Module/Week 71
Textbook ReadingGutek: chs. 13, 23–25
This module explores those concerned with the education and placement of women in society, those seeking social and political change through education, and those seeking freedom and equity through education. Using education as a catalyst for social and cultural change is the primary motivation of these individuals.
Please note Wollstonecraft’s particular brand of feminism as espoused in her A Vindication of the Rights series of texts, Wollstonecraft’s thoughts on the way we learn (see page 212) and what we should learn (specifically women – on pages 212 through 217). Her political stances (in the context of the French Revolution and against Burke and Rousseau and their portrayal of the role of women) clearly identify the position she takes on women in society. This influences the particular type of education provided by the states (as she argues, see page 218).
Ghandi’s name recognition is almost exclusively in the context of Indian political independence (even as the Gutek chapter title proclaims). Certainly, many of us are familiar with his general contributions in this context. Like previous implementations of reconstructionist ideologies, Ghandi’s ideas related primarily to revitalizing India (see pages 423). This reconstruction deviates the previously established educational system from maintaining an “intellectual elite” to developing an enabled society for political, social and economic reforms. In short, he wanted to provide practical opportunities to engage in meaningful learning that would impact society towards better changes (see page 423).
Especially notable is DuBois, as contrasted with Booker T. Washington’s position on policy and the African American. This is discussed throughout and specifically examined (see pages 443- 444). His focus on more “liberal education” practices as opposed to creating a working class of African Americans is especially important here. This shapes much of what would be curricular choice. The criticisms of bias in texts (as systems of power, see Freire) is also important to note. Multicutural education has its roots here.
Freire is a fascinating figure in educational policy development. He has been associated with individuals like Peter McLaren (or rather the other way around). His Critical Pedagogy and Liberation Pedagogy are both discussed here. You can, and are required to, access several of his chapters in his Pedagogy of the Oppressed. This is provided not as a practice of indoctrination as much as allowing you to engage the text first hand so as to be familiar with Freire’s arguments. Note Freire’s discussions of power (as noted by Gutek) on pages 459-462 and his arguments on educational “banking” (and the direct relationships of student and teacher) on page 461.
Reflect on Freire’s text as you complete your reading assignment. Make note of core educational arguments and ideas when reading the ILRC articles.