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9/2: Paulo Friere "The 'Banking' Concept" - Coggle…
9/2: Paulo Friere "The 'Banking' Concept"
Events
Spikeball
engagement was good with one student: we value personal connection
snack town
folks walking through quad are engaging
A joint event:
using two FYP classes helps boost attendance and mitigate feelings of "oh no, who is gonna show up"
Types of conversations/questions:
getting to know you type convo (hometown, background, etc)
questions about the Block PLan (now that we're a week into it)
alternative grading practices (un-grading, un-essays) and how to navigate expectations and success
social life and party safety!
transition from high school to college: recommending profs, what makes a college prof, faculty reputations, etc.
seeing students start to develop their own study groups
WHat is "banking" concept:
Students are empty, their minds are there for the Teacher to fill. It's about memorization/repetition
it's belittling and dehumanizing to be compared to a container
it also feels patriarchal (cause it's a binary/hierarchy of superiority and domination)
no reciprocity
It's one-sided: Teacher has all the knowledge and deposits it into student brains/vessels
"kno
preparing students to buy into the systems of oppression: "The more students work at storing the deposits entrusted to them, the less the develop the critical consciousness which would result from their intervention in the world
as transformers of that world
(2, emphasis added)
an oppressive model of education is designed to make the student fit into the world (as informed by cis-heteronormative, white supremacist, settler colonial, ableist, for-profit models of 'human'); liberatorty education wants to retool the world
"Implicit in the banking concept is the assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world of with others" (3) -- assumes that students stop being humans in the world and of the world;
what're some alternatives to banking (and the oppression it makes/reaffirms?)?
recognizing students have and bring their own skills and tools
"problem-posing"
See page 7
banking reifies educators as the ones who SHOW "how the word is"; we miss lived experiences from critical POVs that show how we shape and make the world
"vocation of being more fully human" (7) -- "student" or "teacher" it's about enriching your experiences as humans, using that to participate more fully in your world around you
"process of becoming"
everyone is a full (and incomplete) beings, and we're working on this "human" thing together; folks' positionalities matter and inform classroom work and way we make the social
Problem-posing mentorships
take seriously that your first years know things and bring cool things to the table
first years are funny
first years are already embedded in academic networks (Boettcher scholar, Bridge scholars)
letting first years set the tone/scope of the conversations
community-sourced knowledge production/resources