Fanon & Freire - Facilitator Brian - 7 July 2011

Paulo Friere states that as people “cease to be exploiters or indifferent spectators […] and move to the side of the exploited, they almost always bring with them marks of their origin; their prejudice ands and their deformations” (p.60). How do we as teachers ensure that we identify our “marks of origin”? What are our individual “marks of origin”?

In addition, Friere states “a real humanist can be identified more by his trust in the people” (p.60). It may be likely that we will be working in a community very different from our own. Why do we want to work in the urban education system? How do we allow ourselves to trust this community different from our own?

Both readings suggest that the oppressor uses science and technology as a means in which to explain the reasoning behind their actions and further the longevity of oppression. Unfortunately with a lack of resources in most urban schools it means a lack of technology within the classrooms. How do you as an urban teacher work around this issue? What other resources can we use?

Friere and Fanon discuss how those that are oppressed initially lose their sense of culture in order to assimilate to the oppressor’s cultural norms. It is not until later that people regain a love for their native cultures. Therefore with students potentially trying to push themselves into the mainstream culture, they may be shunning their own cultural identity. How do we ensure that we are validating each student’s culture without making him or her feel alienated or “exotic”?