Reflections on Articles written by Rossatto (2002), Greene (1994), and Forstorp (2008)

In my fourth week of class, I read the following articles/chapters:

• Critical Pedagogy Applied Praxis by Cesar Rossatto (2002)
• Epistemology and Educational Research: The Influence of Recent Approaches to Knowledge by Maxine Greene (1994)
• Who’s Colonizing Who? The Knowledge Society Thesis and the Global Changes in Higher Education by Per-Anders Forstorp
  

In the first article, Critical Pedagogy Applied Praxis, it is evident that education in Brazil is more focused in supporting societal organization and structural reproduction, rather than providing equitable and equal opportunities to the Brazilian people (Rossatto, 2002). Poverty in this country is a contributing factor to the people’s detrimental and disadvantageous way of life, particularly in the evident manifestation of ignorance and illiteracy that are results from the absence of misappropriate schooling (ibid). In doing so, the realities of destitution, the illiteracy among children and adults, and the Brazilian people’s complacency with the discriminatory socio-economic conditions have led to the significance of implementing teaching and learning theories in relevant and appropriate practices (ibid). This includes, but not limited to, empowering both children and adults in building a stronger sense of consciousness through educational opportunities that are based on daily life experiences, critical thinking, creativity, evaluation of authenticity, and decision-making skills; developing students’ self-motivation and dialogue about real life issues and experiences; producing students’ knowledge through collective engagement activities; and transforming students’ personal life stories into evolving educational experiences (Rossatto, 2002, pp. 161-164). The different situations that are experienced by the Brazilian children in their education can be compared with the ongoing struggles being faced by the American youth. Many American children are discriminated and cheated from opportunities to succeed and excel in academics. In Texas, for example, students from lower economic levels and minority groups are not offered with the same favorable circumstances and quality resources compared with their more affluent peers. In doing so, students with lesser socio-economic advantages are not awarded with the same emotional, intellectual, physical, and sociological growth. Despite this reality, it is important that students of poverty and from minority groups should be afforded with the same opportunities that are given to students of wealthier status and from the White race. This includes establishing open dialogue, trust and genuine concern, self-esteem, a voice to express one’s views and opinions, and a stronger identify by knowing that an individual can transform one’s stark reality.

In the second article, Epistemology and Educational Research: The Influence of Recent Approaches to Knowledge, it is important that teachers immerse themselves in “reflective-teaching” and “reflection-in-action” (Green, 1994, p. 425). Teachers often forget or have surrendered with the idea that students from poverty should not be given the same opportunities compared to the wealthier and more affluent students. Teachers should understand that many students from low socio-economic structures and minority groups are powerless than those students who have more advantages in wealth, prominence, authority, and other resources. Students, who are from poverty and are discriminated based on the color of their skin, should be provided with rigorous curriculum and with more relevant and appropriate teaching and learning experiences. As students are categorized and branded based on their cultural and racial backgrounds, they are also distinguished based on their attributes as males, who represent universality and mediacy, or as females, who represent particularity and immediacy, in society (Green, 1994, p. 429). In doing so, students thrive to belong or to be a part of something larger and more meaningful, as well as being part of a greater structure where their individual contributions matter (Green, 1994). In supporting the desire of students to become significant and be empowered through appropriate and relevant knowledge and skills, it is necessary that the current educational system recognize the role of diversity, the awareness of genuine care towards individual needs, and the implementation of authentic forms of assessments based on real-world situations.

In the third article, Who’s Colonizing Who? The Knowledge Society Thesis and the Global Changes in Higher Education, “globalization” and “knowledge society” are two ideas that are being relatively compared with regard to its influence in changing the social, economic, cultural, and political structures in society (Forstorp, 2007). "Globalization" or the "age of globalization" is identified with the concepts of modernity, progress, and collaboration with different nations (ibid). Though these concepts may seem positive in the light of societal and economic development, many do not understand that globalization includes the process of “deterritorializaton” and “reterritorialization” of nations. Both processes are based on the in-depth power that nations may have being "knowledge-based societies" (ibid). In doing so, different nations have made it as a priority to build a highly educated workforce, establish a competitive edge from fellow nations, and develop the intellectual strength of its population (ibid). Furthermore, "knowledge society" has become a widespread idea that many people may not be fully familiar with, particularly with the philosophies of information-literacy as demonstrated in the development of technology, educational methodologies and practices, professional learning communities, global collaboration and communication, and the like (ibid). For this reason, many progressive countries, such as the United States, aim to implement changes in their educational system as a tool to: reinforce its authority, control, and power in the global community; and, provide its people with higher educational levels, as information-literacy continue to be the focus of every nation’s economic and political advancement.