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Extra resources for A pedagogy for liberation: dialogues on transforming education

Example text

The question then was not simply to deny the rules. When I was young, I learned that beauty and creativity could not live with a slavish devotion to correct usage. This understanding taught me that creativity needed freedom. So, I changed my pedagogy as a young teacher towards creative education. This was also a foundation for How Can Teachers Become Liberating Educators? 21 my knowing later on how creativity in pedagogy related to creativity in politics. An authoritarian pedagogy or political regime prevents the freedom needed for creativity, and creativity is needed for learning.

I have to rediscover the distance that this new group can travel. It may resist transition all the way, even if I am teaching the same course that produced noticeable transformation just the term before. I can take very little for granted from class to class. This unpredictablity of student reaction was bad news and good news at the same time. The bad news was the need to expect anything, no uniform development or conditions to work in. This was my education into 'situated pedagogy' or situating the learning process in the actual conditions of each group.

This is the task of the dominant ideology. Our task, the liberating task, at the institutional level of the schools, is to illuminate reality. Of course, it is not a neutral task, just as the other one is not neutral either. To make reality opaque is not neutral. To make reality lucid, illuminated, is also not neutral. In order for us to do that, we have How Can Teachers Become Liberating Educators? 37 to occupy the space of the schools with liberating politics. Nevertheless we cannot deny something very obvious.

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