Pedagogy of the Oppressed – Chapter 2
While not unique to language and immigration issues, Pedagogy of the Oppressed, does speak to the role of education in offering freedom to those whose lack of education is a type of oppression. In this specific excerpt, Friere contrasts the banking-concept of education with problem-posing education as means of empowering all students in more effective learning environments.
Freire, P. (2000). Pedagogy of the oppressed. New York : Continuum, c2000.
‘What Should Teachers Do?’
Lisa Delpit asks the question, ‘What should teachers do?’ in the context of students speaking Ebonics in the classroom. She makes the case that there is a role for Ebonics and legitimizing the dialect, while simultaneously providing strategies for teachers working with students who speak in Ebonics but who need to learn standard English for testing and assessment requirements.
Lacey, M. (2011, September 14). In arizona, complaints of an accent. The New York Times.
Vargas, J. (2011, June 22). My life as an undocumented immigrant. The New York Times.
Jose Vargas gives an honest account of his life story in this biographical piece about his undocumented entry into the United States as a child and subsequent challenges to remain and make a home in the face of discrimination and restrictive policies in the United States today.