Lessons in Educational Emancipation from the Radical Teaching Life of Hal Adams
Edited By Bill Ayers, Caroline Heller and Janise Hurtig
Chapter Three: The praxis of sharing and the dialectics of small group writing
← 32 | 33 →The Praxis of Sharing and the Dialectics of Small Group Writing1
Through dialogue, the teacher of the students and the students of the teacher cease to exist and a new term emerges: teacher-student with students-teachers. —Paulo Freire, Pedagogy of the Oppressed
We come to share, not to learn. —Laura, writer and workshop co-facilitator of a parent writing group, introducing the writers at a public reading
Change the categories. -- C.L.R. James, Notes on Dialectics
The magazine release dinner and public reading for the Suarez High School parent-community writing group had been called for 6:30 on a Thursday evening in the school cafeteria. The writing group, now in its fifth year, had just received copies of the most recent magazine, which they had titled “Mothers, Daughters, Wives, and Teachers.” It was mid-February, making Valentine’s Day, “el día del enamorado,” the inevitable decorative theme for the event. “We may be mothers, but we can still be romantic,” Marta, one of the contributing writers, had commented about the theme at a planning meeting we had convened the previous week. Marta was the widowed grandmother of a graduating student and by far the oldest member of the writing group. Her comment, and the wry smile that accompanied it, prompted an outburst of laughter among the writers, who teased Marta to share more stories about romance in her life....
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