Traditionally, the education system has maintained an equitable structure by providing equal opportunity and distributing a proportionate measure of knowledge to ensure scholastic equality. Typically, students are given the opportunity to receive identical discipline in order to maintain stability and ensure that parity exists within the classroom. In particular, the American school system does this through standardized tests and uniform curriculums. However, there is a possibility that this constant strive for balance and equivalence ultimately creates a schism between the school world and selfhood. Pupils are deprived of their right to autonomously express personal talents and formulate their own sociocultural identities. This dilemma is
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Freire imposes a political perspective throughout his piece, implying that learning should not be dictating, but democratic instead. He introduces the “the banking concept” which occurs when teachers effortlessly deposit information into students rather than truly teaching them its practical application (Freire 244). Consequently, superiority diffuses towards instructors, binding students to their every word. An extreme division is established between the two, oppressing the learners who become containers for instructors to merely fill (Freire 244). To revolutionize the accustomed standards, Freire announces his idea of “problem-posing education” (Freire 250). Through extensive conversation and engaged communication, students and teachers can collaborate their ideas, which diversifies thoughts through creative thinking. Instead of abiding by the teachers point of view, individuals have the power to craft their own reality and sense of consciousness through classroom …show more content…
By referencing an Andean historical hidden gem, the New Chronicle by Guaman Poma, she provides an empirical and factual outlook on revising our educational systems by incorporating diverse studies (Pratt 34). As a solution, Pratt suggests “contact zones” as an alternative to modify existing models of education (Pratt 34). “Contact zones” are notable places of intersectionality where various cultures collide through political, emotional, and verbal interaction such as trade, war, colonialism and power (Pratt 34). Pratt encourages learning information from a multitude of angles such as studying the experiences and viewpoints from other countries on a specific event rather than having only one predominant frame of reference. The New Chronicle exposes a parodic truth by describing the Andean’s experience with Spanish conquerors, which happens to be a minority vantage point. This piece is associated with Pratt’s term, “autoethnography” (Pratt 35). “Autoethnography” occurs when the study of one’s culture is strictly derived from “the speakers own community”, which gives cultural integrity for various countries (Pratt 35). This is important for the voices of unrepresented minority groups, such as the
Freire imposes a political perspective throughout his piece, implying that learning should not be dictating, but democratic instead. He introduces the “the banking concept” which occurs when teachers effortlessly deposit information into students rather than truly teaching them its practical application (Freire 244). Consequently, superiority diffuses towards instructors, binding students to their every word. An extreme division is established between the two, oppressing the learners who become containers for instructors to merely fill (Freire 244). To revolutionize the accustomed standards, Freire announces his idea of “problem-posing education” (Freire 250). Through extensive conversation and engaged communication, students and teachers can collaborate their ideas, which diversifies thoughts through creative thinking. Instead of abiding by the teachers point of view, individuals have the power to craft their own reality and sense of consciousness through classroom …show more content…
By referencing an Andean historical hidden gem, the New Chronicle by Guaman Poma, she provides an empirical and factual outlook on revising our educational systems by incorporating diverse studies (Pratt 34). As a solution, Pratt suggests “contact zones” as an alternative to modify existing models of education (Pratt 34). “Contact zones” are notable places of intersectionality where various cultures collide through political, emotional, and verbal interaction such as trade, war, colonialism and power (Pratt 34). Pratt encourages learning information from a multitude of angles such as studying the experiences and viewpoints from other countries on a specific event rather than having only one predominant frame of reference. The New Chronicle exposes a parodic truth by describing the Andean’s experience with Spanish conquerors, which happens to be a minority vantage point. This piece is associated with Pratt’s term, “autoethnography” (Pratt 35). “Autoethnography” occurs when the study of one’s culture is strictly derived from “the speakers own community”, which gives cultural integrity for various countries (Pratt 35). This is important for the voices of unrepresented minority groups, such as the