The Ecstasy Of Influence : A Plagiarism

A Critical Incident analysis of Symbolic Violence” examines a prevailing theme of symbolic violence within the school system. An important example from the text is when Herr and Anderson examined Mrs. R’s and Mr. Y’s classroom and the environment the students were learning in. To begin, Mrs. R perpetuates that her students cannot be helped, she is authoritative, and operates on this idea of respect, however, fails to give respect back to her students (Herr & Anderson, 2003). The text explains this as she is failing to recognize her students’ abilities, and by doing so created a hostile environment of the students not wanting to be there, or wanting to learn (Herr & Anderson, 2003). Mrs. R was working in a symbolically violent environment that was not working to help her student learn. On the other hand, Herr and Andersons analysis of Mr. Y showed the difference in quality. Mr. Y was respectful to his students. He worked with the students to ensure through their student-teacher relationship was respectful. Through this respect and mutual understanding, Mr. Y was able to push his student to thrive (Herr & Anderson, 2003). Thusly, we can begin to see how schools perpetuate the social hierarchy system (Cruz, 2018). This support for the “dominate” ideology does not allow for others who do not fit into the dominate culture to thrive properly, and as a result has an effect on the level of success people can reach if are

The subject of government is engrained in peoples’ minds as being a “history subject” but the class showed that in reality it is a living, changing, and expanding subject. Freire describes this loss of meaning in the first page when he says “…Contents which are detached from reality, disconnected from totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity” (318). A “banking” education class would have had students sitting in straight rows staring at the white board fiercely copying every single detail that the teacher wrote down about each of the governments, and in the minds of the students these would be concrete unchanging situations. If someone were to come into a discussion that the class was having, while wearing a blindfold, it would be a difficult task to identify the instructor of the course because each student had a new and different perspective on the article. The teacher, although presumed to have more knowledge than all of us as students, never exerted his own thoughts and ideas as authoritative and absolute but offered ideas and perspective the same way that each student brought their own opinions to the table. The focus was for each student to foster his or her analytical skills,

Words are emptied of the concreteness and become a hollow, alienated, and alienating verbosity” (Freire 71). The student’s role is to memorize the information fed to them regardless of the content while ignoring the context it may have on their own culture. They become robotic, submitting to orders rather than carving their own path, thus, creating a society where abnormal opinions and ideas are shunned and rejected.

When reading the Pedagogy of the Oppressed by Paulo Freire the banking concept of education stood out to me the most. It made me envision the oppressor as the teacher and the oppressed as the students. The teacher stands in front of the class and has all the power compared to the students. Just like the oppressor, the teacher makes all the rules and decisions for the students without them having a choice about the direction of the class. Additionally, the teacher is seen as the one with all the knowledge while the students are the ones that need to be thought how to conform to what their teacher is teaching. This reminds me of how America uses the school system or media to push agendas that benefit the dominate society. For example, when all you learn about in history class is about the amazing things that White people have done while excluding the rape, murder, theft, and genocide they tend to look at minorities as inferior or as slavery as a benefit because now Blacks get to enjoy

Based on the demands of our educational system, our society is forced to conform to the level of education that they want us to be at. This educational distortion is beneficiary to the educator's realm and the way of governing education . We are seen as merely objects rather than subjects and are fed only facts/information that the educator only wants us to memorize not actually comprehend it or even ask questions or give our opinions to given facts/information. This is what makes the educator the oppressor and us the oppressed. Paulo Freire's "Pedogogy of the Oppressed" deals with the concept of oppression in the school system and suggests an alternative method of education. There is an absolute need for students to "Tear down the wall"

In the “Pedagogy of the Oppressed in the Society,” Freire has supposed that the dominant group in the society, who are rich and educated, owning companies and position in the government and so on, commonly rise in power and authority over the minority group, who lacks education and sophisticated skills to participate in a high grade of employment. They in turn get to work as ordinary laborers for the dominant people’s offices. Strictly, loyalty is normally asked from the minority concerning their service; therefore they have to submit to the voice and control of their masters. It obviously demonstrates here, then that these two groups of people engaged in a social anti-dialogue communication together. The scenario, one would ordinarily witness is that, the dominant usually dialogues equally with their kind and the minority to their own kind as well. Therefore, the world can clearly identify a distinctively huge division between the two main social classes of

However, it goes deeper and makes the argument that the true way to oppose oppression is to have a conversation and to listen to one another. This was inspired in part by John Dewey, but also by looking at the backgrounds of individuals, groups and countries. In my research I saw connections of dissatisfied, angry people. When thinking about how identity and how it plays into a person's actions, I found those with a strong sense of identity will defend the identities of others. This can be seen in Léon-Gontran Damas who helped create a movement based on building and celebrating identities. It is those who are insecure about where they stand in the world, who are the ones to create oppressive regimes. This can be seen in not only Germany but also Italy. They were two countries having difficulties finding their footing in a Post- World War I world, and in doing so lost their identities. In my argument, I recognize that a conversation needs to be held in a society in order to avoid violence and becoming another person’s oppressor. We can do this by recognizing and legitimizing each other’s identities. My project reinforces this argument by presenting the audience with two options: recognizing their own oppressor and essentially “knocking” them down, or having a conversation with others in the form of the collaborative

When describing both pedagogies, Paulo Freire (2000) explains that the teacher and the student relationship is based off of a hierarchy in traditional education pedagogy. Freire (2000) states that “This relationship involves a narrating subject (the teacher) and patient, listening objects (the students)” (71). Students listen to what the teachers are teaching, take notes, and repeat facts without fully understanding what they are being taught, Freire (2000) labels this the banking model of education. The banking model is oppressive, refuses students of their creative capability, leading them into the direction of oppression. Freire’s (2000) solution for this problem is to encourage the oppressed to transform their structure “so that they become

Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry” (58). If knowledge is treated as a gift, then who is worthy to receive it? In this oppressive society, only the minority of the upper class is treated as worthy. If a teacher treats students as if they are beneath his worth, how can students be expected to learn? In the society Freire wishes for, knowledge would be shared. Teachers would learn hand in hand with students to develop critical thinking skills. Not only does Freire make clear that he does not support his current government’s way of education, he flat out despises it. He continually refers to his country’s current teachers as “oppressors” (60) and calls the banking system “necrophilous”(64).

The teacher confuses the authority of knowledge with his own professional authority, which he sets in opposition to the freedom of the students;

Although schools are entrusted to educate the next generation of great thinkers, schools fail to prepare their students for success. Graduating students are blindly entering society expecting luxuries that do not exist. Schools fail to teach that in the “real world” not everyone wins, schools take censorship to the extreme, and fail to teach self reliance.

It's not an ordinary story, which you hear every single day. This story is about a dreaming girl, who likes to make plans and dream endlessly. Yes, it is about me, as you have already guessed. In one of the rainy autumn days I was sitting near the window and looking out. I saw loving couples that were walking along the street. And I thought to myself what my future husband would be like. I realized that I wanted him to be like my father- handsome, proud, intelligent, caring, kind, loving, loyal and trustworthy. I dreamed to have the copy of my father by my side. I understood how my father influenced my thoughts and ideas and my point of view. So now I begin to think about influence and its definition. The truth is that it's really hard to give a complete definition to it. People understand influence differently

This specific public issue contributes to oppression at all three levels, which includes the personal, cultural and political dimensions. Oppression, which is a control of inferior groups within society by an influential group (Mullaly 2010), can occur on many different

When I first encountered Paulo Freire’s work, I was struck with the hypocrisy of my own teaching. I had deluded myself into thinking, to a certain extent, that I was creating a democratic and equal space that was free from the influence of. It was a stark reminder last year when I encountered Richard Shaull’s introduction to Peter Freire’s The Pedagogy of the Oppressed. He writes, “There is no such things as a neutral educational process. Education either functions as an instrument that is used to facilitate the integration of the younger generation into the logic of the present system and bring about conformity to it, or it becomes the ‘practice of freedom,’ the means by which men and women deal critically and creatively with reality and

A feeling that comes into play in the conflict theorist view is that they think a student’s individualism and creativity may be stifled because a child is not able to express him or herself. The institution feels that social norms need to be upheld in order to continue and maintain social control. There is a “hidden curriculum” taught in our schools. A hidden curriculum can be defined as the unofficial rules and routines in the structures of schools. Students progressing through the education institutions learn their values beliefs and attitudes from examples of what is expected in the classroom environment