Picking Favourites

           Who was your favourite teacher in elementary school?  High school?  University?  After reading Bracher’s chapters on identity-undermining pedagogies, I have been reflecting on the impact my teachers have had on my identity throughout my learning journey.

            Bracher (2006) highlights four forms of pedagogies that students encounter that can have an effect on their identity.  They include authoritarian, establishment, resistance (hysteric) and empowerment (critical).  He lists the most common form as the authoritarian pedagogy.  This pedagogy involves the teacher imposing his identity bearing-signifiers onto his students and seeks out validation and recognition from these students for that identity.  Bracher (2006) states,

                        Authoritarian pedagogy engages students’ desire for recognition

by promising that if they can successfully embody the authority’s

ideals, values, desires, or enjoyments, they will merit recognition

and validation by that authority or its avatars. (p.87)

Therefore, students’ personal identities are not a priority.  Instead, they must strive to embody the ideals and values of the teacher in order to obtain the necessary recognition to be successful in that classroom. 

I can recall several instances, in several different classrooms, where my peers and I completed assignments based solely on the argument that this is how the teacher will want it.  We understood the identity of the teacher and copied the values and ideals of it in order to please the teacher and ultimately gain identity recognition of our own.   Bracher (2006) comments,

            What the teacher desires above all is the recognition and

validation of this identity, which the teacher may present

explicitly, in the form of concepts, or implicitly, as embodied

in certain writers, characters, or the teacher himself. (p.85)

 Instead of expressing our opinions and individuality, we wanted to ensure we received a good grade. We suppressed our own identities in favour of the teacher’s as the validation of a good grade was more important than expressing and reflecting upon ourselves.  Is this an effective strategy to ensure the development of students?

Bracher (2006) does make the argument that this pedagogy can be beneficial when the authority figure in question embraces values such as love and peace.  He utilizes Ghandi and Jesus as positive examples.  The argument is also made that this type of learning is essential during the early stages in life when young infants and toddlers must be taught how and when not to do certain things (Bracher, 2006). 

This argument must be taken into consideration as it complements Tomasello’s theory on instructive learning.  Tomasello (1999) lists instructive learning as a form of learning that allows children to learn from other humans certain abilities that are necessary in order to eventually participate in their cultures.  If there are no authoritative figures available to teach us how to complete certain tasks, our own well-being may come into question.  As discussed in class, potty training could become difficult if there is no one to properly instruct you and recognize your accomplishment and ultimately this new part of your identity.

The authoritarian pedagogy does have a role in our learning journey, but should not be the sole dynamic we always encounter.  I believe if students continually come across this pedagogy, they will only utilize a surface learning approach.  This approach to learning will enable them to only learn and memorise what they need to know in order to be recognized by their teacher by validating the teacher’s ideals (Moon, 2004).  They will not learn how to reflect on how this new information can impact their own identities. 

 A case can be made that all of Bracher’s listed pedagogies could be of benefit to encounter in some form as we move through different learning settings.  Bracher (2006) argues that the empowerment or critical pedagogy is the most beneficial one for students. “The aim is not to change students in any particular way but rather to provide them with the opportunities and resources to change and develop according to their own identity needs” (Bracher, 2006, p 103).

I believe that the Lifelong Learning program is a successful example of the critical pedagogy at work.  The students of the program all have diverse backgrounds and we are able to utilize our unique identities to relate to the theory we are taught in the classroom.  We are encouraged to take what we are learning in the program and apply it to our dealings in everyday life, whether it is in our households or on the job.  Our professors encourage us to provide our opinions on the subject matter in both formal and informal practices including reflective papers and classroom discussions.  We are recognized and validated for both positive and negative arguments about our required readings, and often encouraged to reflect and explain further when the opinion is different from that of the professors.

This appreciation for varying opinions is at the heart of Bracher’s critical pedagogy as it encourages students to reflect on how this information can benefit our identities.  It gives us, as students, a sense of worth and understanding that our values and ideals are recognized.  Ultimately, our identity is recognized and we are entitled to thrive and learn as ourselves.

So, this leads me back to my first question........Who is your favourite teacher?  Like many of us, I believe my learning journey is not ending anytime soon.  Throughout this journey, I have been affected by several teachers who have and continue to have a positive influence on my identity.   After much reflection and now better understanding of pedagogical strategies, I believe the answer is................. To Be Determined. 

References

Bracher, M. (2006). Radical pedagogy: Identity, generativity, and social transformation. New

York: Palgrave Macmillan.

Moon, J. (2004). Using reflective learning to improve the impact of short courses and workshops. Journal of Continuing Education in the Health Professions. 24(1), 4-11.

Tomasello, M. (1999). The cultural origins of human cognition. Cambridge Mass.: Harvard University Press.