It has been an interesting first month of being in academia, even
tangetially. I'm learning a lot about teaching, students, and myself, and how
all three are affected by experiences and expectations. I wasn't sure what to
expect out of this experience, but I was pretty certain I would have to do a
lot of grading. Sure enough, that is a major responsibility of mine right
now.
I grew up going to pretty highly rated schools. All public schools, but
probably about as private as a public school can get. It was a phenomenal
education, one that I didn't appreciate until later in life when I realized I
had developed certain skills that peers of mine might not have. I remember my
freshman year of undergrad my roommate on a whim asked me to review one of his
papers. It was terrible. He switched writing perspectives constantly, had
run-ons everywhere, and had no concept of a thesis. I couldn't believe he had
gotten into college with an essay that might have looked like that. The thing
is, he's a brilliant guy. He is always so articulate in conversations and has
some level of insight into anything he's asked about. But he didn't grow up
learning those same writing skills that I had, which led to him getting worse
grades on papers he turned in. Should his educational background affect his
ability to succeed in a class that much?
I've been thinking about this a lot lately as I grade students papers and
case studies. It all culminated when we discussed grading as a form of
oppression, and teachers as oppressors. I was prescribed a certain way of
learning, writing, and grading, and I feel compelled to subject my students now
to that same prescription. Not really for any other reason besides the fact
that that's all I know. Certainly there are students who weren't prescribed to
the same education growing up, and their experiences contradict my own. Does
that warrant receiving poor grades on their assignments? What does that say
about me that I only grade to my expectations and am unable to
understand the context of their education?
Freire discussed the idea of "education as a practice of freedom"
and how true education can lead to liberation. I feel compelled to empower
students to seek this freedom and knowledge, but realize that my actions of
grading to my expectations are doing the opposite. True empowerment will
require students from all educational backgrounds to thrive in an environment
where their individual strengths can be shown.
I’ve been incredibly fortunate to have received the education I did, and it’s
ok that I was afforded that privilege. Just as it’s ok that students who come
from different educational backgrounds might not have those same skills that I
had during my undergraduate years. But each student has a strength that I probably
haven’t found yet. If I am to truly empower students then it is my obligation
to give each student a chance to display those strengths, without being held
down by the arbitrary grades I give them based on my educational expectations. I
think this is the first step in understanding what it means to really empower
students.
Freiere, P. (1972). Pedagogy
of the oppressed. Penguin Education.
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