Monday, October 5, 2009

Obstacles to Praxis: Working Through the Difficulties of Implementing Social Justice Curriculum

by M. Munoz and C. Arcak, Texas A&M University


          As educators working toward social justice, how do we navigate the inevitable obstacles and conflicts that arise from our efforts to change the world around us?  Incorporating social justice theory into teaching practice simultaneously challenges us on many levels; it requires a thorough concept, detailed plan of action, accurate implementation, honest reflection, understanding of the "concentric circles of context" (Ayers, 1998, p. xvii), room for flexibility, willing colleagues, trusting student partners, and relevant outcomes.  In addition, educators perform this balancing act in front of an audience, who will scrutinize and may imitate the beliefs and actions of the teacher colleague. For social justice educators, working to question the dominant system of hegemony, and encouraging students to break out of the comfort of conventionality (Greene, 1998) may seem nearly impossible.

          “Most [people] feel themselves to be capable of care and concern for those around, and abstractly, for those who suffer cruelties and humiliation.  But the idea of principled action to achieve social justice, not only for those around but for strangers, may seem alien to them.” (Greene, 1998, p. xxxiii). However, “teaching... is an invitation offered and an act of faith. It is filled with hope and undertaken without guarantees” (Ayers, 1998, p. xxv).  In this participatory discussion, we offer colleagues the opportunity to share their successes, missteps, experiences, suggestions, solutions, and perspectives as a collective resource for one another.  Our purpose is to facilitate collaborative problem-solving as a practice based in our belief that, although "we make the road by walking" (Horton & Freire, 1990), we are not alone on our journey.


          We will begin by presenting the results of a recently developed pilot program for the Texas A&M University Water Camp, providing context and examples of the obstacles faced during the project.  We welcome colleagues to share other experiences of the obstacles and the successes of social justice teaching practice. Brainstorming and discussions will follow, so that collectively, we can focus on the solutions that may benefit each participant in their own practice.  Notes will be documented and shared at the end of the conference.


References:
Ayers, W. (1998).  Foreword: Popular education – Teaching for social justice. In Ayers, W., Hunt, J., & Quinn, T. (Eds.), Teaching for social justice, (xvii-xxv).  New York, NY:  Teachers College Press. 

Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage.  (Clarke, P. Trans.) Lanham, MD: Rowman & Littlefield Publishers, Inc.

Greene, M. (1998). Introduction: Teaching for social justice.  In Ayers, W., Hunt, J., & Quinn, T. (Eds.), Teaching for social justice, (xxvii-xlvi).  New York, NY:  Teachers College Press.

Horton, M., & Freire, P. (1990).  We make the road by walking: Conversations on education and social change. (Bell, B., Gaventa, J., & Peters, J., Eds.)  Philadelphia, PA: Temple University Press.