Giving Children a Voice

Paulo Freire

Each one, teach one.  This phrase summarizes many of Paulo Freire’s theories around education.  We have reviewed several of his works thus far in class related to his book, The Critical Pedagogy of the Oppressed, in addition to watching a video specific to an entire education institution employing his politics of education.  Is the education system of today producing the greatest results from its’ students, or should more of Freire’s philosophies be implemented?  In this essay, I will analyze several of Freire’s theories around education, oppression, and the voice children should have.

            Freire was a proponent who opposed the traditional model of education, which is referred to as the “banking model”.  This model is a metaphor, labeling the student   essentially as an empty bank account or ATM, and the teacher depositing information into the account in the form of knowledge and curriculum.  The ideal end result of this banking model, is that over time the information deposited into the account (i.e. student) will accumulate and be withdrawn as appropriate.  Freire contests this method in his works and argues it to be ineffective, and that students should not be seen as coming with nothing, but rather with something. 

The banking model of education has certainly presented itself continuously throughout the years during my educational past.  Although this model has remained constant over the years, I would agree with Freire’s position that it is ineffective.  Although this classic form of teacher to student information sharing might work for some, it is important to consider the learning styles of most humans will vary.  Most of us will learn later in life which learning style best suits us, as we will have been exposed to a variety and more diverse teaching methods and/or learning techniques.  Freire argues that diversity in teaching methods should be offered to children, versus the traditional banking model.   

Upon reflection of my own educational journey, I can recall many instances of the application of the banking method and sadly having the subject matter go in one ear, and out the other.  For me personally, I require a more hands on, divergent, interactive approach to learning.  Although I do not have any empirical evidence that could support my claim, therefore I can only base this on pure assumption given the effectiveness of my learning style today; had I been given the opportunity to take a more collaborative, group inspired, creative approach to learning throughout my youth, I might have been able to succeed even greater academically.  Freire suggests there are many other children who would reap the potential educational benefits as I have suggested I would have, given different options. 

Much of Freire’s work focused on children and the voice they have, but are often silenced from using.  When you think of the school system, students are required to speak only when spoken to; they are required to raise their hand to ask for permission to speak.  These types of practices are causing children to be silenced and voiceless, and fostering an oppressive environment in more ways than one. 

Freire suggests that a way to overcome such oppression, is to allow students to speak with a dominant syntax.  Simply put, “dominant syntax” is the structure and order of words in sentences or phrases, which positions the speaker in control of the conversation.  If children were encouraged to speak in this context, they would no longer find themselves in a state of feeling demoralized.  This application would situate the child much higher on the proverbial hierarchical register, rather than causing them to be subjugated.

It is true that children should not be voiceless or treated as though they have nothing to contribute or say.  Children often have non-objective ideas, thoughts and views, which have not been tainted or subjected to conventionality.  Freire says that the language of children is beautiful and that we should encourage it to be spoken more.  While reading about Freire and his politics of education, specifically around giving children a voice, I could not help but think of the television program, “Kids Say the Darndest Things”.  Children were given the chance to speak freely about a wide array of topics and the host refused judgment, bar none.  It was fascinating to see how the children processed thoughts and ideas and how they conveyed them to the listener.  Although the program was primarily for comedic entertainment, when provided with an environment where children are encouraged and comfortable to speak without restraint, they are likely to articulate well thought out responses.

Much of Freire’s work argues that children should be treated as equals to adults, specifically in the classroom.  Freire strived to have a balanced curriculum, void of animosity or tyranny.  He was also a proponent of two way, impartial dialogue.  Much of this is what adults look for when learning or entering a situation, and is something children should also be offered.