Transformative teaching requires teachers to become learners in dialogue with students

Evidence

Transformation, in the Freirean sense, is the means by which people remake their worlds in order to become “beings for themselves,” freed from oppressive conditions (Freire, 1970, p. 161). This remaking, coming from an attention to “in here” and “out there,” puts teachers in a position from which they can intervene as “subjects in expectancy” (Ergas, 2015; Freire, 1970, p. 131). They do so by becoming learners themselves, engaging in dialogue with their students, and freeing themselves from attending to simple outcomes (Freire, 1970). — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 685

Categorization

• DEFINE: Defines Freire’s ‘transformation’ and ‘subjects in expectancy’ in terms of bidirectional inner-outer attention.
• XREF: connects to: Critical consciousness in teachers is fostered by sustained multimodal reflection and ongoing dialogue — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 361; Dialogue-based pedagogy must express the students’ own consciousness — Paulo Freire, Pedagogy of the Oppressed, 175; An engaged teaching voice must shift with its audience and context — bell hooks, Teaching to Transgress: Education as…, 33 (+10 more)

Broader Connections

• Cultural synthesis means educators learn with people rather than transmit anything #corroborates (0.92) — Paulo Freire, Pedagogy of the Oppressed, 579
• Liberating educators dialogue with people rather than explain action to them #corroborates (0.90) — Paulo Freire, Pedagogy of the Oppressed, 127
• Dialogue-based pedagogy must express the students’ own consciousness #expands (0.85) — Paulo Freire, Pedagogy of the Oppressed, 175
• Adaptive pedagogy rooted in students’ actual needs characterizes Freirean practice #expands (0.80) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 1316
• Community knowledge holds transformative educational potential when co-constructed #corroborates (0.78) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 214
• Learning from below requires mutual ethical responding with a compromised teacher #expands (0.77) — Donna Landry and Gerald MacLean, The Spivak Reader, 2217
• Dialogue requires prior apprenticeship with the object of knowledge #qualifies (0.75) — Paulo Freire, Pedagogy of the Oppressed, 28
• An engaged teaching voice must shift with its audience and context #expands (0.72) — bell hooks, Teaching to Transgress, 33