Oppressor vs. Oppressed
- What is the context of the book? The oppressor vs. oppressed dichotomy is clear cut in the context of the book. However, nowadays we can be part of the oppressed group and the privileged group.
- Also, the roles of the oppressed(or) are not always clear (positionality).
- Oppression still happens and the people who oppress think it's their right to do so.
- Oppressors are afraid to lose their freedom to oppress.
- How to break the cycle? Because the oppressed have seen this cycle their entire life, they can easily want to become the oppressors instead of ending the cycle.
- Social structures develop biases for the oppressed.
- Could fatalism be a coping mechanism?
- Internalized oppression: the oppressed could be paralyzed and maintain that mentality. It is difficult to start acting or to make a change.
- How do we feel about the dialect between oppressed and oppressor in practice? Only the oppressed have the power to liberate themselves. The issue then becomes how can we empower our students to liberate themselves and fight dehumanization. "Freedom is acquired by conquest, not by gift" p.47.
- Example given about our students' abilities to set goals. Someone heard a colleague saying that "our students can't set goals" because it is a characteristic of the culture. However, this is deeper than that. Students may not be able to set goals because of the circumstances they grew up in.
- How do we have critical dialogue with our students?
- Systematic education vs. Education Projects.
- Curriculum examples:
- Role playing positions of leadership such as being a manager.
- Knowing about your rights.
- Passion projects that evoke self-evaluation.
- Addressing issues in the community
- Project based learning.
- Projects that develop skills that are in high demand in the workforce.
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