their life circumstance. As teachers we are “touched” by student life circumstances. This allows us more understanding behind what motivates a student to participate and be actively involved in their education. At the school I work at we are case managers, or social workers, as well as a teacher. Because of this dual responsibility, I understand the message Freire wants to convey, which is that life circumstances impact and school conditions do impact a student’s ability and drive to learn.

As a case manager, I am in contact with the student’s family, and know what is affecting a student at home. Emotional challenges definitely create difficulties at home and in school. Knowing such circumstances, we are able to meet the student where they are, and rather than “coddling,” we are prepared to help students through their time of need to optimize their learning ability. This helps prevent us from overwhelming student with information that is not beneficial at the time and address their more urgent needs, then we move forward when they are more focused.

Freire, P. (1998). First Letter. In Teachers as cultural workers: Letters to those who dare teach (pp. 1-29). Boulder, Colo.: Westview Press.

Eighth Letter:

“The importance of the identity of each one of us as an agent, educator or learner, of the educational practice is clear, as is the importance of out identity as a product of a tension-filled relationship between what we inherit and what we acquire,” (Freire, pp. 125).

My interpretation of this selection in Freire’s Eighth Letter, is that identity effects education and defines what we are motivated to learn, as well as, how and what we learn, especially in relationship building. This ideology is important to take into consideration as a teacher because, ultimately, we are forming relationships that integrate multiple personalities from diverse backgrounds. We will encounter this relationship building more intensely as ESL educators. This is because we are merging cultures, with distinct identities, to become united and connected through language.

Language is such a defining characteristic of an individual’s identity. For example, we meet someone from France, we recognize their language or accent, we collect knowledge of what we know about French culture, we may subconsciously make assumptions from pre-existing stereotypes, and we build relationships based off what we know. For the most part, I see this as a natural disposition that is an unintentional and natural way of creating connection and building relationships. I do fear, that tension could build when a person builds assumptions and stereotypes based off cultural, historical, religious or social conflict, i.e. Palestinian and Israeli interaction, relationship building. In this case, this is where Freire would call for more tolerance in interaction.

Freire, P. (1998). Eight Letter. In Teachers as cultural workers: Letters to those who dare teach (pp. 123-133). Boulder, Colo.: Westview Press.