Questions for Mo, Shauna, and Emily from Margaret

1.  In Picower’s article, she expresses an ideological tool that is used is the phrase “out of my control.”  Throughout this class, we have also discussed on societal issues and felt overwhelmed.  How do we avoid using that term as a crutch? What are the small steps we can take in our classrooms and communities that can shape and challenge our own behaviors? What experiences have you lived that made you feel that things were “out of [your] control?”

2. McDonough describes that Jaclyn’s experiences helped her recognize inequalities in structures of education.  What were defining moments for you? What have been experiences that caused you to recognize the inequities and privilege?

3.  McDonough also reveals Jaclyn’s experiences with staff members who try to “help” her understand the students and families she works with. How can we avoid preconceived ideas and judgments from influencing our own teaching and ideals? 

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Questions for Shauna, Mo, and Emily from Margaret

Hi friends!  I apologize for these just being posted – Mo brought it to my attention about an hour ago that they were not up. I did post on Tuesday though, I promise!

1. McDonough outlines Jaclyn’s experiences noticing the inequities that exist in educational structures. What were some of your first experiences when you became aware that inequities in education existed? Did that awareness arise through first hand experience or classes you have taken?

2.  McDonough also describes experiences Jaclyn has with other faculty members discussing certain students and their families. While background information, there is also the potential for poor assumptions to be made.  How can we utilize information from other staff members without letting it change our perceptions of students?

3.  Having taken this class, other education classes, and having the opportunity to work with students and other teachers, how has your perception of teacher savior films changed or been strengthened?  Do you view them with the same lens as you had initially viewed them?

Questions for Mo, Shauna, and Emily

1.  In Picower’s article, she expresses an ideological tool that is used is the phrase “out of my control.”  Throughout this class, we have also discussed on societal issues and felt overwhelmed.  How do we avoid using that term as a crutch? What are the small steps we can take in our classrooms and communities that can shape and challenge our own behaviors? What experiences have you lived that made you feel that things were “out of [your] control?”

2. McDonough describes that Jaclyn’s experiences helped her recognize inequalities in structures of education.  What were defining moments for you? What have been experiences that caused you to recognize the inequities and privilege?

3.  McDonough also reveals Jaclyn’s experiences with staff members who try to “help” her understand the students and families she works with. How can we avoid preconceived ideas and judgments from influencing our own teaching and ideals? 

Discussion Questions for Freire and Bourdieu

Freire reveals, “at a certain point in their existential experience the oppressed feel an irresistible attraction towards the oppressors and their way of life.  Sharing this way of life becomes an overpowering aspiration” (p. 62).   How does our current education system and view of “schooling” support the notion that many oppressed desire to become the oppressors?  How does our current definition of success encourage more oppression?

How do we get our students to believe they are more than simply a student? How can we get them to have courage and find the answers for themselves instead of saying “what can I do? I’m only a [student or child]” (Freire, p. 61).  Freire reveals that “the oppressed are emotionally dependent” (p. 65).  Does or how has our current education system caused students to be “emotionally dependent,” and as a result, “oppressed?”

Freire reveals that liberation derives from the oppressed and “from those who are truly solidary with them” because “who are better prepared than the oppressed to understand the terrible significance of an oppressive society?” (p. 45).  How does this relate to Bourdieu’s The Forms of Capital? How can one with “more” social, cultural, or economic capital truly be in solidarity with the oppressed?  Will a hierarchy still exist? 

-Margaret

Discussion Questions for Freire and Bourdieu

1.  Freire reveals, “at a certain point in their existential experience the oppressed feel an irresistible attraction towards the oppressors and their way of life.  Sharing this way of life becomes an overpowering aspiration” (p. 62).   How does our current education system and view of “schooling” support the notion that many oppressed desire to become the oppressors?  How does our current definition of success encourage more oppression?

2.  How do we get our students to believe they are more than simply a student? How can we get them to have courage and find the answers for themselves instead of saying “what can I do? I’m only a [student or child]” (Freire, p. 61).  Freire reveals that “the oppressed are emotionally dependent” (p. 65).  Does or how has our current education system caused students to be “emotionally dependent,” and as a result, “oppressed?”

3.  Freire reveals that liberation derives from the oppressed and “from those who are truly solidary with them” because “who are better prepared than the oppressed to understand the terrible significance of an oppressive society?” (p. 45).  How does this relate to Bourdieu’s The Forms of Capital? How can one with “more” social, cultural, or economic capital truly be in solidarity with the oppressed?  Will a hierarchy still exist?

-Margaret Betts