Black male students and reflections on learning and teaching

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

In Pedagogy of the Oppressed (1999) and Pedagogy of Hope (2004), Paulo Freire distinguishes between the reading and teaching of the word and the reading and teaching of the world. Freire implores educators to respect the local realities in which students are enmeshed and to teach in a dialogic manner that facilitates critical reflection in both the educator (teacher-as-learner) and the "educand" (student-as-teacher). Before or in tandem with learning to decode written words (or studying science, social studies, or other subjects), students from marginalized backgrounds need to be empowered to read their worlds. Freire states, "The teaching of reading and writing of the word to a person missing the critical exercise of reading and rereading the world is scientifically, politically, and pedagogically crippled" (2004, 78-79). Literacy devoid of critical reflection is of little use to students. Teaching words and teaching students to name their worlds involve dialogue, and "dialogue cannot exist without humility" (1999, 71), Freire asks rhetorically:.

Original languageEnglish (US)
Title of host publicationAgainst the Wall
Subtitle of host publicationPoor, Young, Black, and Male
PublisherUniversity of Pennsylvania Press
Pages138-146
Number of pages9
Volume9780812206951
ISBN (Electronic)9780812206951
ISBN (Print)9780812220179
StatePublished - Jan 1 2012

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ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Dance, L. J. (2012). Black male students and reflections on learning and teaching. In Against the Wall: Poor, Young, Black, and Male (Vol. 9780812206951, pp. 138-146). University of Pennsylvania Press.