1. “Racism stares one in the face, for it so happens that it belongs in a characteristic whole: that of the shameless exploitation of one group of men by another which has reached a higher stage of technical development. This is why military and economic oppression generally precedes, makes possible, and legitimizes racism.” Fanon, p 177
According to Fanon, where does racism come from? Is racism inherent human behavior/programming? Hint...consider Bell's equation defining racism and recognize how it relates to Fanon.
2. Describe the oppressed group's "will to struggle" that Fanon mentions on page 181. Is the end of oppression imminent once a group finds the "will to struggle"? Describe the theoretical relationship between the oppressed and oppressor groups once racism has been eliminated.
3. (Page 54) Drawing primarily from Freire, what is the most effective way to improve the condition of the opposed group? Phrased differently: What are the dangers we need to be aware of when making a group "more-human"? How can we avoid them? How do you plan to reflect this in your classroom?
4. “The peasant begins to get courage to overcome his dependence when he realizes that he is dependent. Until then, he goes along with the boss and says “What can I do? I’m only a peasant.” (words of a peasant during an interview with the author, Freire p 61)
In my limited experience I have encountered many students that have no “big dreams” for their future. They don’t seem to realize their potential. How can we empower our students to become independent and realize their gifts?
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