Freedom in Education - Essay Example

Perspectives on the Struggle for Freedom in Education Literacy, with its myriad definitions and its ability to define a culture lies at the core of education and the way we view the world around us. In the essay "Perspectives on the Struggle for Freedom in Education" by Freire and Macedo, the authors illustrate the numerous aspects of literacy and its importance in the struggle for social justice by placing it in the context of colonialism and oppression. The meaning we attach to literacy, and the purpose that we give it, can either facilitate a discourse on social justice, history, and cultural inclusion, or be a limiting factor that pronounces and perpetuates a system of hierarchy and dominance. The essay explains the highly contrasted difference between the history of the African nations and the literacy taught in the schools that were dominated by the Portuguese colonists since their rise as a sea and trading power. The authors point out the African backlash against an education system that had been established by the colonists and the resulting negative impact on literacy. Literacy carries with it much more than just the language. It provides the historical color and national identity of the population. The struggles of a people against oppression, invaders, or a colonizing force cannot be placed in the language of the colonizers. In the African colonies, all remnants of Portuguese history, geography, culture, and colonial ideology were purged from the literacy in an effort to create a school system with an African mentality (p.194). Still, once a language has reached dominance it can be destructive to eliminate all traces of it when there is no alternative for replacement. This is equivalent to an African-American that rebels against the dominance of the white culture, but is left with no adequate language, and little literacy, for self-expression. The problem of developing literacy pedagogy, measuring literacy, and developing a school curriculum, is based on the contentious and interpretive definition of literacy. The English speaking developed countries have held a traditional view that a student must be well read to be successful in academics. This often meant reading standardized texts based on English classics or the writings of Greek and Roman philosophers. These texts have little relevance to a multicultural classroom setting where history, social class, and culture play an integral part of education. In the lower grades, the educational system will set a goal of literacy and use a standard that requires the basic ability to read and write in the dominate language. This helps assure that the students are able to perform the most rudimentary tasks that will confront them in the world, such as reading an apartment lease or a job application. This minimal definition does little to elevate the students awareness or impel them to advocate for social change. Whether we define literacy as a basic tool for economic survival, a talent that gives us self-fulfillment and entertainment, or a vehicle for social change, our definition will become its ultimate use. If an Hispanic immigrant is to understand their history, culture, and their place in the society of America, it must be taught in their native tongue. Teaching these important cultural aspects of a people in a second language will lead to dilution and suspicion. Freire and Macedo argue that, "The failure to base a literacy program on the native language means that oppositional forces can neutralize the efforts of educators and political leaders to achieve decolonization of the mind" (p.198). A cultural group cannot understand the struggles of the American Farm Workers, the Civil Rights movement, or the Feminist movement if the literature is provided by the white male dominated power structure. This instruction must be given in the native tongue, with their vernacular, language, and slang. Defining literacy with any other, and more simplistic definition, will limit the students understanding of the world and their own self worth. In conclusion, the article highlighted the need for educators to be keenly aware of their own definition of literacy and how that definition affects the fulfillment of a well-rounded educational experience. While the article portrayed the issue through the lens of the African nations that were colonized by Portugal, it has a wide application to America. In a multicultural educational setting, the literacy of inclusion becomes mandatory. The use of traditional texts and definitions limits and devalues the contribution of culture and ethnicity that is a fundamental part of America. A race, a history, and a tradition do not own literacy. Literacy is the vehicle that society uses to define who they are, where they have been and their aspirations for the future. Using exclusionary tactics or limiting factors distorts our own history and places obstacles in our path to a successful future. Multiculturalism and the Postmodern Critique The excesses that a dominant culture and economic system can exert upon society are illustrated in an essay by Peter McLaren titled "Multiculturalism and the Postmodern Critique". In his essay, McLaren reports the need for educators to be more than instructors of reading, writing, and arithmetic. In fact, they are the spokespeople for social issues, cultural values, and political orientation. McLaren makes the argument that Western capitalism and democracy have run unbridled at the expense of ethnicity and minority opinions. This has resulted in ever-greater social inequality and a struggle among classes for self-definition, respect, and esteem. McLaren contends that, "Educators and other cultural workers can help the young to position themselves in this struggle by learning to define and locate their own voices in their own localities in critiquing local and national social practices and policies" (p.152). While this issue has an important modern relevance, it is not new or novel. McLarens argument merely reinforces the ongoing struggle that has faced education since the time of Socrates. The author criticizes the avarice of capitalism, the vacuity of social insight, and the white mans prejudicial history that predominates the developed world. McLaren cites inner city crime, wage disparity, economic collapse, and a white controlled media as evidence of impending social doom. However, America was founded on the backs of colonization, slavery, and a class system of privilege and status. McLaren contends that this assault on human dignity and intelligence has gained momentum and threatens the very fabric of our cultural ideals (p.154). While McLarens points are well taken, the author fails to acknowledge the progress that groups have made, and continue to work for, in furthering social and economic equality. Fighting for social justice and equality can be a frustrating endeavor that never can reach the endpoint desired. America has vacillated between the concepts of cultural identity and assimilation throughout our history. Early immigrants wanted to become more American by the adoption of holidays, religion, and traditions. Today, multiculturalism is celebrated for its variety and rich addition to the history of America. However, as McLaren points out, no matter how we view multiculturalism it becomes problematic for the educator. Do we promote a curriculum based on the perspective that we are a majority society with minority viewpoints that are accommodated? Or does the educational system need to acknowledge the conflict that is evident in the struggle for equality and justice? Here McLaren hits the issue fore-square when he notes that, "justice does not already exist simply because laws exist. Justice needs to be continually created, constantly struggled for" (p.157). While we have made significant progress towards equality since the 19th century, there is still a long road ahead. In addition, the changing landscape of society assures that the struggle will be never ending. It is the challenge for educators to develop a discourse and discussion that does not make the assumption that dominance equals right. In America, whiteness and the dominant culture, is a specific ethnic identity. It is on par and equal to all other cultures. Teaching from the standpoint that the white culture is the center of society that all other cultures add to is a fallacy that perpetuates the inequality. McLaren writes, "Educators need to stare boldly and unflinchingly into the historical present and assume a narrative space where conditions may be created where students can tell their own stories, listen to the stories of others, and dream the dream of liberation" (p.160). It is in these discussions and debates that students will recognize their own self-identity and in doing so will be able to craft an intelligent path into the future. Educators in this setting are not the conduit for the prevailing thought or the dominant viewpoint, but have become the facilitators of change. In conclusion, McLaren essay adequately describes the difficulty in fighting for equality and the necessity of the continual struggle. America has no clear consensus on the value or definition of multiculturalism. While the country struggles with social decay and declining opportunities for many, this is a pattern that has been repeated throughout the nations history. However, to believe that the social problems have multiplied and the inequality has intensified would be to trivialize the progress made by activist groups over the last two centuries. These are not battles that are won or lost, but ongoing struggles for equality and dignity. Educators need to become pro-active in stimulating a discourse that highlights the struggle and allows each student to achieve their own self-identity. Read More