By Alli Carlisle
I laughed out loud when I walked into my first college classroom as a teacher. I couldn’t process the disjuncture—three months earlier, I’d been sitting in the back of the room, terrified of public speaking, and now I was at the front. And not only that, but these people expected me to have something worth saying, worth being paid to say (well, worth barely being paid to say).
So when I walked into the classroom that first day, everything—the doubt, the insecurity, the idea that I was supposed to talk to thirty people at a time—rushed up like pressurized lava out of a subterranean vein, and bubbled into the air in the form of giggles. Yeah, I was pretty sure they were going to respect me.
That first day, I passed out little pieces of paper printed with excerpts from the radical Brazilian education theorist Paulo Freire’s “Pedagogy of the Oppressed”:
…in the last analysis, it is men themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system… Knowledge emerges only through invention and reinvention, through the restless, impatient, continuing, hopeful inquiry men pursue in the world, with the world, and with each other. Read the rest of this entry »