Bell, Lee Anne, et al. “Knowing Ourselves as Instructors.” The Critical Pedagogy Reader. Ed. Antonia Darder, et al. New York: RoutledgeFalmer, 2003.
1. To thine own self be true
As we engage our students in social justice, this reading has pointed out many relevant issues we must face head on as educators. A complete and thorough understanding of our-self will provide us with the tools needed to better serve and understand our audience and its current value system. Twenty five college faculty colleagues were anonymously interviewed for this article. Their candid comments give us a revealing look into their innermost feelings on the following issues dealing with, but not limited to self disclosure on class, race, sexual orientation, age, income, education, fears, strengths, physical handicaps, and geography. Their anonymous responses set the foundation for creating an approach to a more inclusive and respectful teaching environment, where both the instructor and student will feel positive about their experience.
In Knowing Ourselves as Instructors, the authors state that we too need to be willing to examine and deal honestly with our values, assumptions, and emotional reactions to oppression issues. The self-knowledge and self-awareness that we believe are desirable qualities in any teacher become crucial in social justice education. In most traditional classrooms, our particular social and cultural identities as teachers usually remain in the background, but in the social justice classroom where social identity is central to the content, the significance of who we are often takes center stage. With that in mind I find it is imperative that we as instructors have a clear and thorough understanding of who we are and the impact that information has on our teaching practices.
Question 1.
What are some examples of the major vulnerabilities associated with teaching social justice courses versus traditional courses? What are some alternatives to remedy this situation?
Ayers, William, et al. Teaching Toward Democracy – Educators as Agents of Change. Boulder: Paradigm Publishers, 2010.
2. Classroom Under Construction
We are the architects of our classroom and it is our ultimate responsibility to create an environment equipped with the essential tools to insure our students embrace critical thinking and a free exchange of ideas. In this article no stone is left unturned in their quest to provide it readers with the key ingredients vital to creating and maintaining a successful place for learning. As an instructor in training for Marian Wright Edelmans' Freedom School, building our environment for learning was our number one activity in classroom preparation for our new students. This involved, but was not limited to personalization of our classroom appearance, curriculum, text, establishing and agreeing on behavioral guidelines, learning about our students goals, interests, needs, values, concerns, fears, religion, culture, etc. It is essential that our classes operate as a democracy, provide conflict resolution, a safe environment and most importantly, we have to be committed to our students and honest with our selves.
In Educators as Agents of Change, the authors state that it's up to you to decide how to build an environment that purposefully and intentionally displays what you value for yourself and for your students. Will it change and nurture the wide range of people who will actually pass through your classroom door? Will it be a space where students are visible and expected to use their minds well, to derive knowledge from information, to invest thought with courage, to connect consciousness to conduct, to tell their own stories, ask their questions, and pursue their own answers. The teacher's work embraces background, environment, setting, surround, position, situation, connection. And relationship. Teaching is tougher than learning in this essential respect: teaching requires the teacher to let learn.
Question 2.
Can you describe how you will build an environment in which critical thinking and a free exchange of ideas can be modeled, practiced, understood, debated and nourished?
- Optional Considerations:
- Knowing ourselves as Instructors: What actions can we take to help enable this self discovery?
- Awareness of our own social identities: How can we use this knowledge of self as a way to relate with students in both the privileged and or targeted groups.
- Confronting our own biases: How do we deal with the fear of being labels as racist, sexist, etc.
- Responding to Biased comments in the classroom: Maintaing a neutral position while promoting the discovery and utilization of new knowledge and ideas.
- Doubts and ambivalence about one' own competency: Accepting responsibility for your actions (pro & con) while creating a environment of mutual academic growth.
- Need for learner approval: How to create a situation where students are intrigued with a quest for more knowledge, and a desire to confirm their previous beliefs.
- Dealing with emotional intensity, and fear of losing control: Learning to accept emotional expression as a valid and valuable part of the learning process is vital.
- Personal disclosure and using our experience as example: Sharing our struggles with issues provides our students with opportunity to share and openly their true emotions.




