Topic 3: Students/Teacher Relationships @ WCU via Race/Class/Gender
Team Selection: Kira Aves
Thesis: Freire believes that students tend to record, memorize, and repeat what it is we’ve learned without perceiving what it really means. He does not agree with this style of teaching, because it does not give students the chance to truly grasp what it is they need to know and carry with them. At WCU however, the array of diversity that exists on campus can change this way of learning for the better, despite the contrasts in race, class, and gender.
Quotes:
“Narration leads the students to memorize mechanically the narrated content. Worse yet, it turns them into “containers,” into “receptacles” to be “filled” by the teacher. The more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are.” (Freire 1, ❡ 4)
“Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.” (Freire 1, ❡7)
Peer Review:
Positive: I agree with you that on our campus we have a lot of diversity and that it can be extremely beneficial to the teach/ student problem Freire brings up. Having a lot of diversity on campus can allow many ideas and backgrounds to evolve in the classroom.
Negative: In your thesis you didn’t exactly describe how the diversity on campus is going to change this problem: is it through clubs? How are you going to describe the way WCU solves this problem?
Peer Review-
Positive Reinforcement: Both of your quotes match the topic and your thesis and do well at supporting it.
Constructive Criticism: In sentence 2 you describe “what it is they need to know”, while referring to the students, I think this needs to be more fleshed out because it doesn’t really describe what exactly they need to know or why it’s important.