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Reflection 1

Student’s Name

Institution

Course

Instructor’s Name

Date
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The scholar John Dewey believes that education, which begins almost at birth, is

influenced by participation of an individual in the social consciousness of their race. The process

is responsible for shaping an individual’s powers, training their ideas, saturating consciousness,

forming habits as well as arousing emotion and feelings. Dewey denotes that true education

originates from stimulation of a child’s powers by the demand of the social situation they find

themselves in. Joe Kincheloe associates education which constitute teachers and students

pursuing democratic education and goals for a democratic society. A competitive ethic in

corporative values is deemed dominant while diversity of cultural and global sources is also put

in consideration (Apple, 1999). Moreover, Kincheloe denotes that schools are authoritarian and

chase antidemocratic goals of control in society for specific groups and individuals.

Henry Giroux depicts education as a tool used to equip young people to develop skills,

knowledge and values required for them to enter adult life as critical individuals capable of

questioning reasoning. Developing conditions for students to become critical characters was

viewed as a part of a broader project in teaching and learning to enable students shaping as well

as democratic institutions establishment. Paulo Freire on the other hand describes education as a

relationship formulated between a narrative subject who is the teacher and the listening objects

who is the students. Described as ‘narrative education’ Freire identifies that education is

suffering from narration sickness as educators have settled on sharing content on topics deemed

alienated, disconnected and hollow.

The author Joe Kincheloe associates teachers roles with critical pedagogy that involves

more than learning a few pedagogical techniques and the knowledge required by the curriculum.

The critical educators must comprehend not only a significant body of subject matter but also the

political structure of the school as well as education in culture. Henry Graivis identifies that
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teachers are now unceremoniously ejected from school governance, or surbodinated to the

security guards square. Freire’s view of narration is quite visible in numerous individuals in the

educations system focusing on cramming specific amount of content learnt. The narration and

cramming of information has instigated laziness in the education system in society. John

Dewey’s believes the teachers role should revolve around the structure of educational

environment in ways that advocate for the education learning experiences that promote growth

and learning.

Despite educational systems seeking for changes in how teachers oversee their duties,

there has been minimal improvement pertaining the issue in the 21st century. The lack of

improvement demonstrates disconnection in functioning of most education systems in our

communities. As a future teacher I would initiate measure to have paramount meetings with

leaders at the school and other authoritative members. The student leaders and any student who

brought about the issue should also avail themselves and air the issues concerning issues such as

narration by teachers. A commendable way to strengthen teaching entails supplementing of

lectures accompanied by hands-on activities.

Critical pedagogy is a complex formula that demands a lot from the practitioners that

embrace it as it involves more than relating to a few pedagogical techniques and knowledge

required by curriculum. Critical pedagogy has been identified to create a challenging

environment involving complex decisions concerning justice, democracy and other ethical

claims. The classroom and other school structures teachers enter are not neutral sites waiting to

be shaped by educational professionals. Proponents of critical pedagogy comprehend that every

angle of schooling and every angle of educational practice are politically challenged spaces.

Recognizing of the political complications pertaining schooling is the first step for critical
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pedagogy-influenced educators in establishing a social activist teacher persona. Teachers and the

rest of the educators gain insight when which aids them in relating with culture, race and class

that have shaped elements of the pedagogical act.

The listed and highlighted readings help an individual shape their teaching and

interaction with their young audience of learners as it directs one in how to handle complex

situations. A concise view is availed in a theoretical framework that examines issues of power in

a classroom that challenge oppressive structures that threaten learning. The inclusion of more

than one party during teaching facilitates essential strategies that translate theoretical knowledge

into action. The topic further focuses on the magnitude of the interaction and its influence in

building on student’s previous learning of the students to enable them work on their skills and

attitudes. Moreover, students are able to acquire a perfect understanding of their subjects which

are in turn applied to aid them in their daily lives outside classrooms.
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References
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