10.5: Theories on Change- From Systemic to Individual Change

“Voice is power; and academic voice is persuasive power!”

(Daly, 2025).

“Voice” is a powerful tool, and it is needed to enlighten and educate others on differing viewpoints. In past traditional school settings, voice has often been seen as an invalid interruption or distraction, something that detracts from the educator’s authority (Paratore & McCormack, 1997). Many classrooms have operated under the assumption that students should be silent and passive. However, voice is an important aspect of the curriculum, and not an interruption to learning, but an indication that learning is occurring. Voice enriches all participants and creates a democratic learning environment. Hooks (1994) stated:

Making the classroom a democratic setting where everyone feels a responsibility to contribute is a central goal of transformative pedagogy… As the classroom becomes more diverse, teachers are faced with the way the politics of domination are often reproduced in the educational setting. For example, white male students continue to be the most vocal in our classes. Students of color and some white women express fear that they will be judged as intellectually inadequate by these peers (p. 136).

Voice builds community within the classroom and creates a climate of openness; and intellectual rigor depends on recognizing the value of each individual voice. This shared commitment to dialogue binds learners together in pursuit of common goals. This aligns with the constructivist classroom and Vygotsky’s theory of Semiotic Mediation, discussed in chapter 5, which describes the process of moving between public interaction and private thought. Vygotsky believed that learning was enhanced when children engaged in dialogue with peers; and that these social exchanges mediated thinking and helped to construct meaning. Through discussion, learning and understanding are shaped collaboratively (Bodrova, & Leong, 2007). Voice is not only a means of communication but also a reflection of one’s lived experience, making experience a legitimate and powerful way of knowing.

Experience as a Valid Way of Knowing​​​

Hooks (1994) saw experience as a “valid and vital form of knowledge" and challenged conventional hierarchies from privileged, expert-derived knowledge. Educators can dismantle what is known as Freire’s (1970) “banking model” of education, by placing students’ life experiences at the center of education. In the Banking Model, teachers deposit information and students are just passive receptacles, absorbing information without engagement. Teaching becomes a one-way “narrative” process where educators deliver content, and students are expected to memorize it, and repeat it without change or much critical reflection. The Banking analogy is much like making a deposit at the bank and being able to withdraw it at whatever moment one fancies. The teachers withdraw the information in the form of quizzes, exams, written work, or in-class questions. However, in reality, people’s knowledge is not like bank deposits and withdrawals.

According to Freire (1970), educators must create learning spaces rooted in mutual respect and shared authority. By treating personal and cultural experience as valid forms of knowledge, classrooms become more meaningful and connected to real life. When we allow our personal and cultural experiences into the classroom, learning becomes more meaningful and connected to real life. Valuing a person’s experience does not hinder discussion; instead, it enriches it by linking abstract concepts to concrete reality.

Conflict and Discomfort in Learning

Open dialogue can sometimes lead to tension, conflict, or emotional discomfort. Pain and struggle are natural parts of shifting perspectives and adopting new ways of knowing. This discomfort does not necessarily cause harm but signals growth and transformation (hooks, 1994). Allowing passionate debate and emotional expression in the classroom challenges the notion that intellectual engagement requires detachment from feelings. Instead, combining analytical thinking with emotional experience fosters deeper learning.

Fear of Change

Fear of change often holds educators back from adopting new teaching practices or transforming systems. This fear may stem from concerns about losing respect, disrupting established routines, or relinquishing power. Overcoming these fears is essential for moving toward more democratic, inclusive, and ethical educational environments.