teaching as a subversive activity...
TRANSCRIPT
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Teaching as a Subversive
Activity – Revisited
H. Douglas Brown
Berkeley Language Center
April 6, 2012
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Anguished English
Dear Dr. Brown: I just bought your book. I will
waste no time reading it.
Overheard: I think gay marriage is something
that should happen between a man and a
woman.
SF Chronicle headline: For molesting kids, man
is sentenced to English lessons.
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…Careful of that wet floo
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…The importance of one letter
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ESL student: The Washington Monument
is the highest erection in the city.
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Critical Pedagogy – “Subversive Teaching”?
Teachers should embody in our teaching a
vision of a better and more humane life.
– Giroux and McLaren, 1989, p. xiii
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Some Observations…
1. Our motives for teaching language
are rooted in our desire to help people
to communicate across national,
political, and religious boundaries, and
our desire to be ―agents for change” in
this world.
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2. Any language—and English is our
focus—is so intertwined with its users’
identity and culture that we can hardly
teach this language without teaching a
set of values.
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3. Our discussions, debates, group work
activities, essays, and other classroom
techniques offer opportunities for us to
engage students in debate over
controversial issues.
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4. In our curricular materials and
activities, our choices of topics and
issues present us with opportunities to
stimulate critical thinking – to examine
all sides of issues.
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"For every complicated problem there
is an answer that is short, simple, and
wrong.”
–H.L. Mencken
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Some Questions…
1. But can we be agents for change and
at the same time refrain from revealing
our own beliefs and convictions?
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2. What sets of values are we teaching
when we teach conventions of oral and
written communication, as well as
strategies for listening and reading?
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In a small group discussion:
Student A: I believe capital punishment
is necessary. It prevents more crimes.
Student B: Well, I see your point, but I
wonder if there is proof of this?
Student C (to A): There is no proof. You
are wrong in saying this.
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3. Does our zeal for realizing our own
vision of a better world stand in the way
of truly equal, balanced treatment of all
sides of controversial issues?
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From an ESL textbook: A: Why do you smoke?
B: Because I like it.
A: You shouldn’t smoke.
B: Well, it makes me less nervous.
A: But it’s not good for your health.
B: I don’t care.
A: Well, you will die young.
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4. However, might we also run the risk
of offending and polarizing students?
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Universal Values?
• Equality of all human beings,
regardless of race, ethnicity, religion, or
gender.
• Freedom of individuals to speak and
write their opinions without censorship.
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• A culture of open-mindedness &
acceptance of diverse points of view.
• Non-violent resolution of conflict.
• Responsibility as stewards of the earth
for the preservation of the planet.
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Education or Indoctrination? What some are
saying…
1. Your charge is to teach English, not morality.
2. Teachers should emphasize unity, not
difference.
3. The teacher is the authority figure. Students
will believe whatever you believe in order to
please you. So, you should steer clear of
sensitive issues.
4. Teachers will inevitably and subconsciously
push their own beliefs and “agendas.”
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TABOO TOPICS?
AIDS
Narcotics/drugs
Politics
Pornography
Capital punishment
Religion
Racism
Homosexuality
Sex
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Guidelines for ―subversive teaching:
1. Allow students to express themselves
openly.
2. Genuinely respect students’ points of
view.
3. Encourage both/many sides of an
issue.
4. Don’t force students to think just like
you.
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TESOL’s Social Responsibility Interest Section
comprises TESOL members who are actively
engaged in integrating language teaching
with social responsibility, world citizenship,
and an awareness of global issues such as
peace, human rights, and the environment.
The Interest Section aims to promote social
responsibility within the TESOL profession
and to advance social equality, respect for
differences, and multicultural understanding
through education.
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―You must BE the change you want
to see in the world.‖ – Gandhi