Classroom teachers, as well as philosophers and theorists, find
it challenging to transform this theory into practice. This has been
the most difficult hurdle of all. Teachers need philosophy and
theories, but they also need practical, applicable experiences. .”
Shor states that it is damaging to think pessimistically that
nothing good can be achieved in the classroom until the economic
system and society are changed. He continues, “It is also mistaken
to believe euphorically that education can change society one
classroom at a time. Lone classrooms cannot change a social system.
Only political movements can transform inequality.”
What does Critical Pedagogy mean for the classroom teacher? It
means that the classroom will function as a democracy, the roles of
teacher and student will change drastically, a variety of methods of
instruction will enter into practice, knowledge will be redefined,
new forms of assessment will be utilized, and there will be other
assessors than the classroom teacher, but most of all it will mean
the beginning of the development of conscious, critical thinkers who
will, as a result of this education, be enabled to create a better
life for humankind.
The next logical question is “How does this take place? What
about all the legislation, the budget, the testing?” These are
important questions. These are political questions, since it is
within the realm of politics that these decisions are made and then
handed down to the schools. Many of the teachers I have known do not
think of education or teaching as political, preferring to see
themselves as neutral, simply teaching children the basics of
reading, writing and math, etc. They are deceiving themselves.
Everyone has a philosophy of education and a political stance - it
is a part of who we are as people. Teachers are people and carry
with them into the classroom, consciously or not, those politics and
beliefs. These beliefs and politics may be observed in the manner in
which a classroom’s furniture is arranged; in the daily routines,
procedures and rules of the classroom; in the relationships between
the teacher and the students; in the instructional methodology
applied; and so on.
To be continued . . . .
Instructional
Theory