1. Freire states that "the oppressed find in the oppressor their model of 'manhood." Can this statement be applied to the lives of students in urban settings that we will teach one day? What might be their "model of manhood" and how can we realistically combat that model?
2. Freire also states that "true solidarity with the oppressed means fighting at their side to transform the objective reality which has made them these ‘beings for another.’” As teachers, and individuals with privilege, how do we gain true solidarity with our students? What does this mean for us literally (for our behaviors, attitudes, actions, etc.)? What would you define as 'fighting at their side'?
3. Fanon speaks about the enslavement of a native population being a primary necessity in war. Can this be related to Freire's statement: "one of the gravest obstacles to the achievement of liberation is that oppressive reality absorbs those within it and thereby acts to submerge human beings' consciousness?" What are both authors saying about the oppressors and what they strive to do to the oppressed? Knowing the dehumanizing aspect of oppression, what kinds of goals as educators should we have for our teaching methods and interactions with students?
4. Fanon describes the oppressor as an imposing figure and further explains that the process of imposing on natives new ways of seeing, alienation, can also be called assimilation "in the official texts." Do you agree that assimilation is equivalent to alienation? Why or why not?
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