These essentially are the questions that found their way into the margins of these three works by or on Freire. While they are simple, they have been rolling around my head for a few days now and I think that they are important questions for me to ask myself as I continue on this path of becoming a teacher educator and researcher. I hope they are of use to you, as well - please, pick and choose as you see fit.
1. Freire and hooks advocate a transformative pedagogy, which I tend to agree with. Are there times when as a teacher I am aiming to transmit rather than transform? What about the transmission of my beliefs on human rights and equality in the classroom - is my motivation to "give" my students the knowledge about this or to lead them to come to their own decisions about these topics? What if they decide on something that I do not agree with? Have I failed?
2. How can I, a privileged white woman, get my students (and our future teachers) to see "education as the practice of freedom" when many of them have not come from oppression or who have never seen their own (multiple roles in) oppression? What leads to the shift in consciousness? How can I bring that into my classroom?
3. Can one unknowingly teach with a feminist pedagogy or is consciousness a pre-requisite for true feminist pedagogy?
4. Is Freire's banking model the norm in the university? How would we know?
5. I was struck by the references I saw to performance and authenticity in these readings. Weiler demands that we constantly re-evaluate how we speak so that we can avoid dominance (73). Freire states that "those who authentically commit themselves to the people must re-examine themselves constantly" (60). hooks applies authenticity on page 54. What value is placed on this re-evaluation/examination in the academy? Who holds us accountable for this ongoing process? Is this something that our students should be taught how to do?