What are we trying to do? (Progressivism & Social Justice)

park — Mon, 28 Jan 2008 23:21:49 +0000

The eight qualities of a progressive teacher was very insightful (4th letter, Freire). I think these are qualities that most of us have heard time and time again throughout our childhood from our families, place of worship, “citizenship” character education at school, etc. Seeing the qualities that translate to teaching was really powerful for me. I think as a special educator most of my teaching career, I’ve heard people say, “I can’t do what you do. I don’t have the patience for it. You must really love what you do. Otherwise, why would you still do it?” I think that my students have taught me to be courageous. You see, I work with the physically disabled. Most of my students have had to endure surgeries and therapies since they were born. Seeing the joy of living that they have helps me to possess some of the other progressive qualities. Through their lives, I have become more tolerant, patient as well as impatient, decisive, etc. I have no choice but to show love; “it is indeed necessary, however, that this love be an ‘armed love,’ the fighting love of those convinced of the right and the duty to fight, to denounce, and to announce” (Freire, p. 74). Because of the qualities that they have and the limitations that they’ve been given, I have to stand up for them. They have taught me how to utilize the teacher qualities that Freire professes. For instance, I have a student that was recommended for Occupational Therapy evaluation the last week of school 2007. His school did not have an occupational therapist (OT) and since he hadn’t been evaluated yet, he wasn’t eligible for compensatory therapy time either. I kept emailing/asking my coordinator who happens to be the occupational therapy coordinator and my instructional support teacher (IST) to no avail. I tried to remain patient but realized the injustice to my student. I took the matter further and contacted my coordinator, my IST, and the school principal in a formal email and finally got my student evaluated and now we have an OT there. I feel that I used many of the teacher qualities that were in the Fourth Letter in this example “so that these rights [of my students] are not just recognized but respected and implemented” (Freire, p. 84). So, if we don’t have teachers that are teaching with ”armed love,” what will our students learn/gain from their schooling experience? How can there still be rote memorization, learning the basic facts, etc. as the basis of our educational system? It seems that we keep taking one step forward and taking 2 steps back. It appears that with the changing society of America, we’re reluctant and fearful of embracing the difference amongst us. You look at a country like India with so many different languages, religions, regions, etc., yet they are tolerant and co-exist. Why can’t we, a nation built on immigrants, do the same? When my family moved to the United States, my father was told to make sure that we did everything American. In essence, society wanted us to assimilate into the mainstream culture…the white, Anglo-Saxon culture. We didn’t have the critical multicultural curriculum in Iowa, where we first lived. I think had this been available, it would have helped my brothers and I “know and value the diverse traditions that enrich and dignify the nation’s heritage, and [engaged] us in learning and maintaining [our] own heritage and language” (Oakes & Lipton, p. 95). I see my cousin who is now in high school and can speak English and Korean fluently. Then I look at myself who can “get by” speaking Korean, although I speak like a Kindergartner, and am somewhat proficient with English. I wonder if I was growing up now versus the early 80’s, would I have been taught to embrace both cultures? At the least, I hope to be able to teach my students to be proud of their heritage, tolerant of others, enjoy living, etc.

Jen Park » Progressivism & Social Justice 1/28/08

What are we trying to do? (Progressivism & Social Justice)